Social justice, media and technology in teacher education : 27th ATEE Spring Conference, ATEE 2021, Florence, Italy, October 28-30, 2021, revised selected papers / / edited by Maria Ranieri [and four others]

• Pubblicazione: Cham, Switzerland : , : Springer, , [2022]; ©2022
• Descrizione fisica: 1 online resource (248 pages)
• Disciplina: 370.711
• Soggetto topico: Teachers - Training of
• Persona (resp. second.): RanieriMaria
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Intro -- Preface -- Organization -- Contents -- Teaching Critical Media/Digital Literacy in Multicultural Societies -- Media Education and Digital Storytelling: An Experience of University Teaching -- 1 Media Education, Video and Digital Storytelling -- 2 Proposed Research -- 3 Findings -- 4 Conclusions -- References -- Engaging with Media Constructs and Power Dimensions in Initial Teacher Education: Enabling Student Teachers to Challenge Stereotypical Representations of Minorities in the Classroom -- 1 The Context -- 2 Theoretical Framework -- 3 The Intervention -- 4 Methodological Design -- 5 Findings and Discussion -- 5.1 STs' Awareness and Critique of Their Positioning, Privilege and Cultural Imperialism -- 5.2 STs' Identity Development and Perceptions of Their Role as Teacher -- 5.3 Evidence of Transformative Learning -- 6 Conclusion -- References -- Immersive Environments in Higher Education: The Digital Well-Being Perspective -- 1 Introduction -- 1.1 Immersive Environments -- 1.2 Digital Well-Being -- 2 The Dimensions of Digital Well-Being -- 2.1 The Approach to the Digital Well-Being -- 2.2 Cognitive Dimension -- 2.3 Physiological Dimension -- 2.4 Social Dimension -- 2.5 Educational Dimension -- 3 The Design and Evaluation of Learning Scenario in a Well-Being Perspective -- 3.1 The Digital Well-Being in IE -- 3.2 The Tool for the Scenario's Design -- 3.3 Learning Scenario: The Crime Scene Investigation -- 3.4 The Evaluation Process -- 3.5 The Results of Evaluation Process for Learning Scenario -- 4 Conclusions -- 4.1 Future Perspectives -- References -- Cultures, Intersections, Networks. The Role of Algorithms in Defining Power Relations Based on Gender, Race, Class, Disability -- 1 Algorithms as Cultural Machines -- 2 The Intersectional Interpretive Key -- 3 The Research -- 3.1 Sample -- 3.2 Methodology -- 3.3 Results -- 4 Conclusions. ; References -- Integration of LifeComp and DigComp 2.2 as a Theoretical Framework for Media Education -- 1 DigComp as a Theoretical Framework for Media Education? - Issues and Implications -- 2 Application of DigComp as a Framework in Media Education Projects -- 2.1 The Project Digital Well-Being - Schools -- 2.2 The Project Cogito Ergo Sum -- 2.3 Application of DigComp as a Framework for Media Education -- 3 A Proposal: Integration of LifeComp and DigComp as a Theoretical Framework for Media Education -- 3.1 Wellbeing and Self-regulation -- 3.2 Awareness, Understanding and Responsibility in Communication -- 3.3 Critical Thinking and Reflecting as Key Dimensions of Analysis and Creative Production of Digital Artefacts -- 4 Conclusions -- References -- Digital Citizenship Education Curriculum. Results of a National Investigation and Didactic Proposals -- 1 Theoretical Framework -- 2 Research Topic -- 3 Methodological Design -- 4 Results -- 5 Expected Conclusions/Findings -- References -- Study and Analysis on the Student Response System Adoption: Experimentation in a Programming Course -- 1 Introduction -- 2 Literature Review and Theoretical Framework -- 3 Method and Learning Environment -- 3.1 Mentimeter -- 3.2 Open and Closed Questions -- 3.3 The Course -- 4 Measurement and Methodology -- 5 Data Analysis -- 5.1 Students' Participation -- 5.2 Correct Answers Comparisons -- 5.3 OQ and CQ Answers' Correctness Trends -- 5.4 OQ and CQ Answers' Correctness Trends -- 5.5 OQ and CQ Answers' Correctness Trends -- 6 Conclusion and Future Work -- References -- Decommodifying Teacher (Digital) Education -- Learning Analytics to Foster Quality Culture in Education and Training Organizations -- 1 Fostering Quality Culture with Learning Analytics -- 2 Theoretical Framework. ; 3 QA System for Managing Complexity of LAs: A Proposal for Teachers' and Educators' Training -- 3.1 QA Models as a Hypothesis to Deal with Las -- 3.2 The E-tivity: Implementation and Results -- 4 Conclusion -- References -- Legalisation Issues and Reconfiguration of Education? Challenges for Nordic Teacher Education in the Digital Age -- 1 Introduction -- 2 Increased Legalisation of Matters Related to School Activities -- 3 From Nation Building Towards Transnational Governance -- 4 Two Extreme Cases -- 5 Discussion -- 6 Limitations of the Study -- References -- The Training of Teachers in Citizenship Education Through Theatre and Dialectical Method -- 1 Background and Aims of EAR Project -- 2 The Value of EAR in an Era of Demographic Change in Europe -- 3 The Educational Scenario -- 4 The EAR Training Model -- 5 Research Methodology -- 6 Teacher Perceptions of the Changing Dynamics in the EAR Classroom -- 7 Teachers' Confidence in Teaching and Evaluating Citizenship Education -- 8 Conclusions -- References -- Educating Students at Teacher Education Faculties in Art Fields (Visual Arts and Music) in the Online Environment -- 1 Introduction -- 2 Methodology -- 2.1 Research Sample -- 2.2 Research Sample -- 2.3 Instrument -- 2.4 Data Analysis and Statistical Processing -- 3 Interpretation of the Results -- 3.1 Advantages of Online Teaching -- 3.2 Technological Conditions of Studying -- 3.3 Quality of Support to Students -- 3.4 The Quality of Teaching Art Courses -- 4 Discussion -- 5 Conclusion -- 6 Recommendations for Further Research -- References -- Digital Technology and Equity for Inclusive Teaching -- "La scuola si Nutre del Territorio nel Quale Alberga" "The School is Nourished by the Local Context" -- 1 Introduction -- 2 The Project -- 3 Methodological Design -- 4 Findings -- 5 Conclusion -- References. ; Teaching in Upper Secondary Schools with High Migratory Complexity: The European Project QuaMMELOT -- 1 Teaching in School with High Migratory Complexity -- 2 The Training-Course Modules -- 3 Methodological Approaches -- 3.1 Narrative, Artistic and Multimedia Approaches -- 4 Findings -- References -- Accessible School Textbooks for Students with Hearing Impairments -- 1 Theoretical Framework -- 2 Research: Methodological Design and Results -- 3 Discussion and Operational Proposals -- 4 Conclusion -- References -- Educational Robotics for Inclusive Design -- 1 Introduction -- 2 Theoretical Framework -- 3 Methodological Design -- 3.1 Participants -- 3.2 Course Description -- 3.3 Assessment Instruments -- 4 Results -- 4.1 Course Results -- 4.2 Course Results -- 5 Conclusions -- References -- Teachers in a Searchable World: Findings from an Introductory Survey -- 1 Introduction -- 2 Data Collection -- 3 Results and Analysis -- 3.1 Teachers in a Searchable World -- 3.2 The Laundry Bucket: The Students' Side -- 3.3 Teachers' Beliefs the Use of Search Tools at School: Do We Need to Train the Trainers? -- 3.4 Search Tools: Relevance, Interaction, Engagement, and Ethic Questions -- 3.5 Search Tools in a Changed World -- 4 Concluding Remarks, Limitations, and Future Work -- References -- Teaching with Digital Conceptual Maps for the Development of Inclusive Processes -- 1 Theoretical Framework -- 2 Methodological Design -- 2.1 First Phase: Active Learning Laboratories -- 2.2 Second Phase: Data Collection and Analysis -- 3 Classroom Teaching Strategies (First Phase) -- 3.1 Brainstorming -- 3.2 Cooperative Learning -- 3.3 Collaborative Assessment -- 4 Data Collection and Analysis (Second Phase) -- 5 Conclusions/Findings -- References -- Teacher Professional Development on Social Inclusion: The PLEIADE Approach -- 1 Introduction -- 2 Theoretical Framework. ; 3 Methodological Design -- 4 The Training Pathway -- 4.1 Structure of the Training Pathway -- 5 Preliminary Results: Barriers and Enabling Factors -- 6 Conclusive Remarks -- References -- Educational Technologies, Social and Emotional Learning and School Inclusion: Challenges and Opportunities -- 1 Introduction -- 1.1 Social and Emotional Learning, a Key to Inclusive Education -- 2 Social Emotional Learning and Technologies: A State of the Art -- 2.1 Affective Computing: A Starting Point -- 2.2 Technologies for Social and Emotional Learning: Issues and Open Questions -- 3 Assessing the Quality of SEL Apps and Web Platforms: A Perspective Model -- 3.1 A First Survey of the App for Social Emotional Learning: Research Results -- 3.2 The MOOC "DIGItal Competences for the Development of Social Emotional Skills for Inclusion" -- 4 Conclusions -- References -- Author Index.
• Titolo autorizzato: Social justice, media and technology in teacher education
• ISBN: 3-031-20777-7
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 996503564703316
• Lo trovi qui: Univ. di Salerno
• Serie: Communications in Computer and Information Science