ATEE -Spring Conference 2020 -Florence May 20th -22nd Social justice, media and technology in teacher education Submit now 1

2022

Smartphone is today's most widespread information communication tool, which has led to new habits and behavioral patterns. A tool that plays a central role in the lives of young people, social media platforms have opportunities that raise many questions from an educational point of view as well. This is a particularly important topic because nowadays the scene of media awareness is not only the family but educational institutions, which also contributes to the creation of conscious use with their role. The determining factor in the effectiveness of education is the teacher. The teacher's role is also a social process, almost parallel to the development of technology, the products of which are also used from an educational informatics point of view. One of the cornerstones of education for proper media behavior and critical thinking is to map how teachers relate to the phone and the virtual world, to consciously use them in classes as an educational IT tool and channel. In addition, the question arises as to what effect these tools have on the generational and digital divide, and how digital natives and immigrants can cooperate in education. In the course of our story, we can get to know the thoughts and opinions of a digital native and a digital immigrant teacher. How are the opportunities provided by the digital world used in education? What do they think about the 21st-century teacher attitude?

Proceedings of the 2022 AERA Annual Meeting

Italian Journal of Sociology of Education, 2016

The knowledge of the whole education system in testing and incorporating ICT in teaching practices is preliminary and fundamental to develop a new thinking on education. All over the world we assist to an important movement to “flip the system” towards a new humanistic and holistic approach interested in returning voice and dignity to teachers and learners in defining the educational mission of the future. In Italy, one of the most significant problems affecting the incorporation of old and new media in education practices, and the reflection regarding a critical evaluation, is given by the absence of a visionary approach at different educational levels, and the lack of empirical data about how the use of these tools in teaching practices would be revolutionary. The paper aims at providing a descriptive and interpretative reflection on the spread and the use of ICT in schools, through the voice of its main character, the teacher. The study is part of a larger working progress resear...

Proceedings e report, 2021

In the face of rapid technological and economic developments globally, pre-service teacher education programs in the Asia-Pacific region are challenged to prepare teachers who are open to new ideas, new practices and information and communication technologies (ICT), to learn how to learn, unlearn and relearn, and to understand and accept the need for change. Extending Popper's (1978) framework of the three worlds - the physical world as World 1, the mental world as World 2, and the world of products of human ideas as World 3 - this paper examines how teachers may assume agency to mediate the tensions and opportunities between these worlds in order to chart possible developmental trajectories that may provide future directions for pre-service teacher education. With respect to the use of ICT for teaching and learning, pre-service teacher education programs are then expected to move pre-service teachers away from learning specific ICT application and towards learning how to learn, and more important, moving towards a commitment to constructivist-oriented teaching and learning practices.

2011

Even before we’ve wiped the sleep from our morning eyes, many of us now find ourselves reaching for our smartphone or tablet to check the shutterless pulse of the tweeting, facebooking, emailing, googling globe, hoping to catch up on what news has transpired in our brief overnight sojourn. Then, throughout the balance of our day, an astonishing but now taken-for-granted host of digital applications and devices serve to enhance, inform, monitor, entertain, customize, regulate and otherwise touch nearly every aspect of our everyday lives: laptops, ATM machines, Google, grocery checkouts, and for teachers and students, Learning Management Systems, SmartBoards, eBooks and clickers. Our being-in-theworld is increasingly enhanced by, enmeshed with, and seamlessly folded into networked machines, smart mobilities, and sophisticated software environments. This new technology infrastructure is mediating our lived experience with a 24/7 immediacy and sometimes 911 urgency. Merleau-Ponty once o...

Investigations and Applications, 2013