Formazione & insegnamento
ISSN: 2279-7505 | Published: 2014-09-30
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Title: Digital storytelling in pre-service teacher training: Educational potentials and limits
Abstract: This article presents the results of a pilot study conducted at Ca' Foscari University, in which a group of teachers in pre-service education (lower and upper school) pioneered the use of digital storytelling, through a workshop.The study aimed to explore and examine the perceptions and reflections of teachers in the use of Digital Storytelling, on its possible application in the classroom, and finally the possible obstacles that could hinder its use. The results of this research suggest that, although almost all teachers involved have positive feelings about the use of digital storytelling, half of them reported the presence of substantial barriers to its effective and continuativeapplication (such as availability of time, curriculum's limits, limitedaccess to technology, and the situation of the overall school system ). This outcome was recorded in spite of the teachers declaring to be positively affected by the method, and that they noticed an improvement in their professional skills together with a higher level of motivation and commitment.
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Title: Digital storytelling nella formazione iniziale dei docenti. Potenzialità e limiti nella pratica educativa
Abstract: Questo articolo presenta i risultati di uno studio di pilota condotto presso l'Università Ca' Foscari, in cui un gruppo di insegnanti in formazione preservice (di scuola inferiore e superiore) ha sperimentato l'uso del digital storytelling digitale, attraverso un laboratorio. Lo studio ha avuto l'obiettivo di esplorare e di esaminare le percezioni e le riflessioni degli insegnanti sull'usodel Digital Storytelling, sulle possibili applicazione in classe; e infine, sui possibili ostacoli che ne potrebbero impedire il suo uso. I risultati della ricerca suggeriscono che, sebbene quasi tutte le percezioni degli insegnanti sull'utilizzo della narrazione sono state positive, in pratica, più della metà degli insegnanti dichiara che esistono sostanziali ostacoli che ne impediscono l'applicazione (come la mancanza di tempo, i limiti del curriculum e accesso alla tecnologia, sistema scuola). Questo risultato si è registratononostante che gli insegnanti dichiarino gli effetti positivi del metodo su sé stessi, un aumento delle competenze professionali e una maggiore livello di motivazione e di impegno.
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Title: Storage numérique dans la formation initiale des enseignants.Potentiel et limites dans la pratique éducative
Abstract: Cet article présente les résultats d'une étude pilote menée à l'Université CA 'Foscari, dans laquelle un groupe d'enseignants en préserve (basse et lycée) a connu l'utilisation de la narration numérique numérique, à travers un laboratoire.L'étude visait à explorer et à examiner les perceptions et les réflexions des enseignants sur l'utilisation de la narration numérique sur une application de classe possible;Et enfin, sur les obstacles possibles qui pourraient empêcher son utilisation.Les résultats de la recherche suggèrent que bien que presque toutes les perceptions des enseignants sur l'utilisation du récit aient été positives, dans la pratique, plus de la moitié des enseignants déclarent qu'il existe des obstacles importants qui empêchent leur application (comme le manque de temps, les limites du programme et l'accès à la technologie, le système scolaire).Ce résultat a été enregistré que les enseignants déclarent les effets positifs de la méthode sur eux-mêmes, une augmentation des compétences professionnelles et un plus grand niveau de motivation et d'engagement. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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Title: La narración digital en la capacitación inicial de los maestros.Potencial y límites en la práctica educativa
Abstract: Este artículo presenta los resultados de un estudio piloto realizado en la Universidad de Ca 'Foscari, en el que un grupo de maestros en la capacitación de preservación (bajo y secundaria) ha experimentado el uso de la narración digital digital, a través de un laboratorio.El estudio tuvo como objetivo explorar y examinar las percepciones y reflexiones de los maestros sobre el uso de narración digital en la posible aplicación de clase;Y finalmente, en los posibles obstáculos que podrían evitar su uso.Los resultados de la investigación sugieren que, aunque casi todas las percepciones de los maestros sobre el uso de la narrativa han sido positivas, en la práctica, más de la mitad de los maestros declaran que hay obstáculos sustanciales que impiden su aplicación (como la falta de tiempo, los límites del plan de estudios y el acceso a la tecnología, el sistema escolar).Este resultado se ha registrado que los maestros declaran los efectos positivos del método en sí mismos, un aumento en las habilidades profesionales y un mayor nivel de motivación y compromiso. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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Title: Narrativa digital no treinamento inicial dos professores.Potencial e limites na prática educacional
Abstract: Este artigo apresenta os resultados de um estudo piloto realizado na Universidade CA 'Foscari, na qual um grupo de professores em treinamento de reserva (inferior e ensino médio) experimentou o uso da narrativa digital digital, por meio de um laboratório.O estudo teve como objetivo explorar e examinar as percepções e reflexões dos professores sobre o uso de histórias digitais em possível aplicação de classe;E, finalmente, nos possíveis obstáculos que poderiam impedir seu uso.Os resultados da pesquisa sugerem que, embora quase todas as percepções dos professores sobre o uso da narrativa tenham sido positivas, na prática, mais da metade dos professores declara que existem obstáculos substanciais que impedem sua aplicação (como a falta de tempo, os limites do currículo e acesso à tecnologia, sistema escolar).Esse resultado foi registrado que os professores declaram os efeitos positivos do método sobre si mesmos, um aumento nas habilidades profissionais e um maior nível de motivação e comprometimento. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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