Colmare il divario pedagogico tra affordance operative e affordance contestuali nei social media
DOI:
https://doi.org/10.6092/issn.1825-8670/13223Parole chiave:
affordance, insegnanti di scuola secondaria di secondo grado, affordance contestuali, affordance operative, social mediaAbstract
L’utilizzo dei social media nell’istruzione è in aumento grazie ai benefici pedagogici percepiti. Studi sottolineano tuttavia l’importanza per gli insegnanti di una costruzione continua delle proprie abilità, esperienze e valori relativi ai social media. Il pensiero critico, la risoluzione dei problemi e la capacità di contestualizzare i social media richiedono attitudini intellettuali, sociali ed etiche, indipendentemente dalla competenza operativa. Abbiamo condotto un’intervista semi-strutturata con 13 insegnanti di scuola secondaria di secondo grado che hanno espresso considerazioni ed esperienze circa l’utilizzo dei social media in classe. I video registrati delle interviste sono stati trascritti in formato testo e codificati in modo induttivo e deduttivo per l’analisi. I risultati dello studio sono in linea con le prospettive teoriche che affermano che interazioni regolari con la tecnologia forniscono agli insegnanti conoscenze e strumenti per insegnare efficacemente con la tecnologia stessa. L’articolo delinea un quadro per aiutare facilitatori dell’istruzione, tecnici dell’educational, insegnanti e altre organizzazioni interessate a riorientare i propri sforzi e la formazione su contesti tecnologicamente specifici. Si sottolinea inoltre l’importanza di dare continuità all’uso didattico della tecnologia.
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Copyright (c) 2022 Wilson Otchie, Emanuele Bardone, Margus Pedaste
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