To show the organization of the course that includes this module, follow this link Course organization
The aim of the course is to provide students with;
- knowledge about the education theories that surrounds the use of technologies for educational and didactic purposes.
- knowledge about how to critically investigate the scientific literature in order to identify and evaluate technological tools best suited to meet the needs of the different contexts.
- knowledge about how to use technological tools coherently with their intrinsic characteristics and with the needs of the context.
The course program is composed by the following articles that have been identified at the end of some exercises performed in the classroom. All the articles can be found at the link at the bottom and can be downloaded from the University's databases.
Chou, P. N., Chang, C. C., & Lu, P. F. (2015). Prezi versus PowerPoint: The effects of varied digital presentation tools on students’ learning performance. Computers & Education, 91, 73-82.
Coffey, H. (2009). Digital game-based learning. Learn NC. Retrieved July, 27, 2010.
Fregola, C., & Piu, A. (2014). Simulandia. Giochi di simulazione e ambienti di apprendimento della matematica. ITALIAN JOURNAL OF EDUCATIONAL RESEARCH, (6), 59-80.
Hinostroza, J. E., Labbé, C., López, L., & Iost, H. (2008). Traditional and emerging IT applications for learning. In International handbook of information technology in primary and secondary education (pp. 81-96). Springer US.
Kearney, M. D., & Schuck, S. R. (2004). Authentic learning through the use of digital video. In Australasian Computing Education Conference. Australian Council for Computers in Education.
Smith, H. J., Higgins, S., Wall, K., & Miller, J. (2005). Interactive whiteboards: boon or bandwagon? A critical review of the literature. Journal of Computer Assisted Learning, 21(2), 91-101.
The exam is in written form.
More details will be given during the course.
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