La tecnologia della parola. Didattica inclusiva e lettura

The subject of this volume are the problems related to the acquisition of instrumental literacy skills in primary school. Starting from the analysis of the results from OCSE PISA and IEA Pirls, the work relates the development of reading automatism with the trends highlighted by the two surveys; presents the didactics as the methodology for the development of reading automatism; propose a set of technological tools to support the acquisition of instrumental literacy.Le problematiche connesse all'acquisizione della competenza di lettura strumentale all'interno della scuola primaria. Muovendo dall'analisi dei risultati delle indagini OCSE PISA e IEA Pirls, il testo mette in relazione lo sviluppo dell'automatismo di lettura con i trend evidenziati dalle due indagini; presenta la didattica semplessa quale metodologia per lo sviluppo dell'automatismo di lettura; propone una rassegna degli strumenti tecnologici per il supporto all'acquisizione della lettura strumentale

Visuo-spatial attention and reading abilities: an action game prototype for dyslexic children

The ability to play action videogames – not directly related to phonological or orthographic training – seems to be a teaching tool able to intervene specifically on spatial attention and drastically improve the reading skills of dyslexic children. The MADRIGALE project aims at the design and development of an action game, simultaneously involving both phonological and attention training in order to adapt educational game strategies for special needs. Within the MADRIGALE project, the design of the prototype was presented at the International Conference on Intelligent Networking and Collaborative Systems, while an experimentation about educational effectiveness of the prototype, conducted using ‘Prove MT2’ as a benchmarking tool for measuring accuracy and speed of reading, was published in the International Journal of Emerging Technologies in Learning (iJET). This paper is an extension of the work presented in SIREM – SIEL 2014 Conference, and presents the results of a Game Evaluation Sheet administered to 50 primary school teachers with experience of dyslexic student

Educational robotics studies in Italian scientific journals: A systematic review

In recent years, there has been increasing attention to applying educational robotics (ER) in learning settings and, consequently, it has concerned and involved the entire pedagogical field, giving rise to a large amount of experimentation and research. Educational robots are used within the school curriculum and in extra-curricular activities to improve student interest, engagement and academic achievement in various fields, such as STEM and digital literacy, and in many other ways, for example fostering specific cognitive and socio-relational skills. In Italy, as in many other countries, an increasing number of publications are featuring this subject. While there are also some reviews, none of them has been interested in reviewing studies published in Italian journals. The aim of this work is to provide a systematic review of the literature regarding studies investigating educational robotics and provide suggestions for further research and teaching practices. To do this we used the PRISMA statement process. In total, 28 studies published between 2011 and 2021 in 49 Italian journals were analyzed. The main findings from this review provide the current state of the art on research in ER. Furthermore, the paper discusses trends and the vision toward the future and opportunities for further research

El espacio empático en la educación: representación del espacio y empatía, de Piaget a la didáctica de la “simplicidad”

Este trabajo quiere ofrecer un punto de vista sobre la relación entre el espacio y la didáctica, partiendo de la hipótesis, desarrollada por Alain Berthoz, de que los numerosos problemas planteados por el avance en el espacio han sido utilizados en el curso de la evolución, incluso para las funciones cognitiva superiores. La investigación en neurociencias, de hecho, identificó las bases neurobiológicas de las intuiciones de Piaget sobre la representación del espacio en el niño y puso de manifiesto los vínculos entre la capacidad de gestión de los sistemas de referencia espacial, la capacidad de rotación mental y la modalidad empática de relación intersubjetiva. El trabajo se desarrolla presentando un marco funcional de la idea de espacio en el pensamiento occidental y de la relación entre la manipulación de los sistemas de referencia espacial y los procesos cognitivos. Para concluir se analizan las consecuencias , en el ámbito educativo, de la teoría espacial de la empatía, desarrollada en el Collège de France, en la estela de la tradición fenomenológica