Use of ICT in the teaching of art and design in the context of secondary education in Italy

Currently, we are participating in the discovery and use of different multimedia resources, digital platforms and technological devices that are making inroads into the educational system. This study deals with the use of new multimedia technologies, specifically developed in a Secondary School of First Cycle in Sicily in the province of Agrigento. The purpose of this communication is to present partial results of a broader research project on the use of ICT in teaching art and design in the context of secondary education in Sicily with the intention to explore the impact on the methodology multimedia teaching resources and technological devices. We intend to develop an innovative methodology for teaching art and image based on the use of the interactive whiteboard and tablets. We consider relevant the use of multimedia interactive whiteboard because it promotes student interaction with touch curriculum content or with a stylus. In this research from the constant daily use of the interactive whiteboard we try to promote and strengthen new and different ways of teaching and communication. We assume that the tablet in the classroom stimulates student participation, but at the same time transforms the role of the teacher. In addition, we aim to develop digital teaching strategies and action research tools in the classroom. This paper develops from the paradigm of qualitative research literature search that pays special attention both digital tools and skills to teachers and learners. We highlight the fundamental role of schools, as well as national and European institutions in decision-making regarding the use of technology in the classroom. Following the studies of Stake (1995) we opted for a case study working with a sample of 6 classrooms of the Comprehensive Agricento Institute (Sicily). Among the methods / research instruments highlight the diary, interviews, classroom observations and content analysis of the documentation center. The results are provisional as it is an ongoing investigation. The different interventions carried out with the use of ICT in the center under study are analyzed and described. The use of technology in school is an opportunity for students who want to grow with methodological innovation. The arrival of tablets and new digital technologies in the classroom have changed and revolutionized the educational contexts of all school staff, also underlining the need for change in Italian schools. We are in the process of analyzing and interpreting the information, although some interviews and classroom observations still need to be done. As for the conclusions we are in the development of research studies. The work done we can infer that these technologies favor school integration of all students and help train teachers in acquiring new skills / abilities. In addition, these technologies foster and strengthen an inclusive education and social cohesion in the classroom context (INCLUD-ED Project

Wavelet analysis of the ionospheric response at mid-latitudes during the April 2000 storm using magnetograms and vTEC from GPS

In this work we pursue the idea of computing a parameter that allows us to estimate the local ionospheric response to a geospheric event that triggers an ionospheric storm. For that, wavelet technique has been chosen because of its ability to analyze non-stationary signals. The advantage of the time-frequency analysis method called Wavelet Transform resides in providing information not only about the frequencies of the event but also about its location in the time series. Specifically, we compute the Scale Average Wavelet Power (SAWP) of two parameters that describe the local geomagnetic field variation at the Earth surface caused by a geospheric storm and ionospheric response to the storm event. In particular, we propose the time delay between the maximum values of SAWP applied to the vTEC (vertical Total Electron Content) and the horizontal component of the geomagnetic field (H) variations as parameters to characterize the local behavior of the ionospheric storm. We applied the parameter to the geomagnetic and ionospheric disturbances caused by a coronal mass ejection (CME) that took place on April 4, 2000. We used vTEC values computed from GPS observations and H at the surface of the Earth, measured in stations near to each GPS station chosen. The vTEC values used came from the GPS permanent stations belonging to the global IGS (International GNSS Service) network. We chose stations located at magnetic mid-latitudes. Moreover, three-longitude bands representing the ionospheric behavior at different local times (LT) were studied. Because the April 2000 storm has been extensively studied for many authors, the results are compared with those in the literature and we found a very good agreement as expected.En este trabajo perseguimos la idea de estimar un parámetro que nos permita calcular la respuesta ionosférica local a un evento geosférico desencadenante de una tormenta ionosférica. Para ello, se eligió la aplicación de la técnica ondeleta debido a su capacidad para analizar señales no estacionarias. La ventaja del método de análisis en tiempo y frecuencia llamada Transformada Ondeleta reside en el hecho de que provee información, no sólo acerca de las frecuencias del evento, sino también sobre su ubicación en la serie de tiempo. En concreto, se calcula el promedio por escalas de la potencia de la transformada ondeleta (SWAP, de su sigla en inglés Scale Average Wavelet Power) para dos parámetros que describen la respuesta local de la magnetosfera y la ionosfera a una tormenta. En particular, se propone el retraso de tiempo entre los valores máximos de SAWP aplicadas al vTEC (Contenido Electrónico Total en dirección Vertical) y la componente horizontal del campo geomagnético (H), como parámetros cuyas variaciones caracterizan el comportamiento local de la tormenta ionosférica. El parámetro propuesto se aplicó a las perturbaciones geomagnética e ionosférica causadas por una eyección de masa coronal (CME, Coronal Mass Ejection), que tuvo lugar el 4 de abril de 2000. Se utilizaron valores vTEC calculados a partir de las observaciones GPS y H en la superficie de la Tierra, medida en las estaciones cercanas a cada estación de GPS elegida. Los valores de vTEC utilizados provinieron de las estaciones GPS permanentes que pertenecen a la red del servicio internacional IGS (International GNSS Service). Entre todas, elegimos estaciones situadas en latitudes magnéticas medias. Por otra parte, estudiamos tres bandas de longitud que representan el comportamiento de la ionosfera a distintas horas locales (LT). Debido a que la tormenta de abril de 2000 ha sido ampliamente estudiada por muchos autores, los resultados se comparan con los de la literatura y nos encontramos con un muy buen acuerdo entre los datos publicados y nuestros resultados, tal y como se esperaba.Facultad de Ciencias Astronómicas y Geofísica

Social interaction diagrams analysis in virtual contexts for a reinterpretation of relationships at the school

Las Tecnologías de la Información y la Comunicación (TIC) se han convertido en recursos comunicativos que permiten múltiples formas de relaciones interpersonales. En la Sociedad del Conocimiento, donde las TIC juegan un papel fundamental, las interacciones sociales no sólo afectan a los contextos presenciales, sino también a los virtuales. Diversos estudios han analizado las frecuencias de interacción virtual y su relación con las relaciones interpersonales presenciales. Sin embargo, hay una falta de información sobre la manera de los jóvenes interactúan en el contexto virtual, sus objetivos y la influencia de otros actores. Un estudio reciente analiza el papel de las TIC y las redes sociales en los hábitos de comunicación social en las relaciones sociales de estudiantes españoles de Secundaria, con especial énfasis en la influencia de los amigos y la red de contactos. ¿Interaccionamos realmente con todos estos contactos? ¿Dónde están los límites de la calidad de la interacción social de los jóvenes? Estas y otras preguntas son respondidas en este trabajo, mediante el uso de mapas de interacción social en la presencialidad y la virtualidad, a partir de las relaciones identificadas por los alumnos de Educación Secundaria. Para concluir, a partir del análisis e interpretación de estos mapas de interacción se realiza una reinterpretación de las relaciones en la escuela y las implicaciones educativas que estas pueden poner de manifiesto.The Information and Communication Technologies (ICT) have emerged as communicative resources which allow multiple ways of interpersonal relations. In the Society of Knowlegdge, where ICTs play a fundamental role, social interactions are not only subjected to present contexts but also to virtual ones. Several works have analyzed the frequencies of virtual interaction and their relation with the present interpersonal relations. However, there is a lack of information about the way young people interact in the virtual context, their objectives and the influence of other actors. A recent study analyzes the role of ICT's and social networks in the communication habits ans social relations in spanish students of Secondary School, with special emphasis on their influence of the friends and contacts network. Do we actually interact with all our contacts? Where are the limits of the social interaction quality in young people? These and other questions are answered in this work, using social interaction maps in the presence and technological spheres, using the information obtained from students of Secondary School level. This study allows re-interprete the relationships at school and their educative implications

Primary Educational Strategies in Times of Digital Curriculum

Our contribution is based on the most noteworthy results of a research project focusing on teaching strategies at a time when the contents of the primary education curriculum are becoming digital. The expansion of the digital content industry is forcing a paradigm shift. In this paper we analyse the strategies implemented by teachers of the fifth and sixth year of primary school in relation with the digitisation of curricular content. With this aim, we planned our research following ethnographic methodology, analysing a period of two years of a case study. The main data collection tools we used are the analysis of the centre’s documents and website, semi-structured interviews with different participants, and direct observation of fifth and sixth year primary education classrooms.  We can infer from the analysis that technology facilitates processes of inclusion in the centre, enhancing collaborative and cooperative work. Furthermore, the use of digital devices promotes attention to diversity. The implementation of digital technologies in schools implies redefining teaching practices and teaching-learning processes.The results show that the addition of digital materials is a step forward in the centre’s attention to diversity, improving accessibility and overcoming the digital gap thanks to schools’ access to technological resources

Primary educational strategies in times of digital curriculum content

Our contribution is based on the most noteworthy results of a research project focusing on teaching strategies at a time when the contents of the primary education curriculum are becoming digital. The expansion of the digital content industry is forcing a paradigm shift. In this paper we analyse the strategies implemented by teachers of the fifth and sixth year of primary school in relation with the digitisation of curricular content. With this aim, we planned our research following ethnographic methodology, analysing a period of two years of a case study. The main data collection tools we used are the analysis of the centre's documents and website, semi-structured interviews with different participants, and direct observation of fifth and sixth year primary education classrooms. We can infer from the analysis that technology facilitates processes of inclusion in the centre, enhancing collaborative and cooperative work. Furthermore, the use of digital devices promotes attention to diversity. The implementation of digital technologies in schools implies redefining teaching practices and teaching-learning processes. The results show that the addition of digital materials is a step forward in the centre's attention to diversity, improving accessibility and overcoming the digital gap thanks to schools' access to technological resource

An educational experience with digital storytelling in a classroom of early childhood education for the development of the digital competence

Presentamos un cuento electrónico que hemos diseñado sobre las Tecnologías de la Información y la Comunicación para alumnos de Educación Infantil. Este recurso multimedia, al que hemos denominado el cuento de Los TICinventos, se contextualiza dentro de una experiencia innovadora desarrollada para favorecer la competencia digital de estos niños y secundariamente, su competencia comunicativa. El trabajo se ha llevado a cabo, en una primera fase, en un centro público de Educación Infantil y Primaria de la Región de Murcia. Los análisis cualitativos de la información obtenida mediante los dibujos de los niños y las manifestaciones verbales de éstos y su maestra, ponen de manifiesto el valor didáctico de la experiencia y que los aprendizajes relativos a las citadas competencias se producen. En esta comunicación explicamos el proceso de diseño y elaboración del cuento eléctronico adaptándolo a las características personales y de aprendizaje del alumnado de esta etapa educativa

VLBI geodésico

A lo largo de este curso se presentó una introducción a la técnica VLBI desde los principios físicos más elementales hasta sus aplicaciones, deteniéndonos especialmente en el funcionamiento y la aplicación de diferente software científico específico normalmente utilizado en las distintas etapas del procesamiento de los datos y en la planificación de la sesión.Facultad de Ciencias Astronómicas y Geofísica