EDITORIAL. CHILDREN'S LEARNING WITH DIGITAL TECHNOLOGIES

This issue includes a dossier about children’s learning with digital technologies, focussing in particular on early childhood (EC) education. ICTs are ubiquitous in the environment around children, and they are exposed to technologies in different contexts and ways; for this reason, concerns have been raised by parents and educators on their impact on children’s health and development and the use of ICT in early childhood education has attracted a great deal of attention of different stakeholders, at educational and policy level. The use of ICT in children education, especially in EC, has been debated (Plowman & Stephen, 2003) due, indeed, to their potentially detrimental effects on children’s cognitive, physical, social, and emotional development. Although concerns cannot be disregarded, the view that has prevailed over the years is that ICTs can usefully support children education provided that they are used appropriately. A significant contribution to the field was yielded by the literature review commissioned in 2004  by  the  Ministry  of  Education  of  New  Zealand (Bolstad, 2004), that concluded that ICT use can provide a context for collaboration, cooperation, and positive learning experiences between children, or between children and adults, as long as educators are well-aware of the kind of interaction they want to stimulate and adopt suitable pedagogical strategies to support them.  An important principle expressed in the same years is that of developmental appropriateness (Siraj-Blatchford & Whitebread, 2003), which resulted in a framework based on nine general criteria to guide both teachers and decision-makers in the identification and application of the most appropriate ICT tools for EC education. Another seminal work is the UNESCO report (2010) on ICT potential in EC education, analysing state of the art research in the field. The report highlights the capability of ICT to support some of the fundamental areas of development that should be stimulated during the preschool period (creativity, learning to learn, linguistic and mathematical skills, etc.). Besides the above-mentioned advantages, the report focuses also on the role of educators in the identification of the appropriate ICT resources and the pedagogical implications of their use. The trait d’union of these works reside not just in focusing the attention on the appropriateness of the technologies for the specific context but also on the pedagogical implications of technology integration in the curriculum and on the importance of educators’ and teachers’ professional development. In 2015, Kerckaert and colleagues commented that, despite the open debate, research on the use of ICT in early childhood education was still in its infancy (Kerckaert, Vanderlinde,  & van Braak, 2015); currently, as editors of this issue, we can observe that the call has attracted a limited number of contributions, this is perhaps indicative of the fact that, although some progress has been made, research in this specific area is not as far-reaching as in others. This dossier stems from the efforts within the Animated Learning for Transitions - Early Recognition 2.0 (Alt-Er 2.0) Erasmus+ project (https://earlyeducationgame.com) to stimulate the reflection on the use of ICTs and creative strategies to help children in their learning and development and includes three papers that deal with different aspects of ICT adoption. [...

The Distant Horizon: investigating the relationship between social sciences academic research and game development

Research in the social sciences devotes a great amount of attention to investigating the impact of video games on the individual and on society. However, results generated by this research often fail to inform game development. The present study investigated the outreach of research conducted by the academic community by interviewing 30 game developers and 14 researchers, highlighting critical aspects in the relationship between game research and game industry. Specifically, we found that the difference in priorities, speed cycles, and dissemination practices between these two contexts hinder communication. Subsequently, we carried out a focus group for a set of developers and researchers (N=6) with the aim of eliciting recommendation for improving communication between academics and developers. Among the recommendations to emerge were calls to diversify dissemination channels, promote joint conferences and develop research-production partnerships. It was felt such measures could strengthen the influence of research results outside the academic community

Exploring teachers’ needs and the existing barriers to the adoption of Learning Design methods and tools: a literature survey

Producción CientíficaLearning Design (LD) is oriented to support teachers in designing their teaching with the aim to provide a sound pedagogical background and to make effective use of resources and technologies. In spite of the significant number of LD approaches and tools proposed so far, their adoption is still very limited and this represents an unsolved challenge in the field of LD. This paper presents a systematic review of the literature about learning design tools, tackling the issue of adoption from two points of view: teachers’ needs in relation to LD tools and methods and possible barriers to their adoption. The review includes only research papers where teachers’ behaviours and opinions are directly explored and not purely theoretical papers. The search included five main academic databases in Technology Enhanced Learning (TEL) plus a search on Google about project reports; the resulting corpus included 423 papers: 26 of these, plus 3 reports were included in the final list for the analysis. The review provides a systematic overview of the knowledge developed in the LD field, focusing on a set of research gaps that need further exploration in the future.Ministerio de Economía, Industria y Competitividad (Projects TIN2014-53199-C3-2-R and TIN2017- 85179-C3-2-R)Junta de Castilla y León (programa de apoyo a proyectos de investigación - Ref. VA082U16)European Commission (Proyect 588438-EPP-1-2017-1-EL-EPPKA2-KA

Supporting and representing Learning Design with digital tools: in between guidance and flexibility

Producción CientíficaThe research field of Learning Design (LD) has been active for some time now, but several questions remain open for the scientific community. In particular, the article tackles issues that have been core concerns in LD over the years: (1) how to support the different phases of the LD process; (2) what representations should be used in the various steps; and (3) to what extent should digital LD tools be structured or flexible, either guiding the teacher/designer or leaving them free to pursue their own design path and style. The authors investigated these open questions through an LD tool called the Pedagogical Planner. This tool has been evaluated in authentic contexts with the goal of providing input for the ongoing debate. Evaluation has focused on the perceptions and actual usage by teachers, generating significant evaluative data to be used as a spur for further reflection on LD.Ministerio de Ciencia, Innovación y Universidades (Project TIN2017-85179-C3-2-R)Junta de Castilla y León (Project VA257P18)European Commission (Project grant 588438-EPP-1-2017-1-EL-EPPKA2-KA

Information and Communication Technologies and Intangible Cultural Heritage education: opportunities and challenges

The safeguarding of the Intangible Cultural Heritage (ICH) has acquired a growing relevance in the last decades and in particular after the promulgation of the “Convention for the Safeguarding of the Intangible Cultural Heritage” (UNESCO, 2003). The convention itself highlights the importance of education to this scope and, for this reason, some projects have been proposed at national and international level. Nevertheless, ICH education remains a scarcely explored topic and poses several challenges, due to the intrinsic characteristics of the cultural expressions and the traditional transmission methods. Considering these challenges, we developed our research question related to which technologies and methods could be effectively adopted in the field of Cultural Heritage, to open up new opportunities for teaching and learning. In this paper, we discuss both the main challenges to be faced in the specific field and the results of our research carried out in the framework of the i-Treasures project. In the project, grounding on the opportunities offered by technologies, were developed innovative solutions in terms of methods and tools for ICH education

New national and regional Annex I Habitat records: from #26 to #36

New Italian data on the distribution of the Annex I Habitats 1510*, 2130*, 2250*, 3180*, 3260, 5230*, 6410, 7140, 7220*, 9320 are reported in this contribution. Specifically, 14 new occurrences in Natura 2000 sites are presented and 20 new cells are added in the EEA 10 km × 10 km reference grid. The new data refer to the Italian administrative regions of Abruzzo, Apulia, Friuli Venezia Giulia, Liguria, Marche, Molise, Sardinia, Sicily, Tuscany and Umbria

El rol de las tecnologías de apoyo en un diseño de investigación de métodos mixtos

Nowadays, technologies play a key role in educational research processes, especially in the context of complex designs or integrative perspectives (qualitative and quantitative). Affordances provided by new tools and technological devices are constantly impacting the way educational research is carried out. Consequently, this growing importance (and dependence on) technology for educational research calls for a deeper reflection, not only about its clear benefits, but also about its potential drawbacks and limitations. This paper explores this tension in a specific mixed-methods research design aimed at understanding the barriers preventing the adoption of Learning Design (LD) tools/methods, a significant problem in the research field of Technology Enhanced Learning (TEL). Different actors (teachers and researchers) were involved in the research design, which included a systematic literature review, a Delphi study and a case study. Such an articulated design required the adoption of technologies to support the process in all its phases. The paper describes the main methodological implications of the employed technologies in the research. The conclusions of the paper highlight that while technologies definitely support a higher level of complexity and articulation of the research design, they might also lead to superficial or biased results.En la actualidad las tecnologías desempeñan un papel fundamental en los procesos de investigación educativa, especialmente cuando se realizan diseños complejos o desde perspectivas integradoras (Cuantitativas y Cualitativas). Las facilidades ofrecidas por nuevas herramientas y dispositivos tecnológicos influyen constantemente en la forma en que se lleva a cabo la investigación educativa. Por consiguiente, esta creciente importancia de la tecnología para la investigación educativa exige una reflexión más profunda, no sólo sobre sus evidentes beneficios, sino también sobre sus posibles inconvenientes y limitaciones. En este artículo se explora esa tensión en un diseño de investigación desde una estrategia mixta centrada en la identificación y comprensión de las barreras que impiden la adopción de herramientas/métodos de Diseño de Aprendizaje, un problema importante en el campo del aprendizaje mejorado por tecnología (Technology Enhanced Learning). Diferentes actores (profesores e investigadores) han participado en el diseño de la investigación, que incluye una revisión sistemática de la literatura, un estudio Delphi y un estudio de caso, generando un diseño muy articulado con tecnologías para cada fase. En el documento se describen las principales repercusiones metodológicas de las tecnologías empleadas en la investigación. Las conclusiones del documento ponen de relieve que, si bien las tecnologías apoyan en gran medida un nivel alto de complejidad y ayudan a articular el propio diseño, también pueden dar lugar a resultados superficiales o sesgados

The role of supporting technologies in a mixed methods research design

Producción CientíficaEn la actualidad las tecnologías desempeñan un papel fundamental en los procesos de investigación educativa, especial- mente cuando se realizan diseños complejos o desde perspectivas integradoras (Cuantitativas y Cualitativas). Las facilidades ofrecidas por nuevas herramientas y dispositivos tecnológicos influyen constantemente en la forma en que se lleva a cabo la investigación educativa. Por consiguiente, esta creciente importancia de la tecnología para la investigación educativa exige una reflexión más profunda, no sólo sobre sus evidentes beneficios, sino también sobre sus posibles inconvenientes y limitaciones. En este artículo se explora esa tensión en un diseño de investigación desde una estrategia mixta centrada en la identificación y comprensión de las barreras que impiden la adopción de herramientas/métodos de Diseño de Aprendizaje, un problema importante en el campo del aprendizaje mejorado por tecnología (Technology Enhanced Learning). Diferentes actores (profesores e investigadores) han participado en el diseño de la investigación, que incluye una revisión sistemática de la literatura, un estudio Delphi y un estudio de caso, generando un diseño muy articulado con tecnologías para cada fase. En el documento se describen las principales repercusiones metodológicas de las tecnologías empleadas en la investigación. Las conclusiones del documento ponen de relieve que, si bien las tecnologías apoyan en gran medida un nivel alto de complejidad y ayudan a articular el propio diseño, también pueden dar lugar a resultados superficiales o sesgados.Ministerio de Ciencia, Innovación y Universidades (Project TIN2017-85179-C3-2-R)Junta de Castilla y León (VA257P18)Agencia EACEA de la UE (588438-EPP-1-2017-1-EL-EPPKA2-KA

Enhancing Home Education in Italian Context: Teachers’ Perception of a Hybrid Inclusive Classroom

Homebound Education in Italy is based on one-to-one teaching conducted by teachers who visit the sick student at home. This modality does not include interactions between homebound students and classmates, thus inhibiting the educational aspect of peer relationships. With the outbreak of the COVID-19 pandemic and the consequent dispositions of the Ministry of Education regarding remote education and integrated digital didactic (DID), new opportunities became available for homebound students. In this research, we applied and tested in the context of homebound education a model of hybrid inclusive classroom developed in a previous project ((TRIS), addressing homebound students that could not permanently attend school and followed lessons remotely. The present study involved two homebound students affected by chronic and acute diseases. During the 2020/21 school year, the model was proposed to the two school councils (22 teachers in all) and the trial monitored; at the end of the school year, semi-structured interviews were conducted with teachers and transcriptions analyzed using a deductive approach based on the model. Results confirm some findings of the TRIS project, while new aspects emerged linked to the specific context. Overall, the implemented hybrid classroom seems to have positively affected both the learnings and students’ inclusion