Handbook of Research on Didactic Strategies and

Handbook of Research on Didactic Strategies and Technologies for Education: Incorporating Advancements Paolo M. Pumilia-Gnarini Independent Researcher, Italy Elena Favaron La Scuola che Funziona, Italy Elena Pacetti University of Bologna, Italy Jonathan Bishop Center for Research into Online Communities and E-Learning Systems, UK Luigi Guerra University of Bologna, Italy

Volume I

Managing Director: Editorial Director: Book Production Manager: Publishing Systems Analyst: Development Editor: Assistant Acquisitions Editor: Typesetter: Cover Design:

Lindsay Johnston Joel Gamon Jennifer Romanchak Adrienne Freeland Myla Merkel Kayla Wolfe Nicole Sparano Nick Newcomer

Published in the United States of America by Information Science Reference (an imprint of IGI Global) 701 E. Chocolate Avenue Hershey PA 17033 Tel: 717-533-8845 Fax: 717-533-8661 E-mail: [email protected] Web site: http://www.igi-global.com Copyright © 2013 by IGI Global. All rights reserved. No part of this publication may be reproduced, stored or distributed in any form or by any means, electronic or mechanical, including photocopying, without written permission from the publisher. Product or company names used in this set are for identification purposes only. Inclusion of the names of the products or companies does not indicate a claim of ownership by IGI Global of the trademark or registered trademark.

Library of Congress Cataloging-in-Publication Data

Handbook of research on didactic strategies and technologies for education: incorporating advancements / Paolo M. Pumilia-Gnarini ... [et al.]. p. cm. Includes bibliographical references and index. Summary: “This book is designed to be a platform for the most significant educational achievements by teachers, school administrators, and local associations that have worked together in public institutions that range from primary school to the university level”--Provided by publisher. ISBN 978-1-4666-2122-0 (hardcover) -- ISBN 978-1-4666-2123-7 (ebook) -- ISBN 978-1-4666-2124-4 (print & perpetual access) 1. Educational technology--Study and teaching. 2. Information technology--Study and teaching. 3. Teachers-Training of. I. Pumilia-Gnarini, Paolo M. LB1028.3.D527 2013 371.33--dc23 2012032434

British Cataloguing in Publication Data A Cataloguing in Publication record for this book is available from the British Library. All work contributed to this book is new, previously-unpublished material. The views expressed in this book are those of the authors, but not necessarily of the publisher.

To Cesare Scurati, our teacher and close friend who, for years, lead Italian research in education science and wholeheartedly welcomed and supported this project from the beginning.

List of Reviewers Alcínia Zita Sampaio, Technical University of Lisbon, IST/ICIST, Portugal Alexander Sasha Sidorkin, Rhode Island College, USA Alida Favaretto, University of Ca’ Foscari, Italy Ana Arias Castro, Guntín, Spain Ana Loureiro, Polytechnic Institute of Santarem, Portugal Angelo Chiarle, Liceo Scientifco Statale “Darwin”, Italy Angelos Konstantinidis, Drama, Greece Antonio Fini, Istituto Comprensivo di Arcola-Ameglia, Ressora di Arcola - Italy Barbara Caprara, Free University of Bolzano, Italy Beatriz Martín-del-Campo, Universidad de Castilla-La Mancha, Spain Beaumie Kim, National Institute of Education, Nanyang Technological University, Singapore Brenda L. Smith-Chant, Trent University, Canada Candy Carmel-Gilfilen, University of Florida, USA Carol Spoettl, University of Innsbruck, Austria Catherine Caldwell-Harris, Boston University, USA Charles D. Dziuban, University of Central Florida, USA Claudia Harsch, University of Warwick, UK Cristina Bardelle, Università degli Studi del Piemonte Orientale, Italy Christa van der Walt, Stellenbosch University, South Africa Dani McKinney, SUNY-Fredonia, USA Daniel H. Jarvis, Nipissing University North Bay, Canada Diego Di Masi, Università degli Studi di Padova, Italy Donatella Cesarei, SAPIENZA Università di Roma, Italy Elena Luppi, University of Bologna, Italy Erroi Laura, Istituto Comprensivo Statale di Barge, Italy Eszter Kovács, Semmelweis University, Hungary Florence Mihaela Singer, University of Ploiesti, Romania Frans Meijers, The Hague University of Applied Sciences, The Netherlands Francisca Gómez Gajardo, Technical University of Madrid, Spain George S. Mouzakitis, Educational Organization e-DEKA, Greece Gerry Stahl, Drexel University, USA Gianni Panconesi, Esplica Noprofit, Italia Giovanni Marconato, Learning Consultant, Italy

Giuseppe Corsaro, Scuola Media Statale ad indirizzo musicale Leonardo da Vinci, Italy Greg Lee, National Taiwan Normal University, Taiwan Helen Gunter, University of Manchester, UK Helga Fiorani, Università di Macerata, Italy Hakan Tüzün, Hacettepe University, Turkey Hayati Akyol, Gazi Education Faculty, Turkey Ioanna Komninou, eTwinning Teacher Team, Greece Irene Psifidou, Cedefop, European Agency for the Development of Vocational Training, Greece Jacky Lumby, University of Southampton, UK James Mooney, University of Leeds, UK Jeng Liu, Tung-Hai University, Taiwan Jim Shimabukuro, University of Hawaii, USA Jonathan Rauh, SC State Department of Education, USA & University of South Carolina, USA Jordi Casteleyn, Ghent University, Belgium José Paulo Leal, University of Porto, Portugal Judith Gal-Ezer, Open University of Israel, Israel Judyth Sachs, Macquarie University, Australia Julie McLeod, University of North Texas, USA Junalyn Navarra-Madsen, Texas Women’s University, USA Kath Engebretson, Australian Catholic University, Australia Klaus Zechner, Educational Testing Service, USA Leland Cogan, Michigan State University, USA Liam Gearon, University of Oxford, UK Lili Luo, San Jose State University, USA Lisa Marie Blaschke, University of Maryland University College Europe, Germany Lisbeth Amhag, Malmö University, Sweden Lorea Fernández, University of the Basque Country, Spain Luca Ferrari, University of Bologna, Italy Luca Marconi, Università di Bologna, Italy Manuela Delfino, Scuola sperimentale secondaria di I grado “don Milani”, Italy Marcel van der Klink, University of Applied Science, The Netherlands Markus Hohenwarter, Johannes Kepler University, Austria Margherita Cestaro, Università degli Studi di Padova, Italy Maria Antonietta Impedovo, Expert in Educational Psychology, Italy Marian de Souza, Australian Catholic University, Australia Marialuisa Damini, Università degli Studi di Padova, Italy Masanori Yamada, Kanazawa University, Japan Mathias Krebs, University of Education, Germany Matthew Allen, Curtin University, Australia Melissa Tuytens, Ghent University, Belgium Meng-Jung Tsai, Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taiwan Michael Beaudoin, University of New England, USA Mirko Lamberti, Universitá Popolare Trentina, Italy

Mustafa Ulusoy, Gazi University, Turkey Nicole M. Schmidt, University of Groningen, The Netherlands Niki Lambropoulos, Greek Ministry of Education & Life Long Learning, Greece Nikos Stavropoulos, Leeds Metropolitan University, UK Noorhisham Tan Kofli, Universiti Kebangsaan, Malaysia Onur Dönmez, Anadolu University, Turkey Oriel Kelly, Manukau Institute of Technology, New Zealand Pat Converse, Florida Institute of Technology, USA Patrícia B. Scherer Bassani, Feevale University, Brasil Paul Kawachi, Open University of China, China Phil Kirkman, University of Cambridge, UK Piety Runhaar, Wageningen University, The Netherlands Rachel Heydon, University of Western Ontario, Canada Reva Joshee, University of Toronto, Canada Riina Vuorikari, European Schoolnet, Belgium Rosa Tiziana Bruno, Writer, Italy Robyn Gillies, The University of Queensland, Australia Rosy Nardone, Università di Bologna, Italy, & Università di Chieti-Pescara, Italy Ruth Shagoury, Lewis & Clark College, USA Shih-Hsien Yang, National Formosa University,Taiwan Shulamit Kotzer, The Davidson Institute of Science Education, Weizman Institute of Science, Israel Simona Tirocchi, Università degli Studi di Torino, Italy Siti Maziha Mustapha, Kuala Lumpur Infrastructure University College, Malaysia Stefania Lovece, University of Bologna, Italy Stefanie Panke, Ulm University, Germany Stefano Macchia, Giovanni Arpino Istitute, Italy Tamar Vilner, The Open University of Israel, Israel Tony Bush, University of Warwick, UK Ulrich Rauch, University of Trinidad & Tobago, Trinidad & Tobago Vasilis Gialamas, National and Kapodistrian University of Athens, Greece Wilfred W.F. Lau, The University of Hong Kong, Hong Kong Yixun Shi, Bloomsburg University of Pennsylvania, USA Zoi Nikiforidou, University of Ioannina, Greece

List of Translators Angelos Konstantinidis, Drama, Greece Bernardo Cicchi, Freelance, Italy Chiara Trabella, Università di Pavia, Italy Claude Almansi, Freelance, Switzerland Elena Zezlina, University of London, UK Julie Wood, Freelance, Italy Margaret Kenneally, Università di Torino, Italy Michael D. Webb, Freelance, Italy

List of Contributors

Agostini, Roberto / University of Bologna, Italy.................................................................................. 27 Altamura, Séraphine Françoise / Istituto Superiore Statale Vittorio Gassman, Italy........................ 78 Amhag, Lisbeth / Malmö University, Sweden.................................................................................... 711 Balbo, Andrea / Università di Torino, Italy........................................................................................ 753 Bardelle, Cristina / Università del Piemonte Orientale A. Avogadro, Italy....................................... 673 Barbagallo, Salvatore / Politecnico di Torino, Italy.......................................................................... 690 Baten, Lut / KULeuven, Leuven Language Institute, Belgium........................................................... 559 Beaven, Ana / Università di Bologna CILTA, Italy............................................................................. 559 Beneventi, Paolo / Freelance, Italy......................................................................................................... 1 Bertonasco, Roberto / Politecnico di Torino, Italy............................................................................ 690 Billotta, Carmela / ITST Andrea Palladio, Italy........................................................................ 336, 540 Bishop, Jonathan / European Parliament, Belgium................................................................... 137, 208 Boldrini, Elena / Swiss Federal Institute for Vocational Education and Training (SFIVET), Switzerland...................................................................................................................................... 247 Bossolasco, Secondino / “Giovanni Arpino” Institute, Italy...................................................... 408, 419 Brennan, Mary / Monmouth University, USA.................................................................................... 571 Bruno, Rosa Tiziana / Writer and Teacher, Italy............................................................................... 353 Caianiello, Eduardo / Eironeia, Italy................................................................................................. 792 Campregher, Sabrina / Free University of Bozen, Italy.................................................................... 182 Cannelli, Alessandra / Istituto Comprensivo Largo Castelseprio, Italy.............................................. 78 Carvalho, J. L. Torres / Universidad de Extremadura, Spain........................................................... 591 Casamassima, Livia / Istituto Comprensivo di Ferrandina (Matera), Italy...................................... 703 Cattaneo, Alberto / Swiss Federal Institute for Vocational Education and Training (SFIVET), Switzerland...................................................................................................................................... 247 Catarreira, Sofía Veríssimo / Universidad de Extremadura, Spain.................................................. 591 Cavagnero, Simona Maria / Università di Torino, Italy................................................................... 129 Chatzidimou, Konstantinos / Democritus University of Thrace, Greece......................................... 620 Chiarle, Angelo / Liceo Scientifico Statale Darwin, Italy................................................................... 218 Chiozzi, Giovanna / Telecom Italia S.p.A., Italy................................................................................ 117 Chipa, Stefania / Università degli Studi di Firenze, Italy.................................................................. 398 Crawford, Andrea / Coop Soc. Arké/L'Impronta, Italy...................................................................... 473 Corno, Fulvio / Politecnico di Torino, Italy....................................................................................... 690 Costa, Cecilia / University of Turin, Italy........................................................................................... 307

Costa, Sara / E. Medi Secondary School, Italy & Bologna University, Italy..................................... 739 Costabile, Francesco Aldo / University of Calabria, Italy................................................................. 724 Dell’Aria, Carmela / University of Palermo, Italy............................................................................. 514 Delle Monache, Roberta Maria / Istituto Magistrale “S.Rosa da Viterbo”, Italy.............................. 78 Delfino, Manuela / Scuola sperimentale secondaria di I grado "don Milani" - Genova, Italy.......... 803 De Monte, Iola / ITST Andrea Palladio, Italy............................................................................. 336, 540 Dionysiou, Ioanna / University of Nicosia, Cyprus............................................................................ 632 Di Marco, Daniela / Università degli Studi Guglielmo Marconi, Italy................................................ 38 Drivet, Alessio / Teacher of Applied Mathematics, Italy..................................................................... 783 Eteokleous-Grigoriou, Nikleia / Frederick University, Cyprus........................................................ 632 Erman, Maria Maddalena / C.I.D.M. NaturalMenteMusica, Italy................................................... 364 Falcinelli, Floriana / Università degli Studi di Perugia, Italy.............................................................. 48 Farinetti, Laura / Politecnico di Torino, Italy................................................................................... 690 Fasciani, Monica / Università degli Studi Guglielmo Marconi, Italy.................................................. 38 Favaretto, Alida / ITST Andrea Palladio, Italy.......................................................................... 336, 540 Fedeli, Laura / University of Macerata, Italy..................................................................................... 503 Fiorani, Helga / Primary School Teacher, Italy.......................................................................... 379, 772 Freddano, Michela / University of Genoa, Italy................................................................................ 664 Fornasero, Annalisa / “Giovanni Arpino” Institute, Italy......................................................... 408, 419 Fusi, Sabrina / Organization in Support of Dyslexia Genoa and Tigullio, Italy................................ 327 Gallea, Roberto / DICGIM Università degli Studi di Palermo, Italy................................................. 763 Gallea, Sandro / Istituto Tecnico Commerciale Statale Libero Grassi, Italy..................................... 763 Gallina, Maria Adelaide / Università di Torino, Italy....................................................................... 129 García, Luis Casas / Universidad de Extremadura, Spain................................................................. 591 Genito, Lanfranco / Bottega della Comunicazione e della Didattica, Italy........................................ 91 Globovnik, Nina / University of Maribor, Slovenia........................................................................... 442 Giorda, Mariachiara / Università degli Studi di Torino, Italy................................................... 152, 162 Gotti, Agostino / Rugby Bergamo 1950, Italy..................................................................................... 473 González, Ricardo Luengo / Universidad de Extremadura, Spain................................................... 591 Grimaldi, Renato / Università di Torino, Italy................................................................................... 129 Guerrisi, Marina / Università degli Studi di Torino, Italy................................................................. 152 Guida, Maria / Liceo Scientifico G. Salvemini, Italy.......................................................................... 821 Hriberšek, Nina / University of Maribor, Slovenia............................................................................ 442 Iaquinta, Rosa / High-School Teacher, Italy...................................................................... 266, 289, 298 Impedovo, Maria Antonietta / Expert in Educational Psychology, Italy.................................. 289, 298 Iovenitti, Cristina / Libera L'Aquila, Italy......................................................................................... 436 Kapelko, Olga Nikolaevna / RANEaPA under the President of the RF, Russia................................. 193 Korže, Ana Vovk / University of Maribor, Slovenia........................................................................... 442 Kozina, Ekaterina / Dublin City University, Ireland................................................................. 530, 654 Krajnc, Mojca Kokot / University of Maribor, Slovenia................................................................... 442 Križan, Jerneja / University of Maribor, Slovenia............................................................................. 442 Ktoridou, Despo / University of Nicosia, Cyprus............................................................................... 632 Laici, Chiara / Università degli Studi di Perugia, Italy....................................................................... 48 Lamberti, Mirko / University Popular Trentino, Italy....................................................................... 454

Liebscht, Max / Zittau/Goerlitz University of Applied Sciences, Germany....................................... 388 Liu, Min / The University of Texas at Austin, USA............................................................................. 275 Lopes, V. Godinho / Universidad de Extremadura, Spain................................................................. 591 Loxley, Andrew / Trinity College, University of Dublin, Ireland....................................................... 654 Macchia, Stefano / “Giovanni Arpino” Institute, Italy.............................................................. 408, 419 Malinetskiy, Georgiy Gennadievich / IAM RAS, Russia.................................................................. 193 Maradiegue, Erin / The University of Texas at Austin, USA.............................................................. 275 Marcato, Elena / University of Bologna, Italy................................................................................... 107 Markovich, Dalya Y. / Beit Berl College, Israel................................................................................ 426 Mascitti, Ilaria / Università degli Studi Guglielmo Marconi, Italy...................................................... 38 McPeek, K. Thomas / University of Central Florida, USA............................................................... 605 Mehrnoosh, Zara / Organization in Support of Dyslexia Genoa and Tigullio, Italy......................... 327 Mezzalama, Marco / Politecnico di Torino, Italy.............................................................................. 690 Mitchell, Donna / Monmouth University, USA................................................................................... 571 Morthland, Laura / Southern Illinois University at Carbondale, USA............................................. 605 Motta, Elisa / Swiss Federal Institute for Vocational Education and Training (SFIVET), Switzerland...................................................................................................................................... 247 Nardini, Giulia / Università di Roma Tre, Italy.................................................................................. 162 Nassi, Giovanni / Telecom Italia S.p.A., Italy..................................................................................... 117 Navarrete, Cesar C. / The University of Texas at Austin, USA.......................................................... 275 Nuti, Beatrice / Università La Sapienza di Roma, Italy..................................................................... 162 Osborne, John / Université de Savoie, LLS France........................................................................... 559 Panconesi, Gianni / For.com, Italy..................................................................................................... 581 Papalois, Vana / Researcher, UK........................................................................................................ 317 Pavani, Silva / Liceo Statale Balzan Badia Polesine Rovigo, Italy.................................................... 810 Perrotta, Maria Antonella / University of Molise, Italy.................................................................... 462 Peters, Terri Rothman / Monmouth University, USA........................................................................ 571 Robutti, Ornella / Università di Torino, Italy.................................................................................... 492 Remy, Philippe / Haute Ecole Paul-Henri SPAAK, Belgium............................................................. 646 Reorda, Matteo Sonza / Politecnico di Torino, Italy......................................................................... 690 Romeo, Lynn / Monmouth University, USA....................................................................................... 571 Scala, Elisabetta / University of Bologna, Italy.................................................................................. 107 Seery, Aidan / Trinity College, University of Dublin, Ireland............................................................ 654 Serpe, Annarosa / University of Calabria, Italy................................................................................. 724 Slowey, Maria / Dublin City University, Ireland................................................................................ 530 Silva, Maria Piedade Carvalho / Escola Secundária Frei Rosa Viterbo do Agrupamento de Escolas de Sátão, Portugal & Universidade Católica Portuguesa - Centro Regional das Beiras, Portugal.......................................................................................................................................... 170 Simonetta, Gianluca / Università degli Studi di Firenze, Italy.......................................................... 398 Taddeo, Gabriella / Politecnico di Torino, Italy.................................................................................. 57 Spadavecchia, Elisa / Provincial School Authority, Italy..................................................................... 15 Ter-Stepanian, Anahit / Southern Connecticut State University, USA.............................................. 681 Theodosopoulou, Mara / Researcher, Greece.................................................................................... 317 Tirocchi, Simona / Università di Torino, Italy..................................................................................... 57

Trinchero, Roberto / University of Turin, Italy.................................................................................... 68 Toschi, Luca / Università degli Studi di Firenze, Italy....................................................................... 398 Van Maele, Jan / Leuven Engineering College, Belgium................................................................... 559 Venti, Angelo / Libera L'Aquila, Italy................................................................................................. 436 Venuto, Enrico / Politecnico di Torino, Italy...................................................................................... 690 Wahren, Sebastian / Zittau/Goerlitz University of Applied Sciences, Germany................................ 388 Wivagg, Jennifer / The University of Texas at Austin, USA............................................................... 275 Zezlina, Elena / University of London, UK........................................................................................ 307

Table of Contents

Preface.................................................................................................................................................. xxi Pedagogical Analysis of the Contributions Present in the Volume . ............................................. xxv Educational Technologies Research Group, University of Bologna, Italy An Overview of the Chapters in the Publication .......................................................................... xxvi Elena Pacetti, University of Bologna, Italy Constructivism and Active Didactics........................................................................................... xxxvii Luigi Guerra, University of Bologna, Italy Teaching Innovation and ICT: Qualifying the Educational Experience...................................... xlix Elena Pacetti, University of Bologna, Italy Inclusion and Didactic Innovation..................................................................................................... lix Manuela Fabbri, University of Bologna, Italy The Relationship between School and the Local Community: A View to Education, to Citizenship, and to Active Citizenship........................................................................................lxxii Federica Zanetti, University of Bologna, Italy Acknowledgement...........................................................................................................................lxxxii

Volume I Section 1 Classroom 2.0 and Virtual Communities in the Web 2.0 Chapter 1 The Children’s Virtual Museum of Small Animals: From the Schoolyard to the Internet...................... 1 Paolo Beneventi, Freelance, Italy

Chapter 2 Wikipedia: Educational and Learning Laboratory................................................................................. 15 Elisa Spadavecchia, Provincial School Authority, Italy Chapter 3 Technology of Education and Music Teaching: New Responses to Old Issues.................................... 27 Roberto Agostini, University of Bologna, Italy Chapter 4 Educational Contents and Creativity in Virtual Environments: ST.ART Project.................................. 38 Ilaria Mascitti, Università degli Studi Guglielmo Marconi, Italy, Daniela Di Marco, Università degli Studi Guglielmo Marconi, Italy, Monica Fasciani, Università degli Studi Guglielmo Marconi, Italy Chapter 5 ICT in the Classroom: New Learning Environment.............................................................................. 48 Floriana Falcinelli, Università degli Studi di Perugia, Italy Chiara Laici, Università degli Studi di Perugia, Italy Chapter 6 Learning in a “Classi 2.0” Classroom: First Results from an Empirical Research in the Italian Context................................................................................................................................................... 57 Gabriella Taddeo, Politecnico di Torino, Italy Simona Tirocchi, Università di Torino, Italy Chapter 7 PotenziaMente: A Collection of Online Games for Learning Mathematics and Enhance Thought Processes................................................................................................................................................ 68 Roberto Trinchero, University of Turin, Italy Chapter 8 Acer: European Schoolnet Pilot Netbook Project.................................................................................. 78 Séraphine Francoise Altamura, Istituto Superiore Statale Vittorio Gassman, Italy Alessandra Cannelli, Istituto Comprensivo Largo Castelseprio, Italy Roberta Maria Delle Monache, Istituto Magistrale “S.Rosa da Viterbo”, Italy Chapter 9 A “Bottega Didattica” for an Inclusive School ..................................................................................... 91 Lanfranco Genito, Bottega della Comunicazione e della Didattica, Italy Chapter 10 Moodle: A Platform for a School......................................................................................................... 107 Elena Marcato, University of Bologna, Italy Elisabetta Scala, University of Bologna, Italy

Chapter 11 Strategic Trials of Educ@TIon, the Telecom Italia Solution for Cooperative Digital Learning ........ 117 Giovanna Chiozzi, Telecom Italia S.p.A., Italy Giovanni Nassi, Telecom Italia S.p.A., Italy Chapter 12 Digital Teens: An Investigation into the Use of the Web by Adolescents........................................... 129 Simona Maria Cavagnero, Università di Torino, Italy Maria Adelaide Gallina, Università di Torino, Italy Renato Grimaldi, Università di Torino, Italy Chapter 13 Co-Operative E-Learning in the Multilingual and Multicultural School: The Role of “Classroom 2.0” for Increasing Participation in Education............................................................................................ 137 Jonathan Bishop, European Parliament, Belgium Section 2 Education towards Active Citizenship, Life Skills, and Social Competences in Schools for Lifelong Learning and Students’ Empowerment Chapter 14 Educating to Democracy and Social Participation through a “History of Religion” Course.............. 152 Mariachiara Giorda, Università degli Studi di Torino, Italy Marina Guerrisi, Università degli Studi di Torino, Italy Chapter 15 The History of Religions as a Tool for Citizenship Education of Children: An Experience in a Primary School..................................................................................................................................... 162 Mariachiara Giorda, Università di Torino, Italy Giulia Nardini, Università di Roma Tre, Italy Beatrice Nuti, Università La Sapienza di Roma, Italy Chapter 16 “Learning from One Another” eTwinning Project: A Model of an Intercultural Approach to Using ICT in Foreign Language Teaching..................................................................................................... 170 Maria da Piedade Carvalho da Silva, Escola Secundária Frei Rosa Viterbo do Agrupamento de Escolas de Sátão, Portugal & Universidade Católica Portuguesa - Centro Regional das Beiras, Portugal Chapter 17 An Innovative Way of Learning through the Use of the Interactive Whiteboard within a Cooperative Learning Context................................................................................................................................. 182 Sabrina Campregher, Free University of Bozen, Italy

Chapter 18 History of European Education from Euclid to Contemporary Times: Moving toward Cognitive Limits as the Foundation for Education in the Future......................................................................... 193 G. G. Malinetskiy, IAM RAS, Russia O. N. Kapelko, RANEaPA under the President of the RF, Russia Chapter 19 Lessons from the Emotivate Project for Increasing Take-Up of Big Society and Responsible Capitalism Initiatives........................................................................................................................... 208 Jonathan Bishop, European Parliament, Belgium Chapter 20 Implementing the EU Key Competences for Active Citizenship Teaching Latin-Italian Literature and Assessing Students........................................................................................................................ 218 Angelo Chiarle, Liceo Scientifico Statale Darwin, Italy Chapter 21 Technologies to “Bridge the Gap” among Learning Contexts in Vocational Training ....................... 247 Elisa Motta, Swiss Federal Institute for Vocational Education and Training (SFIVET), Switzerland Elena Boldrini, Swiss Federal Institute for Vocational Education and Training (SFIVET), Switzerland Alberto Cattaneo, Swiss Federal Institute for Vocational Education and Training (SFIVET), Switzerland Chapter 22 Succeeding Together: Cooperative Learning in an At-Risk School.................................................... 266 Rosa Iaquinta, High-School Teacher, Italy Chapter 23 Affordances and Challenges of Using iPods to Support Learning by English Language Learners at the Middle School Level ................................................................................................................. 275 Min Liu, The University of Texas at Austin, USA Jennifer Wivagg, The University of Texas at Austin, USA Erin Maradiegue, The University of Texas at Austin, USA Cesar C. Navarrete, The University of Texas at Austin, USA Chapter 24 Expanding the Boundaries of Learning: The Role of Vocational Orientation..................................... 289 Rosa Iaquinta, History Teacher, Italy Maria Antonietta Impedovo, Expert in Educational Psychology, Italy

Chapter 25 From Broadcasting to Transforming: The Social Construction of Knowledge for Understanding Lawfulness........................................................................................................................................... 298 Maria Antonietta Impedovo, Expert in Educational Psychology, Italy Rosa Iaquinta, History Teacher, Italy Chapter 26 The “Little Readers’ Circle”: Infectious Love for Reading in a Middle School Classroom............... 307 Cecilia Costa, University of Turin, Italy Elena Zezlina, University of London, UK Chapter 27 Proverbial Storytelling and Lifelong Learning in the Home-School Dialogue .................................. 317 Mara Theodosopoulou, Researcher, Greece Vana Papalois, Researcher, UK Chapter 28 I Learn this Way! Educational Workshop for Dyslexic Students......................................................... 327 Sabrina Fusi, Organization in Support of Dyslexia Genoa and Tigullio, Italy Zara Mehrnoosh, Organization in Support of Dyslexia Genoa and Tigullio Chapter 29 RESCUE: Improving Students’ Retention through Successful Relations at School........................... 336 Alida Favaretto, ITST Andrea Palladio, Italy Iola De Monte, ITST Andrea Palladio, Italy Carmela Billotta, ITST Andrea Palladio, Italy Chapter 30 Storytelling in Intercultural Education ............................................................................................... 353 Rosa Tiziana Bruno, Writer and Teacher, Italy Chapter 31 Music Composition for Creative Thinking: An Educational Experience Based on Creative Process................................................................................................................................................. 364 Maria Maddalena Erman, C.I.D.M. NaturalMenteMusica, Italy Chapter 32 How to Bring Together Two Generations so Distant in Age, yet so Close by Heart: A Case Study of the LAGR Project............................................................................................................................ 379 Helga Fiorani, Primary School Teacher, Italy Chapter 33 Does the One Who Asks the Question Lead the Way?........................................................................ 388 Max Liebscht, Zittau/Goerlitz University of Applied Sciences, Germany Sebastian Wahren, Zittau/Goerlitz University of Applied Sciences, Germany

Chapter 34 Territorial Knowledge, National Identities, Social Media, a Case Study: 150DIGIT - Italy of Schools................................................................................................................................................. 398 Luca Toschi, Università degli Studi di Firenze, Italy Stefania Chipa, Università degli Studi di Firenze, Italy Gianluca Simonetta, Università degli Studi di Firenze, Italy Chapter 35 Strategies and Technologies for the Future Success of Students at School......................................... 408 S. Macchia, “Giovanni Arpino” Institute, Italy D. Bossolasco, “Giovanni Arpino” Institute, Italy A. Fornasero, “Giovanni Arpino” Institute, Italy Chapter 36 New Technologies to Support Educational Inclusion ......................................................................... 419 S. Macchia, “Giovanni Arpino” Institute, Italy D. Bossolasco, “Giovanni Arpino” Institute, Italy A. Fornasero, “Giovanni Arpino” Institute, Italy Chapter 37 Making Identity Visible: The Case of the “Museum in a Suitcase”.................................................... 426 Dalya Yafa Markovich, Beit Berl College, Israel Chapter 38 Legality, Citizenship, and the Constitution in the Earthquake Area.................................................... 436 Angelo Venti, Libera L’Aquila, Italy Cristina Iovenitti, Libera L’Aquila, Italy Chapter 39 Research Learning of the Environmental Subjects in Case of Educational Polygons in Slovenia...... 442 Jerneja Križan, University of Maribor, Slovenia Ana Vovk Korže, University of Maribor, Slovenia Nina Hriberšek, University of Maribor, Slovenia Mojca Kokot Krajnc, University of Maribor, Slovenia Nina Globovnik, University of Maribor, Slovenia Chapter 40 Experiences of Cooperative Learning and Social Learning to Manage Test Anxiety......................... 454 Mirko Lamberti, University Popular Trentino, Italy Chapter 41 Theater School: Students as Actors and Writers for the Stage............................................................. 462 Maria Antonella Perrotta, University of Molise, Italy

Chapter 42 Let’s Make a Try!................................................................................................................................. 473 Andrea Crawford, Coop Soc. Arké/L’Impronta, Italy Agostino Gotti, Rugby Bergamo 1950, Italy

Volume II Section 3 University Education and Teacher Training Chapter 43 The GeoGebra Institute of Torino, Italy: Research, Teaching Experiments, and Teacher Education............................................................................................................................................. 492 Ornella Robutti, Università di Torino, Italy Chapter 44 Teacher Training and Social Media: Using a Multi-Author Blog for Lifelong Learning.................... 503 Laura Fedeli, University of Macerata, Italy Chapter 45 Integrating the Real and Virtual World for Academic Language Education in Second Life............... 514 Carmela Dell’Aria, University of Palermo, Italy Chapter 46 New Knowledge - New Learning? Curriculum Change in Higher Education and Academic Engagement in the Bologna Process in Ireland................................................................................... 530 Maria Slowey, Dublin City University, Ireland Ekaterina Kozina, Dublin City University, Ireland Chapter 47 Role Teacher: Teaching/Learning Competencies in a European Scenario.......................................... 540 Alida Favaretto, ITST Andrea Palladio, Italy Iola De Monte, ITST Andrea Palladio, Italy Carmela Billotta, ITST Andrea Palladio, Italy Chapter 48 WebCEF: An Online Collaboration Tool for Assessing Foreign Language Proficiency..................... 559 Lut Baten, KULeuven, Leuven Language Institute, Belgium Ana Beaven, Università di Bologna CILTA, Italy John Osborne, Université de Savoie, LLS France Jan Van Maele, Leuven Engineering College, Belgium

Chapter 49 A Model for Effective Delivery of Online Instruction ....................................................................... 571 Lynn Romeo, Monmouth University, USA Mary Brennan, Monmouth University, USA Terri Rothman Peters, Monmouth University, USA Donna Mitchell, Monmouth University, USA Chapter 50 The Prospects for Teaching in Virtual Worlds .................................................................................... 581 Gianni Panconesi, For.com, Italy Chapter 51 Theory of Nuclear Concepts: A New Approach to Understand and Represent Cognitive Structures............................................................................................................................................. 591 Luis M. Casas García, Universidad de Extremadura, Spain Vítor J. Godinho Lopes, Universidad de Extremadura, Spain Ricardo Luengo González, Universidad de Extremadura, Spain Sofia M. Veríssimo Catarreira, Universidad de Extremadura, Spain José L. Torres Carvalho, Universidad de Extremadura, Spain Chapter 52 The Collaborative Gap: A Case Study of Interdisciplinary Design Education.................................... 605 K. Thomas McPeek, University of Central Florida, USA Laura M. Morthland, Southern Illinois University at Carbondale, USA Chapter 53 Microteaching in Teacher Education through the Students’ Perspective............................................. 620 Konstantinos D. Chatzidimou, Democritus University of Thrace, Greece Chapter 54 Google’s Applications for Undergraduate University Courses: Tools for Sharing, Communication, and Collaboration................................................................................................................................. 632 Despo Ktoridou, University of Nicosia, Cyprus Nikleia Eteokleous, Frederick University, Cyprus Ioanna Dionysiou, University of Nicosia, Cyprus Chapter 55 Tutoring: Between Future Teachers Stakes and Perspective in a Potential Learning Process............. 646 Philippe Remy, Haute Ecole Paul-Henri SPAAK, Belgium Chapter 56 The Role of Teacher Self-Strategies in First Year Teacher Experience and Teacher Socialisation..... 654 Ekaterina Kozina, Dublin City University, Ireland Aidan Seery, Trinity College, University of Dublin, Ireland Andrew Loxley, Trinity College, University of Dublin, Ireland

Chapter 57 Blended Learning towards Social Capital in Higher Education.......................................................... 664 Michela Freddano, University of Genoa, Italy Chapter 58 Improving Learning Strategies for Mathematics through E-Learning ............................................... 673 Cristina Bardelle, Università del Piemonte Orientale A. Avogadro, Italy Chapter 59 Discussion Board Assignments and their Impact on Creating Engaged Learning Environment in Art History Online Courses ............................................................................................................ 681 Anahit Ter-Stepanian, Southern Connecticut State University, USA Chapter 60 E-Learning at Politecnico di Torino: Moving to a Sustainable Large-Scale Multi-Channel System of Services............................................................................................................................... 690 Salvatore Barbagallo, Politecnico di Torino, Italy Roberto Bertonasco, Politecnico di Torino, Italy Fulvio Corno, Politecnico di Torino, Italy Laura Farinetti, Politecnico di Torino, Italy Marco Mezzalama, Politecnico di Torino, Italy Matteo Sonza Reorda, Politecnico di Torino, Italy Enrico Venuto, Politecnico di Torino, Italy Chapter 61 eTwinning Project: A Virtual Orchestra............................................................................................... 703 Livia Casamassima, Istituto Comprensivo di Ferrandina (Matera), Italy Section 4 Logical-Mathematical Competences and Second Language Competences Chapter 62 High School Students’ Argument Patterns in Online Peer Feedback ................................................. 711 Lisbeth Amhag, Malmö University, Sweden Chapter 63 Computer-Based Mathematics Instructions with MATCOS: A Pedagogical Experiment................... 724 Francesco Aldo Costabile, University of Calabria, Italy Annarosa Serpe, University of Calabria, Italy Chapter 64 In Links We Trust: Net-Like Strategic Reading in L2 Learning Context............................................ 739 Sara Costa, E. Medi Secondary School, Italy & Bologna University, Italy

Chapter 65 Proposing Jig Saw Method to Teach Latin Literary Texts in Small Classes ...................................... 753 Andrea Balbo, Università di Torino, Italy Chapter 66 A Math E-Learning Course to Improve Pupils’ Performances ........................................................... 763 Sandro Gallea, Istituto Tecnico Commerciale Statale Libero Grassi, Italy Roberto Gallea, DICGIM Università degli Studi di Palermo, Italy Chapter 67 Hands-On Math in Kindergarten......................................................................................................... 772 Helga Fiorani, Primary School Teacher, Italy Chapter 68 The Toolbox: Objects and Tools for Doing Mathematics.................................................................... 783 Alessio Drivet, Teacher of Applied Mathematics, Italy Chapter 69 Why this Silence?................................................................................................................................ 792 Eduardo Caianiello, Eironeia, Italy Chapter 70 Don’t Trash Your Spam! Reasoning on Spam as a Way to Train Critical Thinking............................ 803 Manuela Delfino, Scuola sperimentale secondaria di I grado “don Milani” - Genova, Italy Chapter 71 Physics and Creative Thinking Connected by “Bit”............................................................................ 810 Silva Pavani, Liceo Statale Balzan Badia Polesine Rovigo, Italy Chapter 72 Active Learning of Science in the European Dimension . .................................................................. 821 Maria Guida, Liceo Scientifico G. Salvemini, Italy Compilation of References............................................................................................................lxxxiii About the Contributors.................................................................................................................. cxxvi Index..................................................................................................................................................... clv

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Preface

All grown-ups were children first wrote Antoine de Saint-Exupéry in The Little Prince. When we think about school, this lesson reminds us that every adult has a great possibility and a duty: to grow and to help young people growing. It’s discomforting to see that, on the whole, adults’ answer to this call is not adequate, both because we are not always acting conscientiously and because of the complexity of relationships in today’s social environment, which we find hard to deal with. In school more than in any other context, this human capacity should be enacted for the education of new generations, of today’s children who will be tomorrow’s grown-ups. However, there, the situation is even more difficult and the effects of our inadequacy are amplified. For example, there are at least twenty students for one teacher in every class, and each student comes from a specific environment. Much as teachers strive to do their duty, they cannot communicate effectively with all their students. Information and intentions are likely to get sometimes misinterpreted by students, for many reasons. These facts should stop us from dismissing students’ disappointing answers as due to incompetence or slackness. Whatever the reasons for failures, bad school results affect the whole institution. Mainly through the mass media, all school system’s shortcomings are heavily underlined and public opinion’s prejudices are amplified. This highlighting of failings creates a spiraling negative reinforcement that undermines teacher’s function and authority, and diverts the attention from the heart of the matter. In fact, educational failures have deeper roots. They stem from the present educational inexperience of our society, which after all has had Montessori, Piaget, Dewey, Morin and many others, but apparently never paid attention to their educational suggestions. An open and advanced educating community, aware of and able to enact pedagogical theories that have been proved efficient, would not just watch helplessly the failure of young people who are unable to develop their potential: a situation sadly evidenced by reports on dropping out data. (the UNESCO Data Center at http://stats.uis.unesco.org/ can be used to get detailed reports on this point) This would not be the only positive effect. Were the educational duty understood by all, every local public entity would strive to find the needed ways, places and availability to get positively involved, and education could not be conceived anymore as something confined within school walls. The importance of educational aspects would be recognized, even in all instances where formative goals come foremost, as in high school, university and beyond, in lifelong learning and in teachers’ training. We would realize the crucial important of being able to listen to the people in front of us, thus enriching these relationships with motivations and opening new spaces All these potentialities are evidenced in several experiences gathered in the present volume.

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Moving out of the present situation must start from inside. We think that school operators’ aim must be to further learners’ continuous desire for knowledge, a desire which is inborn in all humans Teachers should listen to, and strive to use more ways to communicate the pleasure of learning. Fortunately, signals from public school, university and other training institutions show that many teachers want to listen to young people and are ready to support their potentialities, as well as to make teaching stimulating by improving methods and tools. Professors, teachers, trainers, and education scientists who share these principles regularly meet online to show how classical pedagogical principles can be used to address the complexity of today’s world, with or without the support of digital technologies, and to discuss new strategies or to confirm the validity of known didactic practices and pedagogic theories (e.g., a listing of social networks used in educational environments or for educational purposes can be found at http://www.educationalnetworking.com/List+of+Networks, by Tangient LLC). Unfortunately, even though these experiences are public and often very effective, they remain unknown beyond the restricted group of direct participants and they are often short-lived, because of their promoters’ limited resources. They are drops in the ocean, which apparently cannot modify the entire educational system. But this can be changed, if we are able to understand their spirit and their promoters’ value. Then every drop will leave a sign, in whatever ocean it will fall. This book aims at providing a space to document these efforts, which are admirable and crucial for our society’s future. It’s important to spread information about this movement, because other teachers can be inspired and encouraged by it, and because these experiences can give a clear signal of emergency to social bodies and local public institutions, whose response is so far insufficient, but which are essential in building a motivating and fertile environment. The possibility to spread this innovating movement has been caught by one of us, Paolo Pumilia, whom our publisher IGI Global had asked for a project for a research handbook or an encyclopedia. He proposed the project to the Italian network www.lascuolachefunziona.it (LSCF), created and capably lead by Gianni Marconato, together with about ten collaborators, where teachers and pedagogy researchers had been developing a project about didactic improvement in public school for two years. LSCF is inspired by an open cooperation between university research and educational practice. We think that a constant and mutual exchange is essential for building an educating society, an educational environment which is adequate to our society. In Summer 2010, the LSCF community was attracted by the simple and exciting idea to collectively broadcast many didactic intuitions and educational success stories born of public school operators’ dedication and passion, via an international publication. This surprising summer enthusiasm probably arose from the need to react against governance and mass media pressure, which impoverishes and brings discredit on the public school, even though teachers have been making new didactic experiments in the field. In a few weeks, more than 50 participants’ contributions were collected and translated in English, with effective abstracts. Thanks to that material, we designed the first project idea and presented it to the publishing house.

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In a few weeks, the proposal was accepted, but IGI Global asked us to extend the project to the rest of the world. In the following months, objectives were defined according to our goals, both in LSCF network discussions and thanks to Luigi Guerra, Dean of the Faculty of Education Sciences in Bologna, and Elena Pacetti, Education Sciences researcher. We thus managed to explicate the more wide-ranging implications that were already present in the starting idea. Our ambition was both to collect examples of didactic practices, but also to review them critically and rationally. Besides, the long range diffusion was refocused pedagogy research, which imposed a certain rigorousness and homogeneity to the structure of these reports of didactic experiences. In that phase, we conceived a long term idea, in which the IGI-Global publication was to be a first step: we named it ‘Gocce nel Mare’ or ‘Drops in the Ocean’. Further information at http://dropsintheocean. net/ or mailing to [email protected]. Meanwhile we decided to give the royalties for the book to LSCF social network, in the hope that they would enable us to make more projects and didactic experiments. Finally, Luigi Guerra e Elena Pacetti joined us in the Editorial Board, where they are in charge of the comparative analysis of selected experiences. This is how our project started. After a year and a half, it has reached the result you can see in this book. That is not a mere gathering of educational experiences, but a structured collection of narratives, with the addition of five descriptive chapters prepared by the editorial board, thanks to the collaboration of Manuela Fabbri and Federica Zanetti, from the Bologna University, as a guide for the reader through the two volumes. The purpose of this book is to present civil society with a sample as varied as possible – though inevitably incomplete – of the liveliness that characterizes the world of education and training, by organizing the experiences in a form that facilitates comparison and evaluation and thus makes the content usable by the academic community. Before closing, we want to describe the most difficult and meaningful moments in our publishing work. The call for contributions, in which we explained our goals and asked for interesting experiences, was our first deadline. It was prepared in two languages, Italian and English, later also in French and Lithuanian, and diffused through Italian and international mailing lists and social networks. When we happened to participate in a congress, we used to speak about our project. During the following period, in which we collected and evaluated contributions, we realized that for many teachers, English was an insurmountable obstacle. In order to overcome it, a volunteer translator’s team was set up. We thus managed to satisfy all the requests (over thirty) and all the collected experiences were ready to be reviewed by international experts. Every manuscript was sent to two or more reviewers, in a double blind review process, in Winter 2011/2012. We involved about hundred experts, in every field of educational sciences research. In the end, the style of every draft, revised by authors according to experts’ suggestions, was edited by Jonathan Bishop (fifth co-editor, recruited for this job), an expert in technology and didactics, and an English native speaker. Parallel to writing and editing, we helped authors to structure their draft according to our template. We aimed to a final result which could be used by pedagogy researchers. In order to achieve this goal, we worked hard for a few months, in a direct personal exchange with each author. This support was crucial for our target; the collected material could be comparable, even if a product is of very different conditions, it has homogeneous descriptions and analysis.

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Finally, one further feature worth to be noted. Our template had been designed to explore a communication channel allowing teachers to turn scholars’s attention to specific research directions. That effort engaged us in a very demanding, special role as mediators between the educational contexts and the academic world. Results of such endeavor have not yet been analysed; that will keep us busy in the course of the Drops in the Ocean project. Elena Favaron Paolo M Pumilia 17th August 2012

REFERENCES Sant-Exupery, A. (1943). The little prince.

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Chapter 37

Making Identity Visible:

The Case of the “Museum in a Suitcase” Dalya Yafa Markovich Beit Berl College, Israel

ABSTRACT Museum in a Suitcase is a mobile museum dedicated to the voice and tradition of the Ethiopian Jewish community in Israel, whose culture and stories are barely heard. By using critical pedagogy, the “Museum” seeks to empower the pupils of the community and reexamine the social positions of underprivileged groups in the Israeli society. This innovative pedagogical practice was examined using ethnographic fieldwork in 4 workshops that took place in a 4th grade class in an underprivileged school in Israel that includes pupils of Ethiopian origin. The findings suggest that the educational process the pupils underwent brought on a positive change in the ways in which the Jewish Ethiopian culture was presented. However, its perception as peripheral and secondary to the hegemonic culture remained unchanged. It seems that it is precisely this process, and in particular the expression and place given to the Jewish Ethiopian culture in the class, that reflected and reproduced its peripheral status. These processes expose the existence of a gap between the assumptions of critical pedagogy and the results it yields, and therefore necessitate further research that will examine in depth both the complex ethno-class contexts in which this educational model seeks to operate, and its ideological-educational assumptions.

INTRODUCTION In recent years “mobile” museums have set up in the classroom for limited periods of time aiming to reexamine the cultural narratives and traditions of underprivileged groups in the Israeli society.

These mobile museum spaces are based on critical pedagogical approaches that seek to empower the identity of underprivileged groups, by making their unique cultural voice heard as part of the school’s learning routine. A considerable amount of theoretical writing has been devoted

DOI: 10.4018/978-1-4666-2122-0.ch037

Copyright © 2013, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited.

Making Identity Visible

to the ways in which this procedure may expose the system of social power relations within which the underprivileged group is placed, deconstruct disparaging perceptions and images, and construct a new and empowered socio-cultural consciousness (Freire & Shor, 1987; 2005). This chapter wishes to examine these pedagogical assumptions through the unique case of Museum in a Suitcase. Museum in a Suitcase is a mobile museum which engages the aesthetic-expressive power offered by the artistic object and by artistic creation. The museum is dedicated to the culture and tradition of the Ethiopian Jewish community in Israel, whose voice and stories are not heard in the official curriculum. The Ethiopian Jews immigrated to the state of Israel in the second half of the twentieth century, in two central waves of immigration that took place during the 1980s and 1990s. Upon arriving in Israel, the members of the community encountered many difficulties related to their cultural uniqueness and their interpretation of the Jewish religion. This difference disrupted their integration into Israeli society and caused them numerous difficulties, mainly in the areas of housing, employment and education. In light of this, the community suffers from socio-economic and educational deprivation, and its members have become the subject of stereotypical and even racist attitudes (Ben-Eliezer, 2004). Museum in a Suitcase seeks to explore the richness and uniqueness of the Jewish Ethiopian culture and identity, thus deconstructing the sense of inferiority of pupils of that community, both in their own eyes and in the eyes of their classmates. This chapter traces the socio-educational dynamics created by the “museum’s” activity by following workshops that were held in one class at an underprivileged elementary school which includes a large community of pupils of Ethiopian origin. I hope the findings will help to explore the advantages and limitations of this critical pedagogical model and the ways in which it can be improved and enhanced.

Findings like these will be of great importance to teachers, educators and policy makers in constructing pedagogical models for young students from underprivileged groups in multicultural societies. The innovative pedagogical practices of Museum in a Suitcase were examined in 4 workshops, each an hour and a half long. The research was based on qualitative method using ethnographic tools. The workshops led by the “Museum’s” staff were audiotaped and transcribed. The analysis of the dynamics that took place in class was based on multiple readings of the data. Data was coded according to the core themes that emerged from class dynamics in order to understand the effect of this unique educational method on the participants. The study took place in 2010 in a 4th grade class at a state elementary school (1st through 6th grade) situated in an underprivileged neighborhood in a small city in central Israel.1 The neighborhood’s population is largely made up of Jewish immigrants from Ethiopia and Russia, as well as a small group of veteran Israelis, mostly second and third generation of Jewish immigrants from Islamic countries. The families of the majority of the pupils suffer from various social and economic problems, and require the aide of the welfare authorities. This reality is reflected in the composition of the pupil population: 35% of the school’s pupils are of Ethiopian origin, 32% of Russian origin, and the rest are veteran Israeli pupils. 67% of the school’s pupils do not speak the Hebrew language at home. At the time of the study the 4th grade class consisted of 38 pupils, including: 16 pupils of Ethiopian origin, 14 Israeli-born pupils, and 8 pupils of Russian origin. The teacher who accompanied the activity is an immigrant from Russia who is in charge of art classes at the school. The facilitator of the workshops’ was an artist named Alemu Eshetie, who immigrated to Israel from Ethiopia during the 1990s and developed the project in view of the absence of Ethiopian culture from the state curriculum in Israel.

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BACKGROUND Israel boasts the largest number of historicalethnographic museums per capita in the Western world (Inbar, 1999). Most of these museums are dedicated to consecrating the official national narrative: the Jewish pioneer and settlement enterprise, the Hebrew culture and the struggle for the land – all told from the perspective of the veteran dominant group: Jews of European and North American origin. In recent years, “mobile” museums that set up in the public sphere for limited periods of time, have upset this monopoly by reexamining local historical and cultural narratives in view of the variety that characterizes multinational and multicultural societies. Museum in a Suitcase is one of these projects that emerged during 2009. The museum is housed in a wooden suitcase whose dimensions are 30/80/40 centimeters. Inside the suitcase are found Alemu’s personal story and the story and characteristics of the Ethiopian Jewish community. The activity offered by the museum is designed for children in elementary grades (4th through 6th). The activity takes place in the host class, and only in the Hebrew language. The community’s story is represented through authentic items of different kinds. Thus, for example, the Suitcase-Museum contains traditional pieces of clothing (“neTela”), the Amharic alphabet (“Fidel”), traditional earthenware for coffee making, musical instruments, and art objects. The material culture functions in this context both as an “authentic testimony” representing the story of the community, and as a visual aide to the creation of new empowered stories – the pupils’ stories. The critical pedagogical logic underlying the activity assumes that the various items presented to the pupils do not function only as objects for observation and viewing. In contrast to the traditional role played by objects exhibited in a museum and to the unified narrative they convey, in the case of the Museum in a Suitcase the displayed object and the accompanying artistic activity are

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seen as means to encourage creativity, interpretation and imagination (Eisner 2002), in particular in young pupils who are asked to reconstruct additional, new items/narratives that undermine conventional social perceptions. This approach assumes that turning the pupil’s “self” into one of the “raw materials” for the new work necessarily produces an implicated “self”, and that personal implication leads to a deeper social understanding (Cohen Evron 2005; Duncum 2005). The educational program of Museum in a Suitcase comprises 4 structured workshops, each an hour and a half long. In each of the activities the pupils were presented with objects, artifacts or pictures representing the chosen topic, accompanied by a story describing the topic from a historical-cultural point of view. In the second stage the pupils themselves were asked to make works of art that related to the topic, from their personal point of view. Afterwards there was a group discussion in which the pupils explained their work to the group in relation and in comparison with the other works and with the cultural reality in Israel. These stages, which recurred in each of the four workshops, sought to create a dynamics that exposes in a nut shell tree points of view: that of the “authentic” Jewish Ethiopian culture (as it was represented in the suitcase), that of the pupils of Ethiopian origin who live in Israel, and that of the members of other ethnic groups comprising the Israeli society (as they were represented in the composition of the class). This dynamics that involved a creating process of a new item and narratives was supposed to enable the pupils in the class, and the “Ethiopian” pupils in particular, to enrich the cultural knowledge about Ethiopian Jews, to understand the ways in which this culture has been labeled in the Israeli context and to change the ways in which it is perceived and experienced. The four core topics assembled in the suitcase deal with subjects that relate to the fabric of life familiar to the participants: people, home, language and ceremony. In the workshop that


dealt with people the pupils were presented with the different faces of the Ethiopian society, as it appeared in various artifacts. In the second stage the pupils made personal art objects, in which they were asked to describe the different faces of the class. The discussion was dedicated to the similarities and differences between the two societies. In the workshop that dealt with the topic of home, the pupils were asked to create a traditional Ethiopian home. When all the works had been completed and gathered together into a “small village”, the pupils interpreted their work in relation to the concept of home familiar to them from their natural environment, and to homes that in their view typified the flats of Ethiopians in their neighborhood. In the workshop that was dedicated to language, the pupils were introduced to the Ethiopian alphabet. In the second stage the pupils created key Amharic words from the Hebrew alphabet. The discussion held in the class touched on the ways in which it was possible to express in one language concepts taken from another language/culture. In the workshop that dealt with ceremony, the pupils looked at different kinds of traditional implements. In light of this the pupils were asked to create a personal work (a drawing and a story) that described a society and a culture familiar to them, and compare it to the “other” culture to which they had been exposed.

Museum in a Suitcase The findings focus on two main workshops: the opening one (people) and the concluding one (ceremony). These markers were chosen since they provide a view of the dynamics that the process took on over time, and the changes that occurred in the pupils’ opinions and attitudes.

First Stage: People The first activity the pupils encountered dealt with the individual. Various artifacts were unpacked from the suitcase: paintings, masks and pottery,

with representations of many figures that have typified the Ethiopian society in the past and in the present. The figures differed in various characteristics: appearance, sex, age, class, social role, symbolic articles of clothing and so on. The display of figures wished to acquaint the pupils with Jewish Ethiopian society, while revealing the diversity and the complexity that characterize the existence of the “other”. At this stage, all the participants showed little engagement with the proceedings (62 reactions). What stood out especially was the low engagement on the part of pupils of Ethiopian origin (26), even though the workshop was devoted to the society and culture they knew closely. The reactions ranged from agreeing nods from the pupils of Ethiopian origins, to questions and disparaging remarks from the pupils of Russian origin and those born in Israel. Thus, for example, when the pupils were told about the shepherd, the spiritual leader of the community, and about women doing embroidery, the pupils of Ethiopian origin nodded in affirmation, or briefly said: “Right”; “I’ve seen this”; “They (family members) told me about that”. The hesitant and restrained reactions of the “Ethiopian” pupils revealed the sense of self-worth, or at the very least, the lack of pride, that they felt with regards to their culture. The stereotypical reactions of the other pupils only reinforced this trend: “They have television and computers in Ethiopia?”; “Women in Ethiopia are not allowed to work outside like the men?”; “This man doesn’t look like a rabbi at all”. Moreover, other pupils reinforced these stereotypical attitudes with the information they got in the workshop: “I can’t believe you didn’t have electricity at home”; “Poor Ethiopians”; “It doesn’t seem like a lot of fun living in Ethiopia”. The symbolic distinction the pupils’ reactions made between the Jewish Ethiopian culture and the Israeli culture recurred in the second part of the workshop, in which the pupils were asked to describe different roles characterizing the Israeli society in light of the description of different

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figures from the Ethiopian society. Although the presentation of Ethiopian society relied on varied traits, when the pupils were asked to present their current society, the works sweepingly relied on color differences between light and dark people, more particularly: skin color, eye color and hair color. Other individualizing traits such as: sex, height, role and so on did not become means of marking and did not receive visibility. The pupils of Ethiopian origin, as well as the others, painted two main groups: those having black skin, black eyes and curly black hair, and those having light skin color (pink, white or yellow), blue eyes and yellow or light brown hair. The majority of the pupils (32) even painted the members of the different groups as gathered together in a separate homogeneous group. Only in 6 children’s drawings was there no reference to skin color as a representing factor. In some of these cases, it was a person’s sex (male/female) that determined the way he or she was described: the boys in blue and the girls in pink. The visibility given to skin color suggests its importance as a marking and representing factor, and especially as a distinguishing factor. Indeed, the body and its color are among the main variables in light of which the “other” is decoded and judged as invading, threatening and deviating (Ahmed, 2000). As a visible and loaded social text, the body is seen as producing differences and borders between groups, and as a means of determining the conditions of belonging to the hegemonic or the marginal group. In the case of the Ethiopian immigrants in Israel it was also found that the body’s color and appearance became an inexhaustible source of stereotypes and prejudices (Shabtai, 2001). These “social truths” permeated the pupils’ attitudes despite their young age, as suggested by the works they made in the first workshop. This attitude was internalized by both the pupils of Ethiopian origin and the other pupils. Furthermore, marking according to body color, which might be considered in adult society as a tool for stigmatization or exclusion, emerged

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among the pupils as a natural border marking. As mentioned earlier, these attitudes are shaped by the nature of the social structure, and by powerful ideological discourses that the pupils are exposed to in their daily routine. The activity of the first workshop therefore suggests that the use of critical pedagogical practices that expose the culture of the “other” as unified and heterogeneous, in an attempt to empower it, fails to overcome homogenization processes that replicate the hierarchical division hegemony/ periphery. Nor does the exposure of the diversity and the multiplicity that exist within the underprivileged group (various figures that represent the Jewish Ethiopian culture) succeed in diminishing the importance of body color and the great dominance attributed to it. Although critical thinking seeks to give pupils tools, contexts and possibilities that point to the existence of a different reality, in the first stages of the activity the pupils clung to the familiar reality and reproduced it, rather than the one aspired to.

Last Stage: Ceremony In the fourth and last workshop, the pupils were exposed to Ethiopia’s ceremonies through a display of coffee drinking implements and musical instruments, as well as traditional song and dance. As in the previous workshops, in this case as well the display wished to broaden the pupils’ point of view with regards to the underprivileged group and change their attitude towards it. After displaying the items and their stories, the pupils were required to make a personal work (a drawing and a story) describing a society and a culture familiar to them. As was the case in the first workshop, the majority of the pupils referred in their work to their specific ethnic origin. Thus, pupils from an Ethiopian origin located their story in landscapes reminiscent of Ethiopia (71%). These landscapes included deserts, high mountains and grazing meadows for herds. The dominant colors used were: various hues of brown, gray


and black. In one drawing, for example, the entire sheet of paper was painted dark brown, on which mountains of various sizes were drawn. Another drawing showed three adjacent high mountains painted in shades of brown-black, and so on. On the other hand, most of the pupils of Russian origin located their stories in landscapes recalling Russia (78%). These landscapes included: trees, forests, lakes, rivers, fields and snow-covered mountains. The dominant colors in these drawings were different shades of green, blue and white. Thus, for example, in one drawing the whole background was painted green, on which were drawn three trees with two lakes in the center. Another drawing showed a river flowing across green fields strewn with trees and so on. Israeli-born pupils situated their stories in different kinds of landscapes typifying the landscape texture of Israel. Some drew an arid desert landscape, while others drew a green and blooming terrain. After completing the drawings, the pupils were asked to describe them and the story enfolded in them. The discussion that developed in the wake of the different stories contained a large number of reactions (141). Most of the responses came from pupils of Ethiopian origin (82), and behind them natives of Israel (36) and pupils of Russian origin (23). In this case the discussion took a different turn. The pupils of Ethiopian origin linked what they had drawn with what was said in the workshop and with their personal experiences: “Yes, yes my mom knows how to do that;” “Right, dad told me,” “My granny used to sing like that.” Some described the singing and dancing while others focused on the coffee drinking ceremony: “I saw this,” “My granny always makes this,” “My mom taught me how to do the ceremony,” and so on. In this workshop as well, the majority of the pupils clung to the mother group with which they were familiar. However, although the discussion was held in relation to and in comparison with the culture of origin (Ethiopian, Russian and Israeli), the pupils’ reactions suggest a considerable change

in the attitude to the Jewish Ethiopian culture. The latter aroused among the pupils, both those of Ethiopian origin and others, curiosity and interest. What stood out in particular was the wish of those of Ethiopian origin to expose the other pupils to the unique cultural knowledge they possess and share it with them. Between the lines one could also detect the pride felt by some of them in their familiarity with this “exotic” culture. A similar tendency also characterized the reactions of the other pupils, who used their drawings to tell stories about their familiar socio-cultural reality in relation to and in light of the information that they were exposed to in the workshops: “We (Russian culture) don’t have unusual things like that… they have nice objects and also a drum.”; “We drink a lot of tea (in Russian culture). I’ve never seen these pots (coffee pots), that is so cool”; “Now I know more new customs that didn’t exist before in Israel”; “I think we took this jug from them and now we also use it; ”Wow you come from such a place… It’s like in the movies” Only very few responses (4) expressed an objection and a lack of interest in the proceedings. Yet despite the great change that took place in the course of the four workshops, the Jewish Ethiopian culture was perceived both in the words of the pupils of Ethiopian origin and in the words of the other pupils in the class as distant, disconnected and peripheral to the Israeli culture. Other cultures that were represented in the class, such as the Russian culture for example, did not inspire a similar attitude. Thus for example, when the “Ethiopian” pupils were asked whether they integrated these ceremonies into their daily lives in Israel, most of them replied: “No, of course not! This is for the old people,” or “This is Israel, not Ethiopia,” and “These things are not really connected to this place.” The depiction of the Jewish Ethiopian culture as external to the Israeli culture, and as unable to integrate with it, was justified by its being peripheral, not advanced and not Western: “These customs are from a place that is

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very far from here (from Israel), from the other end of the world, really,” and “Israel is like in Europe and America, people don’t do things like that here, it’s not done.” The activity of the fourth and last workshop therefore suggests that the use of critical pedagogical practices to expose the “other’s” culture in the public sphere did not change the sense of inferiority that was attached to this culture in the broad social context. On the contrary, it seems that it was precisely because the workshop gave the ethnic identity expression and place in light and in relation to the other cultures that compose the Israeli society, that it exposed and reproduced its peripheral status. The feelings of appreciation and pride therefore did not manage to abolish established social hierarchies, or make the “exotic” have equal value.

Special Aspects of the Experiment Critical pedagogical approaches that seek to empower pupils from underprivileged groups strive to deconstruct the normative social structure by exposing the underprivileged culture and identity and making its silenced voice heard. This procedure plays a central role in changing the peripheral status and the labeled image assigned to underprivileged and oppressed cultures and identities (McLaren, 1997). However, an examination of the ways in which this model operates in practice, through the case study of Museum in a Suitcase, suggests that the pupils do not respond to the social expectations it carries. Although the educational process the pupils underwent brought a change in the ways the Jewish Ethiopian culture was presented by the members of the group itself, and in the ways it was accepted by pupils from other ethnic groups, its perception as a culture that is peripheral and secondary to the hegemonic culture remained unchanged. In many ways it seems that it is precisely the attention given to the Jewish Ethiopian culture that reinforced its

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perception as exotic, primitive and simple. It is true that this educational process brought the pupils to embrace sources of identity that are external to the Israeli society and to locate these existing pockets of homogeneity as part of a heterogeneous cultural reality. However, even when the “otherness” became legitimate and even important and interesting, it remained “other”. Its unique characteristics seemed to justify this peripherality in the eyes of the pupils of Ethiopian origin and in the eyes of their classmates. In this sense, the “otherness” turned from being ignored by the teachers and the formal curriculum to being visible, and from being labeled as negative to becoming “positive”, but these shifts reflected the polarity: hegemony/periphery all the more forcefully, and to a certain extent even justified it.

Strong Points, Failings, and Critical Issues The pedagogical practice described above and its results bring to light two central points. Firstly, the critical pedagogical process is usually described in the research literature as an almost “automatic” practice that moves between disenfranchisement and empowerment. This movement does not reflect the complex psychological-social process involved in changing perceptions, images and narratives of identity. Furthermore, it fails to describe the pupil as an active and not necessarily predictable agent, who operates in a system of intersecting forces that do not necessarily obey the cultural script sketched out by critical pedagogy. And secondly, as in the present case, the critical pedagogical process itself is sometimes reduced to a specific program that operates at the school for a limited time. This action, as original and experiential as it might be expected to be, still remains isolated and exceptional in relation to the ideological nature of the school routine. This results in its influence being limited.


Solutions and Recommendations To deal with these difficulties, a critical reading should be imposed on the binary concept posited by critical pedagogy. More specifically, instead of seeing disenfranchisement and empowerment as two opposing states, and critical pedagogy as a tool seeking to move the pupils from one static pole to the other, we might want to see the critical pedagogical space, such as the one offered by Museum in a Suitcase, as a “moratorial” space. This moratorium will allow the social players taking part in it – pupils from different origin groups – to conduct dynamic negotiations between different possibilities and situations of disenfranchisement and empowerment. Only critical pedagogical approaches that are context-sensitive and that are not backed by a priori revolutionary scripts will be able to show sensitivity to these complexities and ambiguities, such as: a feeling of power on the micro-social level (a positive perception of the ethnic identity in the personal context) and disenfranchisement on the macro-social level (a disparaging perception of the ethnic identity in the Israeli context), and deal with them without feeling that either the pedagogical model or the pupil have failed.

FUTURE RESEARCH DIRECTIONS Museum in a Suitcase is a critical pedagogical project that seeks to activate pupils through museum display objects, in relation to issues connected with excluded and silenced communities – in this case the community of Jewish Ethiopian immigrants in Israel. Despite the uniqueness of this model, the ideal script constructed by critical pedagogy has not been fully realized. In other words, the radical pedagogical deviation (from an “ordinary” museum to Museum in a Suitcase) has not yielded

radical educational results among the pupils. Moreover, the achievements of this activity do not reach beyond the curiosity and enthusiasm which have already become the norm with regards to “exotic” cultural groups. This gap between the goals and the results should not be understood as a failure of either the pedagogical model under discussion or the pupils. The encounter between the critical pedagogical model and the pupil, particularly when it is implemented among young pupils, should be further examined while taking into account the complex world of meanings of the pupils and of the socio-cultural reality they are part of. At the same time there should also be a renewed examination of the critical pedagogical model, which has long become a golden standard, in light of the particular contexts in which it is implemented.

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ADDITIONAL READING Berhanu, G. (2006). Intercultural mediation, the institution of learning and the process of educational “integration” and assimilation: The case of Ethiopian Jews in Israel. Educational Research Review, 1(3), 62–79. Dewey, J. (1998). Experience and education. West Lafayette, IN: Kappa Delta Pi. Ellsworth, E. (1989). Why doesn’t this feel empowering? Working through the repressive myths of critical pedagogy. Harvard Educational Review, 59, 297–324. Freire, P. (1992). Pedagogy of hope: Reliving the pedagogy of the oppressed. New York, NY: Continuum. Freire, P. (2000). Pedagogy of the oppressed. New York, NY: Continuum. Freire, P. (2001). Pedagogy of freedom: Ethics, democracy and civic courage. Rowman & Littlefield. Freire, P. (2005). Education for critical consciousness. New York, NY: Continuum.

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Gur-Ze’ev, I. (2003). Critical theory, critical pedagogy and the possibility of counter-education. In Peters, M., Lankshear, C., & Olssen, M. (Eds.), Critical theory and the human condition: Founders and praxis (pp. 17–35). New York, NY: Peter Lang. Gur-Ze’ev, I. (2003). Bildung and critical theory in the face of postmodern education. In Loevlie, L., Mortensen, K. P., & Nordenbo, S. E. (Eds.), Education, humanity: Bildung in postmodernity (pp. 391–408). Oxford, UK: Blackwell. doi:10.1111/1467-9752.00283 Gur-Ze’ev, I. (2005). Critical theory, critical pedagogy and diaspora – Toward a new critical language in education. In Gur-Ze’ev, I. (Ed.), Critical theory and critical pedagogy today – Toward a new critical language in education (pp. 7–34). Haifa, Israel: University of Haifa. McDermott, R., & Dukue, R. J. (2010). The ethnography of schooling writ large, 1955-2010. Retrieved September 28, 2011, from http://openarchive.stanford.edu/handle/10408/164 McDermott, R., Dukue, R. J., & Seyer–Ochi, I. (2008). Race and class in a culture of risk. Retrieved September 28, 2011, from http://openarchive.stanford.edu/handle/10408/167 McDermott, R., & Raley, J. (2009). The tell-tale body: The constitution of disabilities in school. In Ayers, W., Quinn, T., & Stoval, D. (Eds.), Handbook of social justice in education (pp. 431–445). Mahwah, NJ: L. Erlaum Association. McDermott, R., & Varenne, H. (1995). Culture as disability. Anthropology & Education Quarterly, 26, 324–348. doi:10.1525/ aeq.1995.26.3.05x0936z McDermott, R., & Varenne, H. (2006). Reconstructing culture in educational research. In Spindler, G., & Hammond, L. (Eds.), Innovations in educational ethnography (pp. 3–31). Mahwah, NJ: L. Erlaum Association.


Ogbu, J. (1977). Racial stratification and education: The case of Stockton, California. ICRD Bulletin, 12(3), 1–26. Ogbu, J. (1982). Cultural discontinuity and schooling. Anthropology & Education Quarterly, 13(4), 290–307. doi:10.1525/aeq.1982.13.4.05x1505w Ogbu, J. (1989). The individual in collective adaptation. In Wise, L. (Ed.), Dropouts from schools: Issues, dilemmas and solutions (pp. 181–204). Buffalo, NY: SUNY Press. Ogbu, J. (1990). Minority education in comparative perspective. The Journal of Negro Education, 59(1), 45–57. doi:10.2307/2295291 Ogbu, J. (1994). Racial stratification and education in the United States: Why inequality persists‎. Teachers College Record, 96(2), 264–298. Ogbu, J. (2003). Black American Students in an affluent suburb: A study of academic disengagement (sociocultural, political, and historical studies in education). New York, NY: Routledge. Ogbu, J. (Ed.). (2008). Minority status, oppositional culture and schooling. New York, NY: Routledge. Sandoval, C. (2000). Methodology of the oppressed. Minneapolis, MN: University of Minneapolis Press. Soloman, A. P., & Ogbu, J. (1992). Black resistance in high school: Forging a separatist culture. Buffalo, NY: SUNY Press. Steele, M. C. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. The American Psychologist, 52(6), 613–629. doi:10.1037/0003-066X.52.6.613

KEY TERMS AND DEFINITIONS Critical Pedagogy: Seeks to affect radical social change by deconstructing the cultural discourses and mechanisms that work to reproduce the social structure. Its main tools are based on critique, deconstruction and socio-political activism. Cultural Empowerment: Seeks to juxtapose narratives, languages and diverse cultural identities, as part of a broad educational project that wishes to undermine the hierarchical social divisions and classifications created by the modernist mentality. Cultural Identity: Defined in terms of an ideal ethical and ideological orientation, from which stem the system of beliefs, opinions, values, norms and behavioral patterns of the individual. Educational Empowerment: An interactive process in which the pupil acquires relative control of the learning process, based on a sense of belonging, independence and generosity toward the “other”. Underprivileged Groups: Are groups that suffer from discrimination and human rights violation due to a common characteristic such as: sex, nationality, disability, sexual orientation and so on. The discrimination may be expressed in prejudices, violence, exclusion, an unjust distribution of resources and a withholding of political power, which prevents the members of the group from influencing the democratic process and preventing the violation of the group’s rights.

ENDNOTES 1

The data for the present study are based on in situ observations in the field conducted by a graduate student in Art Education.

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About the Contributors

Paolo M. Pumilia graduated in Physics in 1986 at the Milan State University and had advanced courses on physics and computational techniques (NATO/ASI, NATO/MIDIT and CNRS), during his career as researcher. He has a long lasting professional experience in setting up and analysing results of large atomic systems numerical simulations matching experimental measurements of nuclear magnetic resonance signals, infrared absorption and raman spectroscopy, x-ray di?rac-tion patterns. Most studies for italian research institutions (CNR and Montedison) have addressed molecular crystals and biosensors dynamics, while working as consultant for pharmaceutical companies (Farmitalia, Pharmacia), focus has been on protein structure. He has been teaching mathematics and physics at high school level, while working as a consultant on the use of the ICT in small businesses and for cultural associations interested on the impact of the information technologies on our society. To that aim, in the last decade, he has organized and managed workshops and conferences about the open source phenomenon, dealing with the economical, technical, law and cultural aspects. He has been invited as an expert to the Consultation on ‘Access rights for e-earning content’, at the European Commission. In 2007, he has represented a number of italian cultural associations at the Beijing Symposium of the International Council for Science CODATA (Committee on Data for Science and Technology). In the last few years, he joined a group of scholars at the Bologna and Padua universities to frame a viable proposal to gradually improve the youth education school system by involving the whole local community in that effort. Elena Favaron is teacher of mathematics in public secondary schools and teacher and coordinator in “Basic Sciences” (Applied Biology, Chemistry and Biochemistry) at the Università Cattolica del Sacro Cuore, Occupational Therapy, Moncrivello (VC) Italy. She is a member and an administrator of network “La scuola che funziona” (www.lascuolachefunziona.it ) and currently, she is working in collaboration with multiple teacher teams promoting effective practices in teenagers education such as cooperative learning, service learning, peer education. Elena Favaron graduated in Biological Sciences and gained a post graduate Diploma in Microbiology and Virology from the University of Turin. For several years, she has served as a biologist in the microbiology and virology laboratory of the Amendeo di Savoia Hospital in Turin, and at the Paediatrics Department and Genetics Unit of the Sant’Andrea Hospital in Vercelli,Italy. She has been working for Oasis JB, a non-profit organization based in Burkina Faso and in Italy for several years for ASPIC (An association caring for patients with primary immunodeficiencies), and for the ABC (An association caring for childer suffering from the Cri du Chat Syndrome)- After she gained experience in genetic and infectious diseases counseling, She became passionate about education


activity and she joined the teacher community. Elena’s research interests include how to more effectively educate adolescents using educational appropriate practices in classrooms. Other research interests are the educational uses of the new media and the emerging technologies and their impact on teaching and on the learning environment at all age levels. Elena’s special attention has turned to the use of ict to manage dyscalculia and learning problems (Web 2.0 tools, Scratch, a free development environment and Game Maker software). Elena Pacetti is Researcher and Assistant Professor in Didactic and Special Pedagogy at the Department of Education, Faculty of Education, University of Bologna, where she teaches “General Education and Educational Technologies”. She is involved in several research projects about ICT in education, inclusive school, children and citizenship education in Italy and abroad (in Palestine, El Salvador, and in European networks). Her research fields are concentrated in ICT in everyday life (especially informal learning and digital media); didactic innovation and ICT; socio-constructivist learning and social networking (also in a gender perspective); e-learning environments; community education. Since 2009 she has been member of CSGE, Study Centre of Gender and Education, Department of Education, University of Bologna. From 2011 she is member of Editorial Board of the University of Bologna Open Access International Scientific Journal RPD - Ricerche di Pedagogia e Didattica - Journal of Theories and Research in Education. Jonathan Bishop is an information technology executive, researcher and writer. Having gained an MSc in E-Learning in 2004 he went on to found the Centre for Research into Online Communities and E-Learning Systems, which now outputs a significant amount of research in these areas. During his MSc he devised the Classroom 2.0 concept, and his Digital Classroom of Tomorrow Project has been replicated across Europe, as discussed in this book. Jonathan has at the time of going to press over 35 publications, and is the most published academic in the area of Internet trolling. He is also a school governor in the Welsh village of Treforest, a private tutor, and a director of an educational social enterprise based in Swansea. Luigi Guerra is Full Professor of Technologies of education and Dean of the Faculty of Education at the University of Bologna. He is the Director of the Masters “International co-operation and new citizenships: the educational dimension”, “International conflict mediators-Peaceworkers”, “Direction and management of the scholastic structures”. He is scientific referent for the project Cl@ssi 2.0 with the Italian Ministry of Education as referred University for the selected classes in the Emilia-Romagna region and for the international cooperation project “Inclusive school in El Salvador”, co-funded from the Salvadorian Ministry of Education and from the Italian Cooperation. He is Board Member for EmiliaRomagna’s Commission of Environmental Education and the Scientific Committee of CESAF, The Centre for Studies and Higher Education on addiction. His research fields are concentrated in e-learning environments and learning objects; educational innovation and ICT (Information and Communication Technologies); socio-constructivistic learning and social networking; ICT and inclusive learning environments; technologies and empowerment. ***

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Roberto Agostini is graduated in musicology at the University of Bologna. He teaches “Music” in the First Level Secondary School ‘Guercino’ (Bologna, Italy). He also teaches as free lance professor at Italian universities and conservatories. His primary research interest are popular music and jazz history and analysis, musical anthropology, music and media, and music pedagogy. He published various essays, in Italian and English, among wich are: Il consumo di musica nell’epoca della globalizzazione, Il Saggiatore Musicale, XI/2, 2004 (399-408); The Italian Canzone and the Sanremo Festival, Popular Music, 26/3, 2007 (389-408); Dare senso all’esperienza musicale, Musica Domani, XXXVIII/146, 2008 (37-41); “Musica Corpo Estetica”, in Anceschi, A. (Ed.), Musica e educazione estetica, Torino: SIEMEDT, 2009 (30-41); Shakira Dem Bow. Fare dischi pop, di successo, in Dalmonte, R., & Spampinato, F. (Eds.), Il nuovo in musica, Lucca: LIM, 2009, 213-21; Sanremo and the canzone between the 50s and 60s, forthcoming. Séraphine Françoise Altamura, born in France, studied at the Sorbonne in Paris, she moved to Rome, she began teaching in 1996 as teacher of French conversation at language schools in Rome and province. She started an educational project in 2007 and she been has rewarded with the “national recognition of excellence in eTwinning, 2010” in Italy for her project “bla bla bla” http://etwinning.indire.it/articolo. php?id_cnt=2118. She has been an eTwinning Ambassador since 2009 and promotes educational projects through seminars and video conferencing in Lazio online training. She currently teaches at “liceo Vittorio Gassman” of Rome and “Liceo Ignazio Vian” of Bracciano, both high schools . She published the article ” Un projet de communication réelle: la correspondance scolaire ” with Professor Nusa Varzaru, in the publication of ARPF (Association Roumaine des professeurs de Français): “Théorie et Pratique en Français” (editions Fundatiei”Ecoul Sufletului» Romania - 2007). Lisbeth Amhag, is University Lecturer, Ph.D. and postdoc. in Pedagogy/e-Learning at the Faculty of Education and Society, Malmö University, Sweden. Since 2002, Lisbeth is teaching students in Teacher Education 90 ECTS at distance and campus; is course leader and examiner/assessor at ground and advanced levels; and is mentor for students in school didactics. Has published several national and international articles about on-line learning and assessment and is active in the further development of distance education and online interactive resources. Lisbeth received Malmö University Teaching Award 2010 with students’ motivation to be “competent, serious and challenging”. Previously, Lisbeth worked as a television journalist and media teacher and has been web editor. Andrea Balbo (1970) has taught Latin, Greek and Italian language in high school (1999-2010); now is Assistant Professor of Latin language and literature in University of Turin (Italy). In Latin teaching domain he has published a book, Insegnare latino. Sentieri di ricerca per una didattica ragionevole. Novara, UTET Università, 2007 (reviewed by J. Bulwer (http://www.eduhi.at/gegenstand/latein/data/ ec_newsletter_2010_finished.pdf) and some articles and chapters in books, as: Latino sul web: riflessioni sulla didattica multimediale della lingua e letteratura latina in vista della costruzione di un database valutativo, Atti Didamatica - Informatica per la didattica 2011 (Politecnico di Torino, http://didamatica2011.polito.it/elenco_lavori/full_paper); Pragmatic Aspects of Teaching Translation Methods from Latin to Italian in R. Oniga, R. Iovino, G. Giusti (eds.), Formal Linguistics and the Teaching of Latin: Theoretical and Applied Perspectives in Comparative Grammar, Newcastle upon Tyne 2011, 371-392. He is author and consultant of some Italian important publishers and of Italian Ministery of Education.

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Cristina Bardelle completed her Ph.D. in Mathematics in 2007 at the Università degli studi di Milano in Italy. She obtained a Postdoctoral Research Fellowship at the Università del Piemonte Orientale “ Amedeo Avogadro” for the Research Project: “Teaching and learning mathematics and e-learning: using platforms to personalize teaching in high school, in the transition to university and at university level”. She collaborated with the Università degli studi di Milano and Invalsi (National institute for the assessment of Italian School System) on the project Finvali. Her research interests involve mathematics education, focusing on the role of language, visual reasoning and e-learning in Mathematics education at university level. Salvatore Barbagallo is a project manager at CeLM (Center for e-learning and multimedia of Politecnico di Torino). He holds a Dr. Eng. degree in Electronic Engineering from Politecnico di Torino. His work experiences are in the fields of multimedia, networks, video conferencing, e-learning and streaming. Since 1994, when He began working with FEEM (a nonprofit, nonpartisan research institution), with various companies, ISPs and with Politecnico di Torino. At present he is working to coordinate and develop a project focused on registration and centralized distribution of live lectures, to experiment with new tools for teaching and to integrate the systems used for video conferencing and streaming in teaching and research. Lut Baten holds a PhD in applied linguistics (readability) from the University of Illinois at UrbanaChampaign, USA and is a full professor at the Leuven Language Institute, (KULeuven), Belgium, where she is responsible for the courses of English. She is presently teaching courses related to Business English Language and Communication. She has coordinated international projects for capacity building for academic purposes and e-learning in Germany, South Africa, Mozambique and Cuba. She is president of EDT, Flanders and Board Member of ABLA and AILA-Europe. She has widely published about Language for Special, Professional and Academic Purposes, about CALL and language acquisition. She is the (co-)author of several language softwares, textbooks and European projects (Quality Guide, Elise, TINO, WebCEF, CEFcult). In 2001 she won the Flemish Lingua Prize for foreign language innovation. Ana Beaven has been teaching English as a Foreign Language at the University of Bologna Language Centre (CILTA) since 1992. She has taught general English at all levels of the CEFR, as well as English for Academic Purposes and Academic Writing courses to undergraduate and postgraduate students. For the last three years she has also been working on her PhD, studying cross-cultural adaptation in the context of higher education student mobility. He other main interest is the creation of Open Educational Resources for languages, and the sharing of practices among language teachers She has been involved in several European projects (WebCEF, CEFcult, Performing Languages). Paolo Beneventi is a graduate at the DAMS of Bologna in 1980 with a thesis about children and theatre, he has been a free lance in education for over 30 years, deepening with children various subjects branching from the animazione teatrale, as expression, knowledge and didactics, developing experiences with books, the natural and human environment, mass and personal media, and widely using technological tools (body + text + pictures + sound + video + computer). After publishing a story of theater from the point of view of children and a little book for kids, he has written books and hold web pages and blogs based on his experience on the field. In cooperation with schools, libraries and other agencies he made also with children and young students several quasi professional videos, as well as books and multimedia written and edited by the kids themselves. cxxix


Roberto Bertonasco is the general manager of the CeLM (Center for e-learning and multimedia, Politecnico di Torino). He holds a Dr. Eng. degree Electronic Engineering since 1998 from Politecnico di Torino. Employee of Politecnico di Torino since 1999, he works on e-learning project development, multimedia development and streaming. Closely together with several research departments of Politecnico di Torino he has developed solution for education, both traditional and nonconventional. Actually he is developing the recording system for the live lessons and their deployment necessary to the student. He also has worked, and still working, in some European Project: AEDIS (European Automotive Digital Innovation Studio), FEFEDI (Filière d’Expertise Maghrébine de Formation en Entrepreneuriat et en Développement International) and ISMU (Institute for Strategic Management of Universities). Carmela Billotta, is a teacher of Italian Language, Literature and History to Italian students in the Upper Secondary Schools. From 2006 to 2011 she was also in charge with the students’ Guidance and Counselling at ITST “A. Palladio”, Treviso (ITALY). She has participated in a number of European projects on the following subjects: students’ internships abroad, students’ drop-out and retention, elearning, Competence Based Education (CBE). Her many interests include cooperative learning and relational didactics with the students. Elena Boldrini is Senior Researcher and Teacher at the Swiss Federal Institute for Vocational Education and Training (SFIVET). She attends to DualT project in the framework of the “Technologies for Vocational Training” Leading House since 2008. She has obtained a degree in Communication sciences in 2004 at the University of Lugano (CH), with a specialisation in communication in training and pedagogical contexts. In 2009 she completed a PhD programme in Philosophy of Social Sciences at the Università dell’Insubria (IT), preparing a thesis on the professional competence development. Main research fields: professional competence analysis and recognition, instructional design and technologies in VET, reflective writing, e-Portfolio, professional identity development. Secondino Bossolasco is headmaster at the Institute “Giovanni Arpino”. He graduated summa cum laude in Physics and PhD in Physics and from 1997 to 2007 he is science teacher. He was coordinator of many projects to use new technologies in teaching and author of 47 publications in peer-reviewed international journal. Mary Brennan is a Specialist Professor at Monmouth University. She has worked as an administrator and instructor in collegiate settings for over twenty-five years. She currently teaches undergraduate and graduate courses in special education and learning disabilities in the Department of Educational Leadership, School Counseling, and Special Education. Prior to teaching at the college level, she was a Learning Disabilities Teacher-Consultant and special education teacher of students with blindness and learning disabilities. Professor Brennan works collaboratively with teachers and teacher candidates on co-teaching in inclusion settings in various school settings in the School of Education’s partnership districts. Her research interests and publishing are in the areas of co-teaching, dialoguing and online instruction, and special education.

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Rosa Tiziana Bruno is an italian teacher. She debuted as a writer with an essay in the sociology of education. Later she dedicate herself to writing fairy tales, and won a few national and international literary awards. She’s specialized in Human Rights Education and Intercultural Education and she’s being conducting, for many years now, meetings about storytelling in primary schools. Currently she is writing on educational journals about the use of the fairy tales as a teaching tool. Eduardo Caianiello graduated in Philosophy from the University of Rome La Sapienza in 1997. In 1999 he took his MD in History from EHESS, Paris, and in 2010 he took his Philosophy PhD from EHESS thankful to a thesis concerning human mind, mathematics and learning process. In 2003 he created Eironeia: a center of non-formal education about human educational development. Since then she has constantly been working in this field. He’s now a philosophy professor in a Parisian high school. He’s the author of Sperare nella Scuola. Una nuova educazione alla scienza nel sistema dei licei. Preface Jean Dhombres et Bruno D’Amore, Rome: Aracne 2010 ; La science et la voix de l’évènement. A la recherche du sens. Preface Alexis Philonenko, Paris: Harmattan: 2010; La genèse des mathématiques et la puissance dynamique du mental humain. Une démonstration d’existence. Preface Gérard Vergnaud et Bruno D’Amore, Sarrebruck:EUE:2011. Sabrina Campregher is a primary school teacher specialized in teaching English as a second language and teaching pupils with special educational needs. She is a teacher trainer in the Multimedia Didactic Area of The Teacher Training Center of the Autonoms Province of Trento. She has a degree in Education from the Free University of Bolzano in 2010 and she is currently doing a Ph.D study in “General Pedagogy, Social Pedagogy and General Education”. In 2010, Sabrina Campregher undertook EPICT (European Pedagogical ICT Licence), and in 2007 she achieved CELTA (Certificate in Teaching English to Speakers of Other Languages) from the University of Cambridge. Sabrina Campregher is an expert in the use of the Interactive Whiteboard and gives training courses to teachers and students to practice it.As well, she undertakes research and presents papers at conferences concerning the modality to integrate ICT to enhance the teaching-learning process. Alessandra Cannelli taught English for 23 years in Liceo Scientifico “Renzo Levi” (High School) of the Jewish Community of Rome. Since 2001 she has been working in scuola media (Junior High School) and in charge of preventing dropout. Member of L.E.N.D and Tesol Italy associations of language teachers and part of a group engaged in teachers’ training on teaching Italian as a second and foreign language. She is an e-tutor teacher trainer in online courses by INDIRE (Ministry of Education) for language teachers and the eTwinning pedagogical advisor for Lazio region appointed in 2008 by the Regional Education Authority. For her experience and experimentation in the use of technology in education she has been selected for professional development seminars in Slovenia, U.K., Austria. J. L.Torres Carvalho, Researcher in the area of evaluation programs, projects and digital educational resources and mathematics education (learning of mathematics in primary education). Specialist in ICT in Education, and Nuclear Concepts Theory and Knowledge representation using the technique of Pathfinder Associative Networks.Prof. Carvalho is a European PhD in Sciences Education and Master ED in Educational Technology. It is a teacher of Education & Technology (Primary Education Course) on Department of Pedagogy and Education / School of Social Sciences of the Évora University – Portugal.

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It is also a member of the ICT Competence Center at the University of Évora – Portugal, member of Research CIBERDIDACT Group of the University of Extremadura – Spain, and the CIEP-UE (Centre for Research in Education and Psychology) of the University of Évora, and trainer qualified teacher in the fields and Communication Technology Education, Design and Organization of Educational Projects and Educational Technologies (Computer / Application of Information Technology). Livia Casamassima Born in Naples (Italy) in 1964, she graduated in violin in 1986. She qualified as Primary Schools’ teacher and Secondary Schools’ music teacher in 1990. She obtained a degree in chamber music in 2007 with a thesis on serial composition techniques in the different arts”.She works in symphony orchestras and chamber ensembles, teaches music until, in 1996 enters Primary School, where she still teaches. Since 2007 her school ‘s referring teacher for the European eTwinning projects, some of which have been recognized by the European Quality Label, were reported as projects of the month in the eTwinning newsletter (February 2011) and finalists in international competitions such as the Global Junior Challenge. Alberto Cattaneo is Responsible for the Research Field “Innovation in VET” at the Swiss Federal Institute for Vocational Education and Training (SFIVET) and in this framework he also leads the Dual-T project for SFIVET. He got his PhD in Social, Developmental and Organizational Psychology in 2005, discussing a thesis on Blended Learning and Virtual Learning Environments. His actual main research fields concern the integration of ICT in teaching and learning, instructional design, multimedia learning, teachers’ training, competence development. Sofía Veríssimo Catarreira, Sofia Catarreira graduated in Mathematics (Teaching) in 2003, from the Faculty of Science in the University of Lisbon.She has worked for four years in Professional training and is currently working as a teacher in a Portuguese secondary school. Simultaneously, Currently Assistant part-time guest at the Polytechnic Institute of Portalegre, where she teaches mathematics and statistics She is working on her doctorate at the University of Extremadura (Spain). The title of the thesis project is “The introduction of the ideas of TCN in teaching geometry and its implications”. She is part of the CIBERDIDACT group of the University of Extremadura. Simona Maria Cavagnero holds a doctorate in Human Sciences, Education Science and Training address. She is currently Master of Talents fellow at the Foundation of Civil Society Goria, and has a contract as professor in Sociology and Methodology of Social Research at the University of Turin. Among her publications: (2012) Il pellegrinaggio in trasformazione. Per uno studio dei comportamenti sociali, Roma, Aracne editrice (2009), con Gallina M. A., L’uso di risorse per la scuola, in Coggi C. (a cura di), Potenziamento cognitivo e motivazionale dei bambini in difficoltà. Il progetto Fenix, Milano, Angeli. Konstantinos Chatzidimou graduated from the Aristotle University of Thessaloniki (Department of Philology, specialization in Linguistics) in 2004. He has an MA and a PhD in Education Sciences. Since the academic year 2008-09 he teaches undergraduate and graduate courses, as a scientific co-operator, at various Greek universities (Democritus University of Thrace, University of Western Macedonia, and Aristotle University of Thessaloniki). He has published articles in scientific journals, chapters in edited books, papers in scientific congresses and translations. He is a member of the Hellenic Educational So-

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ciety, the WEE-WEF (Weltbund für Erneuerung der Erziehung - World Education Fellowship) and the German School of Thessaloniki Alumni Association. His scientific and research interests are focused on issues of Teaching Methodology, Teacher Education, Educational Research and Pedagogical Lexicography. The foreign languages he speaks are English, German, French and Turkish. Angelo Chiarle, 1989, gets his Degree in Modern Literature at the Faculty of Letters and Philosophy of Turin University. 1992, he wins by public competition the chair of Italian and Latin Language and Literature. 1992-2006, he teaches in Liceo Scientifico Statale «N. Bobbio» in Carignano, Province of Turin (Piemonte). 2006, he moves to Liceo Scientifico Statale «C. Darwin» in Rivoli, Province of Turin, where he now teaches. 1998-2010, he attends in Turin several refresher courses on Cooperative Learning, Understanding by Design, Authentic Assessment, Student Portfolio, Learning Communities, Differentiated Instruction, Habits of Mind, teaching for competences mainly with prof. Mario Comoglio (Pontificio Ateneo Salesiano, Rome). From 2006 he joins the Group for School Innovation (G.I.S.), a group responsible for innovation projects within the Turin District within Centro Servizi Didattici of the Province of Turin, and starts to work as teachers’ trainer. Giovanna Chiozzi achieved the International Baccalaureate of Geneva in 1986 at the United World College and graduated in Foreign Languages and Literatures cum laude in 1992 at the University of Trento, Italy. After following several professional specific courses on marketing, project management, quality and documentation matters, she achieved the Certification in Technical Authorship at the University of Sheffield, Great Britain. In 1995/2001, Giovanna Chiozzi worked in Sodalia S.p.A., with the responsibility of the Documentation Area, in charge of the company documentation standards and processes and of the company-wide documentation/language services and training. Since 2001 she has been working for Telecom Italia S.p.A., first responsible for the Skill and Knowledge Management Competence Center and then as the referent person for Special Projects in TILab - Software Services and Solutions. In these years she has particularly developed skills on online training (needs analysis, course planning, development, management and tutoring, teaching and learning evaluation), both for business and school environments. Stefania Chipa Teaching fellow at the Communication Strategies Lab of the University of Florence, she is in charge of research and consulting activities on documentation and communication strategies of the knowledge with an emphasis on the training aspects. These activities are mainly centered in the fields of training and cultural heritage. Her specific research goals also include the study of digital languages and social media marketing strategies. She has coordinated projects for the italian Ministry of Education, University and Research (MIUR), for the National Institution for the Documentation and the Educational Research (INDIRE), for the Comitato Italia 150 (the Organizer of the celebration for the 150 years of united Italy), for the Opera of Santa Croce in Florence and for the European Schoolnet. After graduating in History of Contemporary Art, her research has been directed towards the study of communication with an emphasis on training. She has a MA in “Digital communication” and a PhD in “Education theories and models”. She has been a consultant for advertising agencies and media groups.

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Andrea Crawford was born in Bergamo, March 24, 1973 degree in modern literature address pedagogy in 2001 at the University of Milan, with the thesis “Adolescents and rules. The role of the male educator in the youth aggregation center.” She follows the course at the University of Bergamo “Managing non-profit organizations and social planning” in 2004.Since 1998 she has worked for several social cooperatives in projects aimed at children, as an educator and coordinator (from early childhood to the communities for adolescents, outreach, prevention, aggregation, youth projects, extracurricular projects, projects against school dropout). She has some experience in adult education and community development. Married with 4 children, she is president of the Parents Committee of the School of Villongo (BG). Fulvio Corno is currently an Associate Professor at the Department of Control and Computer Engineering of Politecnico di Torino. He holds a M.S. degree in Electronic Engineering from the Politecnico di Torino in 1991, and a Ph.D. degree in Computer Science Engineering from the same University in 1994. He conducted research activities in computer-aided design for VLSI design, in evolutionary algorithms, in semantic technologies for web applications and for e-learning, and recently in domotics and smart homes. He is co-author of more than 200 papers. He teaches in the fields of web design technologies, semantic elaboration, and service oriented architectures. He is the coordinator of the e-learning services of Politecnico di Torino (named Poli@Home services). He is actively working on several research projects, funded by the European Commission (under the IST, Socrates, @LIS initiatives) or by national or regional government. Several collaborations with local industries are also active. Cecilia Costa gained her Doctorate in Education at the University of Turin, Italy, with a thesis on educational spaces outside of schools as spaces for intercultural interaction. She has presented the results of her research at the European Conference on Educational Research (ECER) 2006 in Geneva, and won the SSRE (Societé Suisse pour la recherche en education) for young researchers. She has published papers in collected volumes edited by Francesca Gobbo: Educational Processes in Multicultural Societies (Cisu, 2007) and Education in the Time of Interculturality (Carocci, 2008). She has translated into Italian several essays on education and human rights form Spanish. As a teacher, she as worked in secondary schools in Piedmont, northern Italy, and coordinated educational projects aimed at reducing school drop-out rates. She has participated in educational programs on the learning of the Italian language and has run reading and writing workshops in lower secondary schools in Italy. Sara Costa is an Italian teacher, PhD German linguist and researcher. She was born in 1972 and she studied Germanistics and German Linguistics at Verona University, where she graduated with honours in Foreign Languages and Literatures with a thesis about linguistics and language teaching. She received her PhD in German Linguistics in 2006 in the International Doctorate in German Linguistics established by the University of Modena and Reggio Emilia along with Graz University, discussing a research on psycholinguistic and educational difficulties in L2 reading comprehension. Since 2006 she has been collaborating as an expert in the field with the Foreign Languages Department of Bologna University, Italy. Since 2010 she has been research fellow at Bologna University leading a two-year project on the cognitive strategies involved in the reception process of literary texts. She also held courses in Syntax and Psycholinguistics as an adjunct Professor at Milan University and was Tutor Lecturer at Bologna University holding courses on Cognitive Poetics and the linguistic interpretation of literary texts. Since 2000 she has been teaching German Language and Culture as a regular teacher in the Italian upper secondary school. cxxxiv


Francesco Aldo Costabile is full professor of Numerical Analysis at the University of Calabria (Italy). He is the Director of the Interdepartmental Centre for Didactic Research (CIRD) and has also held many other academic posts including that of Dean of the Faculty of Mathematical, Physical and Natural Sciences, Director of the Department of Mathematics and the School of Specialization for Secondary School Teachers (SSIS). He works in various scientific fields of Numerical Analysis. Since 1990 he has been involved in research into Mathematics Education, with particular reference to the use of computers. His research work is supported by numerous publications. Carmela Dell’Aria is a teacher of English and Italian as FL and a specialized teacher for students in special needs. She has been teaching Italian as a Foreign and Second Language since 1999, working in Italy, UK and online for different institutions. Since 2007 she is collaborating with the Department of Philological and Linguistic Sciences (University of Palermo) where she has been a contract Professor of CALL, for which she has designed, developed and taught online language activities in virtual worlds and Café Italia, a pilot about teaching Italian as a FL in Second Life. She’s researching the potentials of Virtual Worlds and Social Networks for Language Teaching for her PhD research in Modern Literatures and Philological - Linguistic Studies. She is interested in Second Language Pedagogy, Didactics of Modern Languages, Multimedia Didactics, CALL (Computer Assisted Language Learning), particularly the use of Virtual Worlds. Manuela Delfino, PhD in “Language, Culture, and Information and Communication Technology” (University of Genova) and degree in Humanities (University of Pisa), is a secondary school teacher of humanities. She worked from 2003 to 2012 as researcher in the field of educational technology for the Italian National Research Council. Her major interests include digital literacy, distance education and teacher training.Her recent research focuses on approaches to teaching and learning in secondary school, with a special attention to the uses of ICT in education and on Computer-Supported Collaborative Learning (CSCL), especially related to thecognitive, social and emotional dynamics that occur in learning processes mediated by computers.” Ioanna Dionysiou joined University of Nicosia in October 2006 as an Assistant Professor of Computer Science. Dionysiou received her PhD from Washington State University (2006), MSc and BSc degrees from Washington State University (2000 and 1997 respectively) and Diploma degree from Higher Technical Institute (1994). Dionysiou’s research focuses on formal trust models and trust management in collaborative environments. Her PhD dissertation work investigated trust requirements and challenges for large-scale infrastructures, with an exemplary infrastructure being the US Electric Power Grid. Dionysiou’s PhD research was supported by three USA national organizations: NIST (National Institute of Standards and Technology), NSF (National Science Foundation), and DOE (Department of Energy). In particular, HESTIA, a configurable trust management framework devised by Dionysiou, was part of the NSF-funded project Trustworthy Cyber Infrastructure for the Power Grid (TCIP). Dr Dionysiou has several publications on trust management and security and served in various program committees. Daniela Di Marco graduated in Law at University of Rome La Sapienza. She has several years of experience in research activities in the field of education addressed to adults and vocational training, as well as in monitoring and evaluation activities. She worked as project manager of many Italian projects funded by European Social Fund. She is project manager for the projects ST.ART funded by EACEA under the Lifelong Learning Programme – Sub-Programme Comenius. cxxxv


Alessio Drivet, After an initial period as a collaborator and statistical consultant for IRES, he started working as a teacher of Applied Mathematics in secondary business schools. For many years he has been collaborating with the University of Turin (Department of Mathematics and Science Education Faculty). Over the time he has acquired good skills in ICT and the use of audiovisual media. Since he retired, he has resumed and continued the work he had begun in the mid-eighties. His interest is mainly concentrated on the field of new technologies (interactive whiteboards), and on-line training and test preparation for the assessment of students. He is the author of numerous books and articles on Mathematics and Computer Science. He is currently co-working with the Province of Turin for the presentation of mathematical objects to secondary school students. Nikleia Eteokleous-Grigoriou. Professional Biography: Eteokleous Nikleia, M.Ed in Educational Administration, M.Ed in Instructional Systems, Ph.D in Educational Administration – emphasis in Educational Technology, Penn State University, U.S.A Undergraduate studies (B.A. in Public and Business Administration, Concentration: Finance, 2001), postgraduate studies at the Pennsylvania State University (M.Ed. in Educational Administration, 2002; M.Ed in Instructional Systems, 2004; and Ph.D in Educational Administration with emphasis in Computer Technology in Education, confirmed 2004). I currently work as a Lecturer in Educational Technology at Frederick University Cyprus. I was employed for two years as an Assistant to the Head of Research and Development at P.A. College, Larnaca. While studying at Pennsylvania State University I was awarded an assistantship through which I was employed as a Research Assistant for three years at the Educational Leadership Program as well as an Assistant Editor at the American Journal of Education. I gave presentations in various national and international conferences and published articles in academic journals and conference proceedings. My research focuses on areas of technology (computer, mobile devices and internet) integration in education, teacher education and technology, multicultural education and technology, and systemic change in education. Maria Maddalena Erman, Naples, Italy. She studied at the Conservatory of Music San Pietro a Majella in Naples where she graduated in Piano and Music Pedagogy. At the same time she also studied at the University of Study Suor Orsola Benincasa in Naples where she graduated in Education Sciences. She finished advanced studies in Music Education at the University of Study Tor Vergata in Rome (Italy), Music Therapy for Deaf and Special Needs at the University of Manchester (UK), in Kodaly Methodology at the Summer University of Esztergom (Hungary), in Orff-Schulwerk at the OSI (Orff-Schulwerk Italiano) in Rome (Italy). Maria Maddalena Erman is also a pianist in the Orchestra da camera di Napoli, as well as a harpsichordist in the Svaghi Musicali Ensemble and in the Les Caprices Ensemble. Expert trainer in music education and pedagogy research scholar, the results of her works have been presented in lectures and conferences and published in various articles of music pedagogy. She is an Education Manager of the Centro Iniziative Didattiche Musicali NaturalMenteMusica (Italy). Manuela Fabbri is Researcher and Assistant Professor in Didactic and Special Pedagogy at the Department of Education, Faculty of Education, University of Bologna, where she teaches “Technologies of education” and “Mass media education”. She is part of the research group of the project inclusive school, in pursuit of educational inclusion in the educational system of the Republic of El Salvador, and she is involved in the Italian Ministry of Education’s project Cl@ssi 2.0 as referred University for the selected classes in the Emilia-Romagna region. From January 2009 she in part of the Scientific Com-

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mittee of CESAF, The Centre for Studies and Higher Education on addiction. Her research fields are concentrated in e-learning environments and learning objects; empowerment and new technologies for the prevention and treatment of addiction; technologies in everyday childhood; educational innovation and ICT (Information and Communication Technologies); socio-constructivist learning and social networking; new technologies and inclusive learning environments. More info can be found at http:// www.unibo.it/Faculty/m.fabbri. Laura Farinetti is a senior researcher and assistant professor at the Computer Science and Control Department of Politecnico di Torino. She holds a Dr. Eng. degree in Electronic Engineering since 1990 and a Ph.D. in Cognitive Science since 1995, both from Politecnico di Torino. Since 1992 she has been with the Computer Science and Control Department of Politecnico di Torino, working in collaboration with CeLM (Centre for Open and Distance Education of Politecnico di Torino) since 1997. Her research interests include Information and Communication Technologies for open and distance education, Semantic Web, Web intelligence, Hypertexts, Multimedia and hypermedia systems, Human-computer interaction and user modeling, Knowledge management, ICT for Accessibility, eInclusion and eAgeing. She has been local coordinator and researcher for several international projects for research and knowledge transfer (IST, E-LEARNING, SOCRATES-MINERVA, LEONARDO, EUMEDIS, TEMPUS MEDA, TEMPUS PHARE, UNESCO, @LIS). She has published more than 50 papers in journals and international conferences. Monica Fasciani graduated in Oriental Languages at University of Naples L’Orientale. She participated to research activities in the field of middle-eastern geopolitical developments and immigration. She worked as project manager of many EU projects in the field of immigration, asylum and welfare funded under different programmes such as ERF, EQUAL, DAPHNE. She is currently Project manager for USGM working on project proposal under Lifelong Learning Programme and ALFA III. She is also project manager for ST.ART project funded by EACEA under the Lifelong Learning Programme – SubProgramme Comenius. She participated to seminars and international conferences and has track record of publication in her research field. Alida Favaretto is a PhD in Educational and Cognitive Sciences. Degree in Literature; Degree in Computer Science for the Humanities. Her research activities concern the following themes: In service Teacher training in Web Environment; Networked learning; Methodologies for designing, tutoring and evaluating online courses; Open Educational Resources; Ontology development and semantic interoperability; E-Accessibility and e-Inclusion; Learning communities and Communities of practice; Education policy; Teachers’ knowledge - acquisition and development. She is Professor of “Teaching Technologies and Methodologies” . Currently, she teaches Italian Literature in upper Secondary Schools at ITST “A. Palladio”, Treviso Italy and works as a trainer of technologies in courses designed for secondary upper schools teachers . She is a teacher collaborator and researcher at Ca’ Foscari University of Venice. Methodological expert trainer for teachers in nursery schools, primary schools, lower secondary schools, upper secondary schools and higher education. Since 2001 she collaborates with the University Ca ‘Foscari of Venice as a trainer experienced in teaching with ICT.

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Laura Fedeli has an MSc (Instructional Technology and Distance Education, USA) and a PhD in e-Learning, Knowledge Management and Psychology of Communication (Italy). She has been involved in a number of European projects dealing with e-learning, quality procedures and policies, and the use of social media and virtual worlds in education. She is currently a lecturer at the University of Macerata, in Italy, where she teaches the following graduate courses at the Faculty of Education Sciences: “Streaming Media and Virtual Worlds for e-Learning Courses”, “Teaching and Learning Technologies” and “ Methodology and Technique of Game/Play and Animation”. In the same institution she has been working as e-learning designer and online tutor in several graduate courses and post-lauream courses dealing with teacher training. Helga Fiorani graduated from University of Macerata. At present, she is a primary school teacher (start date 2008), a teaching assistant for children with disabilities and a Ph.D. candidate. The research of the doctoral course consists of quantitative analysis project, entitled “A Research Project on Primary School Teachers’ Perceptions of the Use of Tools for Teaching Mathematics”, assumes a historical and archival research role concerning tools and educational materials for mathematical activities. She has recently attended at National and International Conferences in the field of Education and published a book, “Dal Positivismo al Post-Costruttivismo. Teoria, Strumenti e Didattica” (“The transition from Positivism to Post-Constructivism. Theory, Tools and Education”), co-authored with M. A. Impedovo and R. Iaquinta. Falcinelli Floriana is professor of Educational Technology and General Education and Learning (SSD: M-PED 03), at the Faculty of Education Sciences of the University of Perugia. She was part of a national research program COFIN 2003 on “e-learning in university education”, as the local research coordinated by the University of Trento on the “e-university: the ICT as an agent of change in Italian universities. She was part of the Program of Research (PRIN 2006) on “Development of educational features in open source platform for e-learning”, coordinated by Prof. Roberto Maragliano, deepening, as head of the Scientific Research of the University of Perugia, into the theme: Learning Communiies and communities of practice in open source platform for the training of future teachers. She also is responsible for a FIRB project, coordinated by Prof. Paolo Paolini named: L4A (ALL CAN LEARN): a multiparadigm, multichannel and innovative approach to education. Michela Freddano is PhD in Evaluation of Educational Processes and Systems at University of Genoa since 2012. Her PhD research focused on parental involvement at school and its effectiveness on citizenship education. She is an expert in methodology of social research and evaluation of educational processes and systems. Her fields of interest are the international comparative studies on Education by OECD, IEA and national service of evaluation. During her stage at Université Pierre Mendès (France) She deepen data analysis of international dataset on education. Actually She is studying the policy of guidance at university and managing the regional report on PISA 2009. Michela Freddano has been involved in different studies on deliberative democracy and e-learning. For many years She was the tutor of the course of Methodology of Social Research at University of Genoa where She developed some studies about blended learning.

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Annalisa Fornasero was born in Bra (Cuneo, Italy) on April, 10th 1972. She graduated in Educational Sciences at the University of Turin and besides she specialized in teaching to pupils with special need. Since 2006 she is teacher in primary school and coordinator of GLH to inclusion pupil in school. Sabrina Fusi works with the Organization in Support of Dyslexia Genoa and Tigullio, Italy. Maria Adelaide Gallina is a researcher in Sociology at the Faculty of Education, University of Turin. He conducts research on issues concerning training and educational processes. Among his publications wrote I divari del futuro. Giovani e Internet and has edited Dentro il bullismo. Contributi e proposte socio-educative per la scuola. Luis Casas García, Dr. Casas has a doctorate in Educational Psychology and has extensive experience in the field of primary education, particularly in the teaching of mathematics, having worked in this field during the past 27 years. His doctoral thesis “The study of the cognitive structure of pupils through Pathfinder Associative Networks. Applications and possibilities in Geometry” won a national award for Educational Research given annually by the Ministry of Education and Science of Spain.He has taught numerous courses for teachers at all educational levels and has published numerous books and articles related to the Teaching of Mathematics. Currently he teaches in the Department of Educational Sciences at the University of Extremadura, for Undergraduate and Postgraduate pupils. He is a member, as well as professors Luengo, Catarreira and Godinho, of the Ciberdidact group. Lanfranco Genito in Ingegneria, laureato in Culture Digitali e della Comunicazione, (tesi con Derrick de Kerckhove), abilitato in Elettrotecnica e in Fisica, insegna Elettrotecnica negli ITI nei corsi diurni e serali per lavoratori studenti. Si è interessato di animazione culturale nei quartieri popolari e di apprendimento per lavoratori-studenti. Ha esperienza con minori disagiati o inseriti nei circuiti della giustizia minorile. Esponente del Movimento di Cooperazione Educativa, sperimenta una metodologia collaborativa, nel progetto-laboratorio Bottega della Comunicazione e della Didattica ONLUS, per andare oltre una modalità trasmissiva dell’insegnamento-apprendimento tenendo conto dell’avanzare della cultura digitale.. Ha pubblicato diversi articoli in riviste italiane e straniere. Ha partecipato con alcuni significativi contributi a seminari e convegni in Italia ed all’estero. Ha collaborato con la cattedra Laboratorio Media e Sviluppo Psicologico della facoltà di Scienza della Comunicazione dell’Università di Cassino (FR), polo didattico di Sora. Attualmente si interessa di formazione degli insegnanti e dell’inserimento della cultura digitale nell’ apprendimento. Nina Globovnik is a professor of Geography and History and she also completed the Master’s degree in Economics. She is employed at the Faculty of Arts in International Centre for Ecoremediation. She deals with the ecology of water and is the author of articles on the teaching of ecology in schools. In the course of his employment she also leads field works on the educational polygon in Modraže and Dole. Mariachiara Giorda completed her PhD in Religious Sciences at the “Ecole Pratique Des Hautes Etudes (Sorbonne University) in Paris, final mark “très honorable”. Since 2006 I am a research assistant for the following subjects: “History of Christianity” and “History of Religions”. I am now appointed to a non-permanent Faculty position at the Dipartimento di Storia (Università degli Studi di Torino) and I spend my time to research-activities and in didactic activities on ancient history and monasticism. As cxxxix


far as concerns religions and education, the field is in Italy in its infancy but among the main achievements I was able to obtain a number of important and step-changing results in theory and in practice (responsible of ten different experimental projects in Rome, Padova-Venezia, Turin, and coordination of the IRI-news, newsletter about the teaching of religions in Italy. Agostino Gotti was born in Bergamo March 22, 1964.1990: Degree in Physical Education (later converted into a degree in Motorial Sciences) Physical Education at the ISEF University of Milan, with an experimental thesis “The lumbar pains in rugby” in 1992 awarded 1 st prize by the CNR of the CONI Began working as an educator and an sport technician with the Rugby Bergamo in 1986 coaching the junior boys. In twenty-six years rugby profession, he explores all the categories from Under 6 to the First Team. Since 2000 he assumed the main role of Director of Rugby, mainly dealing with the methodological and pedagogical training of technicians from different clubs. In the period 1997-2000 he works with sports clubs like Atalanta Bergamo Football, Judo Body Park and Volleyball Bergamo for the promotion of multisport and analysis of technical movements applied to various sports. Married with two children, currently teacher of physical education at St. Vincent AFP Patronato of Bergamo and Director of Rugby at the Effenbert Rugby Bergamo 1950. Ricardo Luengo González, Professor Luengo is a PhD in Mathematics and has worked for over 30 years in the Department of Didactics of Experimental Sciences and Mathematics, Faculty of Education at the University of Extremadura. He has taught at undergraduate and postgraduate teaching and training courses for teachers of all educational levels. His main publications have been focused on mathematics education, which has several books and articles on the subject.He is the founder and director of the Research Group “Ciberdidact.” Within this group was developed the Theory of Nuclear Concepts. The main applications and developments in the field of education of this theory are shown in this paper. Renato Grimaldi was born June 13, 1951 in Cossano Belbo (CN, Italy) and graduated in Computer Science (University of Turin). He is a full professor in the scientific field SPS/07, General Sociology, in the Faculty of Arts and Education at the University of Turin, where he teaches Social Research Methodology and Computer Science for Undergraduate and Advanced Social Research for Postgraduate Degree Course in the major Science of Education. He is a member of the faculty Board of Ph.D. in Psychological, Anthropological and Educational Sciences and he teaches in the “Scuola di Studi Superiori” at the University of Turin. From October 2006 to September 2009 he was Director of the Department of “Scienze dell’Educazione e della Formazione”; from October 2009, he is Dean of the Faculty of Arts and Education. Marina Guerrisi was born in Milan. Graduated in Philosophy in Catania, she moved to Rome where she studied Science of Religions at the University of Roma Tre. She wrote a thesis entitled “Religion and Storytelling: from the rhetoric of Metahistory to the ethic of discourse”, in collaboration with Giacomo Marramao. Member of young historians of religions Association, UVAuniversolaltro, she works with IRI News, webzine about teaching of religion in Italy, directed by Maria Chiara Giorda. At the time she studies theology at the Institute St. Paul of Catania.

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Maria Guida holds a degree in Mathematics, a Master’s degree in “tutoring in online learning environments” and has completed two post graduate courses, one in “IWB for teaching and communication” and another in “CLIL methodology”. After six years teaching Science in Lower Secondary School and eighteen years teaching Mathematics and Physics in Upper Secondary School, she is now working at ANSAS (former Indire), the Italian National Agency for Research in Education. Her main fields of interest are IBSE and other innovative practices in Science teaching, particularly with new technologies. Maria has over ten years experience as a teacher trainer in courses dealing with ICT. She was involved in several European projects: she was an eTwinning Ambassador and coordinator of three Comenius school partnerships. She was also on the Scientix and SPICE panels and the Italian coordinator of DESIRE. She is an expert in 3D virtual learning environments and she has published several papers on this topic. Nina Hriberšek works as an independent researcher in the International Centre for Ecoremediations at the Faculty of Arts in Maribor. She graduated in Geography and History from the Faculty of Arts at the University of Maribor in 2010. Since then she has been employed at International Centre for Ecoremediations, where she works on Ministry for Education funded projects in the field of education. Nina Hriberšek as well works as a teacher educator in the field of Experiential Learning for Sustainable Development, where she presents new methods involving constructed wetlands, water and Ecoremediation Techniques in the new Teaching Polygon in Slovenia. Rosa Iaquinta: Degree in Theological Science (University of Naples), History (University of Calabria), Historical Sciences (University of Calabria); Postgraduate Diploma (University of Calabria); Professor of Higher Secondary School. Currently PhD student in Theory, Technology and History of Education in Italy. Research interests are oriented to the study of the dynamics of educational. Maria Antonietta Impedovo: Master degree in Organization and Communication Psychology at the University of Bari. Currently Ph.d. students in Theory and History of Education Technology in Italy. His research interests are oriented to the study of the processes of teaching and learning mediated by technology. Cristina Iovenitti: born in L’Aquila on 22/04/1975. Qualifications obtained and experience: classical education; degree in classical literature, the title of PhD in Medieval Archaeology; teaching qualification for classes of competition A043 and A050; research grant in Medieval Archaeology and head of the laboratory at the archaeological ‘Univ L’Aquila; designer for a scientific mission Univ. L’Aquila for the detection of underground structures and surface reconnaissance in the Valley of Meskendir in Cappadocia (Turkey); researcher in the formation of Medieval Archaeology at the University of Pisa (from 16/01/2006 to 16/01/2009), responsible and designer from 1995 to 2012 in various archaeological excavations in Abruzzo and Tuscany; teacher of the Antiquity and early Christian and medieval epigraphy for the Postgraduate School of Archaeology of Pisa (2009-2011), from 1 September 2011 teacher in role for class A043; since 2009 collaboration with the online magazine of site.it and regional manager in Abruzzo for training in schools on behalf of the “Free”. Olga Nikolaevna Kapelko is Assistant Professor of Russian Academy of National Economy and Public Administration under the President of Russian Federation (RANEaPA under the President of RF) Assistant Professor of University of Russian Academy of Education and international expert of UNFPA cxli


UN Nations. She graduated from Moscow Institute of Chemical Technologies named after D.I. Mendeleev in 1987 and postgraduate course in Russian Academy of Publish Administration in 1996 - 1999. Since 1999 she is working in this Academy. She has took part in projects connect with making decisions in certain condition. And some educational reserches. Ana Vovk Korže, double PhD, Full Professor, Vice Dean for Financial Affairs and Development at the Faculty of Arts, Head of International Centre for Ecoremediation and director of Institut for Promotion Environmental Protection is a habilitated university teacher. She works in the field of Sustainable development at the regional and local level. Is also the author of many textbooks for Slovenian and international schools, she leads seminars and develops innovative approaches to public participation in the process of sustainability. She is also active in the area of educational projects process, where she helps to form system changes at all levels of education. Ekaterina Kozina is a Postdoctoral Researcher (Higher Education and Lifelong Learning) in Higher Education Research Centre in the Office of the Deputy President and Registrar, Dublin City University. Ekaterina completed her PhD in Sociology of Education in Trinity College Dublin (School of Education), 2006-2010. Her thesis entitled “Exploring the Socialisation of Newly Qualified Primary School Teachers in Ireland”. In Sept 2011 Dr. Ekaterina Kozina was awarded a SAGE (Los Angeles, CA, the world’s leading independent academic and professional publisher) Bursary to attend the Annual European Conference on Education Research in Berlin. In the past four years Ekaterina presented over 15 papers at international and national conferences. She has also published in peer reviewed journals. Ekaterina Kozina is a Member Executive of AISHE (All Ireland Society for Higher Education). Her research interests include lifelong learning and professional development of practitioners; teacher education; higher education; lifecourse perspective with the focus on individual and societal wellbeing; college effects on students; educational theory and philosophy, ethics. Mojca Kokot Krajnc works as a young researcher in the International Centre for Ecoremediations at the Faculty of Arts in Maribor. She graduated in the field of Geography and History and is a PhD Student in the field of Environmental protection at the University of Ljubljana. Her current research area is: Sustainable development, Revitalization of different types of areas and the Industrial ecology. Her PhD work is about the Sustainable indicators of Revitalization in old industrial areas. Mojca Kokot Krajnc is also a co-author of E-materials for Environmental Protection and Sustainable development. She is also active in the field of experimental education for the needs of the Sustainable development. She also works as a teacher educator in the field of Experiential Learning for Sustainable Development, where she prepares and presents new methods for water assessments and Ecoremediations for educational purposes at the new educational Polygon in Slovenia. Jerneja Križan works as an independent researcher in the International Centre for Ecoremediations at the Faculty of Arts in Maribor. She graduated in English and Geography from the Faculty of Arts at the University of Maribor in 2010. Since then she has been employed in the International Centre for Ecoremediations, where she works in the field of Sustainable Geography and Education. So far Jerneja Križan has been involved in a few European Union and Ministry for Education funded projects, where she worked in the field of education. Jerneja Križan as well works as a teacher educator in the field of Experiential Learning for Sustainable Development, where she presents new, methods and Ecoremediacxlii


tion Techniques in the new Teaching Polygon in Slovenia. She is also involved as external educator in the water and soil quality assessments for educational purposes. Despo Ktoridou is currently an Associate Professor of MIS at the University of Nicosia in Cyprus. Dr. Ktoridou holds a B.Sc. (1991), M.Sc. (1993) In Computer Engineering and a Ph.D. (2000) in the field of Expert Systems from Saint Petersburg Electrotechnical University in Russia. Dr. Ktoridou has worked as a Senior Computer Engineer for different organizations in Cyprus (1992 – 1999), from 2000 – 2007 as an Assistant Professor of Educational Technology and currently as an Associate Professor of MIS at the University of Nicosia. Dr. Ktoridou’s research focuses on areas of ICT Innovations: integration in education, Strategic management, Web 2.0 /3.0 Technologies: social networking in education/ business, Pedagogies in Higher Education: Innovative Teaching /Learning Processes. Dr. Ktoridou has presented papers in numerous refereed international conferences and has published several papers in refereed journals. Dr. Ktoridou participated in EU and local funded programs and has been invited by foreign universities as a guest lecturer. Chiara Laici, PhD, she is researcher in the FIRB project named L4A (ALL CAN LEARN): a multiparadigm, multichannel and innovative approach to education. During the academic years, she has teaching assignments “Laboratorio di educazione allo spazio e al tempo” and “Laboratorio informatico” (University of Macerata, Faculty of Education Sciences). She collaborates in the Cl@ssi 2.0 national project, classes of Umbria Region. She is administrator and e-tutor of blended e-learning platform MOODLE with involving students enrolled in the courses. She is member of SIPED; SIE-L, SIREM. She was part of the Program of Research (PRIN 2006) on “Development of educational features in open source platform for e-learning”, coordinated by Prof. Roberto Maragliano, deepening, as head of the Scientific Research of the University of Perugia, into the theme: Learning Communities and communities of practice in open source platform for the training of future teachers. Mirko Lamberti is a teacher of informatics and business administration in the vocational training high school, “UPT”. He started his career first as a programmer, then be became a database analyst, followed by providing training in companies and to private individuals. He has always been an advocate of didactic approaches to education, so is keen to develop methods that can help in saving time, as well as improving learning outcomes of teenagers and adults. Thanks to the experience gained working in a local TV station he developed the idea of creating tutorial videos, where students explain some topics of the school subjects. He then started working out a different kind of didactic approach, involving a different exposition, yet with the same or even greater added value in terms of quality and contents. Max Liebscht was born in Dresden (Saxony) in 1972. From 1998 until 2006 he studied at the Hochschule Zittau/Görlitz – Univerity of Applied Sciences Psychology of communication. During his studies he was working as an assistant for the Milton Erickson Institut and the NLP-Coaching Institut Berlin, for the Forum für Metakommunikation and the Institut für Systemische Strukturaufstellungen Munich. From 2006 – 2010 he was working as an systemic Coach, trainer, supervisor, Consultant for profit and non profit organisations. In 2011 he initialised a didactic project for collaborative production of dynamic content in e-learning with the Hochschule Zittau/Görlitz. As an author he is forces the integration of methods in psychology of organization, virtual designs for dialogic learning and applications of the

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phenomenology of Heinrich Rombach. Biggest ambition is “The logic of Mind”, an essay to integrate several theories of learning. Min Liu is Professor of Instructional Technology in the College of Education at the University of Texas at Austin. Her teaching and research interests center on educational uses of new media and other emerging technologies, particularly the impact of such technologies on teaching and learning; and the design of new media enriched interactive learning environments for learners at all age levels. Her current R&D projects include studying the design and effectiveness of immersive, gameful media rich environments on learning and motivation, examining the use of iPods for ELL students, and use of Web 2.0 tools in teaching & learning. Her other research interests include Instructional design and Second language learning. V. Godinho Lopes, Vítor Godinho is mathematics teacher in a Portuguese school, and doctoral student of mathematics and experimental sciences didactics, in University of Extremadura, Badajoz, Spain. He acquired his computer sciences formation at University of Lisbon, Portugal. He has experience in the development of educational software and he is trainer of new information technologies in education. Currently, he is developing with Dr. Luis Casas and Dr. Ricardo Luengo the GOLUCA software for representation of cognitive structures, using Pathfinder Associative Networks technique, for his PhD “GOLUCA Software and Nuclear Concepts Theory: application to the issue of direct proportionality”. He is part of the CIBERDIDACT group of the University of Extremadura. Andrew Loxley is a sociologist and PhD graduate from the University of Bath (1999). He has been involved in a number of small and large scale research projects both in Ireland and in the UK over the past 15 years and writes on the issue of social inclusion (e.g. Deconstructing Special Education with Garry Thomas (2007), as well higher education policy and practice and research methodology. He is a member of the Irish Higher Education Authority steering committee for research into access and participation, as well as board member of the Educational Studies Association of Ireland and a past board member of the International Visual Sociological Association. His teaching roles focus on social and educational policy, but with the main emphasis on research methodology which he has taken the lead for the past ten years. He has written on visual research methodology with John Prosser (as well as colleagues in TCD). He has been a reviewer for Sage books, Sociology (the BSA journal), International Journal of Research and Methods in Education, Studies in Higher Education, and the International Journal of Inclusive Education. Stefano Macchia was born in Copertino (Lecce - Italy) on April, 17th 1977. He is Master’s Degree in Environmental Science at the University of Lecce and Bachelor’s degree in Civil Engineering at the Polytechnic of Torino. Since January 2012 he is Ph.D. student at the Polytechnic of Milan with a research activity about “Hydrology and Society”. Furthermore, he is science teacher in middle school and his research interests include: career education and guidance, new tools to use technologies in teaching and interactions between pupils with special need and computer machine. Georgiy Gennadievich Malinetskiy is Professor of Russian Academy of National Economy and Public Administration under the President of Russian Federation (RANEaPA under the President of RF), Professor of Moscow Institute of Physics & Technology (MIPT) Prof. of Bauman Moscow State Technical University (BMSTU, Bauman MSTU), head of Department of modeling of nonlinear processes cxliv


of Keldysh Institute of Applied Mathematics of the Russian Academy of Sciences. He has been deputy director of IAM since 2000 till 2010. He was born in Ufa, studied in Physical Department of Moscow University (1973-1979) specialized in Mathematical Physics and has his postgraduate in Keldysh Institute of Applied Mathematics. Since then, his activity has been associated with the IAM Russian Academy of Sciences - one of the main World centers in the area of computer sciences and mathematical modeling. Now G.G. Malinetskiy is one of the leading Russian scientists in the field of nonlinear dynamics and interdisciplinary research. He has published over 500 scientific papers. His educational and social activity is outstanding. Author of many books and articles devoted to educational problems, mathematical models of World dynamic and educational systems, he is a Chairman of the editorial boards of the book series: “Synergetics: From Past to the Future” and “Future Russia”. He has received Honored Prize in Education in 2002. He is one of the founders and vice president of nanotechnology society in Russia since 2008. Erin Maradiegue is an Instructional Technology Masters student at the University of Texas at Austin. Her research interests include mobile technology in teaching and learning, as well as the design and use of media in professional development. She currently works for the Petroleum Extension Service as an instructional designer creating trainings for the oil and gas industry. Elena Marcato was born in Bologna, Italy, in 1965. She graduated from Bologna University in 1990 where she studied Literature and Philosophy. She received her Ph.D. in Archeology of the Late Antiquity and the Early Middle Ages from Bologna University in 1995 and completed her two-years Post-Doctoral Program in History of Byzantine Art in 1998. She has published a number of papers and took part to many scientific conferences. She attended a Master in “Didactic Communication and Educational Technologies” at Ferrara University in 2006 and obtained a Master Diploma in “Class teaching and communicating through the interactive whiteboard (IWB)” in 2009. She has been teaching Italian, History and Geography in a middle school in Bologna for 12 years. She is particularly interested in the use of E-Learning tools in teaching Italian e ICT in the daily didactic. She a Referent for “Cl@ssi 2.0 project”, promoted by the Italian Ministry of Education. Dalya Y. Markovich received her PhD in Sociology of Education in 2007 at the department of sociology of education at the Hebrew University, Jerusalem. She is teaching anthropology and education, art education and diversity and education in Beit Berl College. She has published numerous peer-reviewed articles, book chapters and conference papers on ethnicity and education in the light of critical pedagogy. Her current research is broadly concerned with identity and education, and with education and social change in multicultural/multinational societies. She is now finishing her book Ethnicity, Education and Identity in Multicultural society: The story of Kedma School, and editing a book called Art/Pedagogy/ Activism. Ilaria Mascitti graduated in Psychology at University of Rome La Sapienza. As Assistant Professor in Faculty of Psychology - Chair of Teaching and Learning Technologies - she participated to research activities in the field of on-line education, on-line tutoring and collaborative learning. She worked as project manager of many EU projects in the field of on-line education, ICT applied to education and training, multimedia didactic environments funded under different programmes, such as the Lifelong Learning Programme, 7FP, ALFA III, Tempus, Interreg, Life+. She participated to seminars and inter-

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national conferences and has track record of publication in her research field. Currently she is Head of the International Projects, R&D Office of USGM in Rome. K. Thomas McPeek is an Assistant Professor of Architecture at the University of Central Florida, where he specializes in studio pedagogy and design visualization. In 2010, he came to the University of Central Florida from Southern Illinois University, where he helped to establish the recently accredited Master of Architecture program. He earned his Ph.D. in Architecture from Texas A&M University, focusing on the use of collaborative methodologies in the design studio. Prior to returning to school for his doctorate he spent a number of years in architectural practice in Atlanta, GA and Washington, D.C. At UCF, Dr. McPeek teaches design studios at the third and fourth year levels, and courses in architectural history and design visualization. Dr. McPeek specializes in design studio instruction focusing on the use of collaborative methodologies as a way of developing teamwork and leadership skills. Current research includes collaborative design methodologies and the 1893 World’s Columbian Exposition. Zara Mehrnoosh holds a Degree in Pedagogy at the University of Education of Genoa, she also graduated with a master in the same university in “Learning difficulties and disabilities”.She works in her own pedagogical studio and she is Vice President of “Organization in Support of Dyslexia Genoa and Tigullio”. She deals with prevention, habilitation and rehabilitation of Specific Learning Disabilities She collaborates in consultancy and training programs for parents and teachers of preschool, primary and secondary school; she’s speaker at many conventions and national conferences. Marco Mezzalama holds a Master in Electronic Engineering (1972) and has been a full professor of Computer Engineering at the Politecnico di Torino since 1986 . He is Vice-Rector for ICT projects and strategies of the Politecnico di Torino. From 2001 he is member of Academy of Science, Turin section. Author of more than 100 papers, including several books, he was and is rewiever for several international and national magazines and conference proceedings, among which Guest editor of IEEE Procedings. In the last 20 years, he also acts as rewiever of several scientific and industrial research projects in the national and European contest. His scientific interests concern several sectors of computer science and engineering, ranging from computer architecture and arithmetics, to computer networks, design and testing of VLSI circuits, digital signal processing, and computer security. In the last decade his research activities were oriented both to multimedia applications and specifically to e-learning. Donna Mitchell taught Social Studies and English for twenty-seven years in an urban high school in New Jersey before becoming a school administrator. She is the former co-director and lead teacher of the Alternate Route Certification program at Monmouth University where she also teaches courses in Educational Administration, Content literacy, language arts, and methods. Professor Mitchell has served as an university clinical supervisor and has mentored many teacher candidates for many years. She currently serves as a consultant to the New Jersey State Department of Education in a variety of areas including school evaluation. Roberta Maria Delle Monache was born in Viterbo on 2nd June 1963. She got a degree in Modern Foreign Languages in 1988. She has been teaching English in High Schools since then. She has been teaching at “Istituto Magistrale S. Rosa da Viterbo since 2004 where she is in charge of the International

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Exchanges. She has coordinated two Comenius Multilateral Projects, two students’ exchanges with a Swedish School, the Eun Acer pilot project and some E-twinning Projects. She has been an E-Twinning Ambassador since 2009. She has been a contract professor of English and Technical Scientific English since 1996 She published ” Basic English for physiotherapists “ in 2005 (second edition 2007). Laura Morthland is an Assistant Professor of Interior Design at Southern Illinois University, where she specializes in collaborative studio pedagogy and creativity. She earned her Master of Interior Architecture degree from the University of Oregon and, prior to teaching, spent several years working as a designer in St. Louis, Missouri and Tempe, Arizona. At SIU, Ms. Morthland teaches retail and corporate interior design studios at the third and fourth year levels, beginning design studio at the second year level, and a history course focused specifically on the evolution of interior design. Ms. Morthland’s most current research is focused on behavioral theories of creativity (founded in the social sciences) as a basis for expanding creative thinking skills in the domain of interior design. Elisa Motta is junior researcher at Swiss Federal Institute for Vocational Education and Training (SVIFET) since 2008. BSc and MSc in Sociology at the University of Milano Bicocca, Milan. She attends to DualT project, in the framework of the “Technologies for Vocational Training” Leading House. In this domain she is working on a PhD thesis at the University of Fribourg on the theme of the socially shared metacognition in VET. Her main research interests lie in the field of ePortfolio, metacognition and technologies for VET. Iola De Monte is a teacher of English as a Foreign Language to Italian students in the Upper Secondary schools. She also taught Italian as a Foreign Language at UNS (National University of Somalia) from 1987 to 1989. At “ITST A.Palladio” vocational school- Treviso (ITALY) she was an organizing tutor of students’ internships in Europe from 1998 to 2006; she was also in charge with European projects on teachers’ and students’ educational exchanges within the Lifelong Learning programme from 1994 to 2011. At “A.Palladio” she was responsible in 2006/7 for the school retention policies in contrast to the drop out problem. She is currently a member of the parents’ forum operating in a joint action with the educational authorities of the Veneto region (Northern Italy) for the handling of the social and relational aspects existing among the school stakeholders (students, teachers, parents, headmasters). Giulia Nardini holds a Master Degree in Philosophy, 110/110 cum laude, University Roma Tre, Rome, Italy. Specialized in Philosophy of Religion. Thesis in “The Sacred in Mircea Eliade.” Master Degree in Sciences of Religion, University of Roma Tre. Specialized in Indology, with a thesis entitled: “An religious-historical analysis of “Informatio quibusdam moribus nationis indicae, of Roberto de Nobili”. Her research interest is concentrated in the historical-religious encounter between Brahmanism and Christian Jesuit missions in India during XVII cen. President and co-founder of the association “UVAUniversolaltro”, promoting the History of Religions in the Italian state school. She organized and implemented workshops “Citizen Education through the History of Religions” in several schools of Rome and Latina. She holds workshops “History of religions: religious holidays” in institutes of Rome: Manin, Cesare Battisti, Rosmini. Collaborator in the drafting of IRInews (on-line quarterly newsletter on science of religions directed by Mariachiara Giorda).

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Giovanni Nassi received a dr. ing. Degree in electronic engineering from Politecnico di Torino (Italy) where he spent a fellowship year in the bio-engineering lab. In 1986 he joined in Torino, Italy, Telecom Italia Lab – TILAB (formerly CSELT, leader company in research and development for Telecommunication) where he spent the first part of his career in communication protocol specification and conformance testing, being involved in several European testing projects (CTS, EURESCOM) and leading ETSI project team. He was head of researching units in switching communication area and, as project manager, responsible for several innovation projects. He is currently working in the Service Platform Innovation area of TILab, where he is leading the “eSchool” innovation project to identify, develop and prototype IT solutions for digital didactics in learning and school environments. Cesar C. Navarrete is a doctoral student in Instructional Technology Program at the University of Texas at Austin (UT). He is also teaching assistant for the “Digital Literacy for Educators” course at UT. His research interests include emerging and innovative technology for transformative pedagogical integration in formal educational environments. Current research projects include student-centered interactive whiteboard technology use, mobile-learning affordances for ELL students, game design learning with middle school ELL students, and pre-service teacher perceptions of learning technologies. Additional interests include instructional design for student engagement in 21st century learning for the development of technology literacy in the form of creativity and innovation learning. Beatrice Nuti holds a Master Degree in Science of Religion, 110/110 cum laude, Sapienza University of Rome, specialized in Christian studies. Her research focus’s on the contemporary History of Churches, especially Catholic post-conciliar Church. Thesis: “J.B. Metz. Paths of de-hellenization”, under the guidance of Prof. Gaetano Lettieri. Co-founder and vice-president of the association “UVAUniversolaltro”, promoting the History of Religions in Italian state school. She organized and implemented workshops “Citizen Education through the History of Religions” in several elementary schools in Sonnino-Roccasecca (LT). She’s working on the project “Citizen Education through the History of Religions” sponsored by social fund of Waldesian Church. She’s actively collaborating with the drafting of IRINews (on-line quarterly newsletter on science of religions directed by Mariachiara Giorda). John Osborne holds a doctorate in linguistics from the university of Grenoble (France) and obtained his habilitation in 1999. Since then he has been a full professor in the department of foreign languages at the university of Savoie, where he teaches courses in linguistics and second language learning as part of the undergraduate and masters programmes for prospective teachers of English and of French as a foreign language. He is coordinator of the language learning research group at the university of Savoie, working notably on the constitution and analysis of learner corpora, with a particular interest in the study of fluency in oral production. His publications include articles/book chapters on learner corpora, fluency, cohesion markers, and the use of ICT in language teaching and learning. Gianni Panconesi holds a degree in Pedagogy, a Master’s degree in “Models and strategies for elearning” and an advanced course focused on “Digital Learning”. After twenty years working as expert in communication, media and information, he turned his attention and interest to education, teacher training and Life Long Learning projects. In recent years he has been working as online tutor in courses dealing with the useof e-learning platforms itself, e.g. Moodle, as an expert of v-learning (learning in virtual 3D

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environments), included Virtual Worlds, and as an e-moderator on the Comenius project “AVATAR”, a partnership between five European Universities. He published several papers regarding new didactic methodologies and participatedas a speaker in conferences and congresses. Member of Esplica, a noprofit Association aimed at the dissemination of culture and science, now he is working as an independent researcher and collaborating with teachers in communities of practice about European STEM projects. Silva Pavani graduated in Astronomy at the Bologna University. Since 1984, she has been teaching Physics at high school level and she has served as tutor for teachers in courses on the basics for using the ict in education. She has also been in charge of building the quality management system for the Bernini high school, in Rovigo (Italy). Maria Antonella Perrotta, born in Vasto (Abruzzo), lives and works in Campobasso (Molise, Italy). She graduated in classical literature at the”La Sapienza” University in Rome, and has been teaching Italian, Latin and ancient Greek at the Liceo Classico “Mario Pagano” in Campobasso, since 1992. She is also the eTwinning pedagogical reference person for the Molise region and some years ago she attended the Poseidon course on the teaching of languages with new technologies, where she qualified as a tutor for the training of school teachers. Antonella Perrotta has been involved for many years with theatre, writing and staging her own plays. She has translated and adapted comedies and tragedies from the classical theatre for the stage, as well. She directs the high school theater group “Noises Off Scene” and teaches proper diction to students and directs those in setting and in the representation of plays. She taught for four years in Italian Language 2 to Erasmus students at the University of Molise. Among her many school related activities, she volunteers at the University of the Third Age. Terri Rothman Peters is an associate professor and graduate faculty member in the School of Education at Monmouth University and is a former associate dean, department chair, and director of the Alternate Route Certification program. Dr. Rothman currently teaches undergraduate and graduate courses in psychology, human growth and development, and measurement in the Department of Educational Leadership, School Counseling, and Special Education. She has published co-published various articles on alternate routes of certification, an online course evaluation tool, teachers’ uses of technology in special education, and factors that promote success for at-risk populations. Ornella Robutti took her degree in Mathematics in 1984 and her degree in Physics in 1989 at the University of Turin, Italy. She is Associate Professor in Mathematics Education at the Department of Mathematics, Faculty of Science, University of Turin. She is involved in teacher education in national projects in Italy ([email protected], PON). She is the person in charge of the GeoGebra Institute of Torino and of the project DIFIMA in Rete. She is the author of many publications in the field of Mathematics Education as well as high school books of Physics and Mathematics. Her field of research is the teaching and learning processes in Mathematics with the support of technologies. Philippe Remy is teacher of Educational Psychology for Teacher Training at the Pedagogical Department of the Haute Ecole Paul-Henri SPAAK in Brussels, Belgium. He is in charge of the International Relations Coordination for Teacher Training Department. He has presented different article for International Conference hosted in several universities in Europe (Bulgaria, Czech Republic, England,

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Italy) and Indonesia (Jakarta). He is also trainer for School Leader and involved in different training programme for primary, secondary and superior levels in Belgium and Luxemburg. Matteo Sonza Reorda took his MS degree (Laurea) in Electronic Engineering from Politecnico di Torino (Torino, Italy) in 1986, and the PhD degree in Computer Engineering from the same Institution in 1990. Since 1990 he works with the Department of Computer Engineering and Automation of Politecnico di Torino, where he is currently a Full Professor. Matteo Sonza Reorda has been the Director of the Center for Tele-teaching and Multimedia of the Politecnico di Torino from 1997 to 2006, and then the President of the Politecnico di Torino center for eLearning and Multimedia (CeLM) from 2007 to 2011. He is also the responsible for the distance learning BS curriculum in Computer Engineering of Politecnico di Torino and an elected member of the Senate of the same University. In July, 2010, he has been appointed vice-rector for Open and Distance Learning of Politecnico di Torino. Lynn Romeo is the Dean of the School of Education at Monmouth University and a former associate dean, department chairperson, and literacy professor. . She also directs the Office of Certification, Field Placements, and School Partnerships. As dean, Dr. Romeo has developed professional development academies for school administrators, principals, and special education providers. Recently, she began a three-year novice teacher mentoring academy for recent graduates and a community service initiative, the Literacy Lab for young children living in poverty. Dr. Romeo is a former early childhood classroom teacher, reading specialist, learning consultant, and public school administrator in a public school district in the northeast United States. Her research on technology, mentoring, reflection, collaboration, and literacy instruction has been published in various journals and books. Elisabetta Scala was born in Bologna, Italy, in 1962. She graduated from Bologna University in 1988 where she studied English Language and Literature. She got her Master of Arts in “Women Studies” from University of Alabama, USA, in 1990, where she taught to undergraduate students for a year. From 1993 to 1995 she completed a special education teacher training program for children with special needs in Italy. She has published three books with Casa Editrice Erickson, and she has collaborated with Oxford University Press on several projects. She has been teaching English in a middle school in Bologna for 12 years. She is particularly interested in the use of E-Learning tools in teaching English. Aidan Seery: Aidan Seery is currently the Director of Research in the School of Education, TCD and lectures in the philosophy of education, higher education and education research methods in the School of Education, Trinity College Dublin. He is a member of the Cultures, Academic Values and Education (CAVE) research grouping in the School and his research interests include: higher education and self-formation, narrative philosophy and biography, and the philosophical foundations of educational research. He has edited Essays in Tribute of J. Valentine Rice (Gill and Macmillan, 2010) and is a reviewer for Irish Educational Studies, Educational Philosophy and Theory, the International Journal of Leadership in Education and Higher Education Research and Development. Annarosa Serpe is a researcher in the Department of Mathematics, University of Calabria (Italy). She was Professor of Mathematics and Physics in experimental high schools for a number of years. For several years she has been involved in the training of teachers in information technology. She completed her studies at the University of Florence (Italy) at the Laboratory of Educational Technologies gaining cl


professional experience at national and European level and covering, among other things, the role of teacher expert at the Ministry of University Education and Research in the field “New Technologies and Training - Computer and Technology skills.” Currently she is involved in scientific research in the teaching of mathematics, with particular reference to the use of computers, and is the author of several publications. Since 1999 she has collaborated with the Center for Didactic Research (CIRD) and since 2002 she has been a lecturer on the degree course in Primary Education at the University of Calabria. Maria Slowey is Director of the Higher Education Research Centre in the Office of the Deputy President, Dublin City University and Registrar, where she also was Vice-President for Learning Innovation. She was previously Professor and Director of Adult Education in Glasgow University, Scotland and Head of the Centre for Continuing Education and Widening Access in the University of Northumbria, England. Her research interests include widening access, lifelong learning in higher education, innovation and the third mission of universities. She has published widely on these matters and acted as a consultant to a range of international bodies including OECD, UNESCO, EC, Council of Europe, European Training Foundation, and the European Association for Education of Adults. She is a member of the recently established (September 2011) OECD Advisory Body for IHERD (Innovation in Higher Education and Research for Development). In the UK / inter alia / she was twice a member of the RAE (Research Assessment Exercise) (1996 and 2001) the Economic and Social Research Council (ESRC) Strategic Research Board (SRB) and Vice-Chair of the Steering Committee for the ESRC Teaching and Learning Research Programme (TLRP) and Vice-Chair of the Society for Research into Higher Education. Educated in University College Dublin and Trinity College Dublin, in October 2009 Maria Slowey was elected an Academician of the British Academy of Social Sciences. Maria Piedade Carvalho Silva teaches English in Agrupamento de Escolas de Sátão. She is a Junior researcher of the Research Center for Communication and Culture of Universidade Católica Portuguesa (UCP). She has been teaching English in secondary schools and doing research in Foreign Languages Teaching Methodologies and the use of ICT in Teaching Foreign Languages. She graduated in Modern languages and Cultures (English and French) at the University of Coimbra in 1993 and defended her MA thesis in Linguistics and Languages Teaching in 2004 at UCP. She has submitted her PHD thesis on “Linguistics and Foreign Language Teaching” for approval at UCP. She has experience in the planning and management of European school partnership projects under Comenius programme and eTwinning action. In 2009 “Learning from/ with One Another (LOA)” eTwinning project was awarded eTwinning European quality label and the European Label for Innovative Projects in Language Teaching and Learning. Presently, she is running a professional workshop for teachers, “Learning and Innovating with eTwinning”, to disseminate eTwinning action’s benefits for learning. Gianluca Simonetta Literary studies and film theory at the University of Florence. Collaborate with Communication Strategies Lab at University of Florence as researcher on multimedia and Digital Writing (content authoring and editing), digital educational content and communication with new media. Gabriella Taddeo holds a Ph.D in Communication Science and Project, University of Turin (Italy). Post doctoral researcher in Sociology of Knowledge and Communication at Polytechnic of Turin, teacher

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of Technical Writing and Language and Environments for Multimedia Design, Course of Cinema and Media Engineering, Polytechnic. Elisa Spadavecchia (www.elisaspadavecchia.it) is a secondary high school teacher and a teacher trainer in Italy. At present, she is working at the Educational Interventions Office of the Provincial School Authority in Vicenza, a town near Venice. She is a member of LTEver, the community of the Educational Technology Laboratory at Florence University (http://www.lte.unifi.it/default.asp). Her main professional interests are research in the E-Learning area and application of ICT to education and teacher training. Vana Theodossopoulou-Papalois lives with her family in London and has an academic background in Classical Studies and Social Psychology. As a scholar of the Basil & Elisa Goulandris Foundation she did postdoctoral research in Intercultural Communication at the University of Minnesota, USA. Her academic work and teaching at a University level in the USA and the UK focuses on the use of the ID ‘reading for meaning’ dialogue approach in negotiation and small group communication. Mara Theodosopoulou lives in Athens. She has studied Philosophy, Education and Psychology at the University of Athens, has a Masters Degree in Career Counselling and a Ph.D. in Lifelong Learning. She works in the adult education field and is interested in the development of lifelong learning environments. Simona Tirocchi is researcher in Sociology of Cultural and Communicative Processes, Faculty of Educational Sciences, University of Turin. She currently teaches “Sociology of media and communication processes”, “Media education” and “Culture of the new media”. She has a PhD in “Sciences of Communication, advanced research, resource management and training processes” at the Sapienza University of Rome (2003). She was a research fellow at the Department of Sociology and Communication, Sapienza University of Rome (2002-2004). Since 2009 she is member of the Coordination Group for the Piedmont, of the National Project Cl@ssi 2.0 (MIUR). She is Member of the Board of the Doctoral School in “Technology, Communication and Society” (Telematic University Guglielmo Marconi) and Member of the Doctoral School in “Cultural Heritage” (Polytechnic of Turin). Her current research interests focus on media education, on the relationship between young people and communication technologies, on the new forms of juvenile delinquency (e.g. bullying and cyberbullying). Roberto Trinchero teaches Experimental Pedagogy and Methodology of Educational Research at the Department of Philosopy and Education/University of Turin. His research interests include the methodology of research in education and training and evaluation of learning and training. Among his recent publications: Manuale di ricerca educativa (Milano, Angeli, 2002); I metodi della ricerca educativa (Roma, Laterza, 2004), Valutare l’apprendimento nell’e-learning. Dalle abilità alle competenze (Trento, Erickson, 2006); (with A. Parola) Vedere, guardare, osservare la TV. Proposte di ricerca-azione sulla qualità dei programmi televisivi per i minori (Milano, Angeli, 2006); Io non ho paura. 2. Capire e affrontare il bullismo (Milano, Angeli, 2009); (with M. L. Tordini) Responsabilità e disagio. Una ricerca empirica sugli adolescenti piemontesi (Milano, Angeli, 2011). Luca Toschi Tenured Professor of the Sociology of Culture and Communication Processes at the Department of Education and Department of Literature, Università degli Studi di Firenze. He is a special-

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ist in “The Theory and Technique of Generative Communication” as part of the University’s Program in “Theories of Communication.” Head of Research/Advisor at ANSAS (Agenzia Nazionale per lo Sviluppo dell’Autonomia Scolastica (ex Indire), Florence. He is a contributor for various magazines, such as “IF - Rivista della Fondazione IBM- Italia”. After a collaboration with “La Repubblica,” since 1993 he is a columnist for “Il Sole-24 Ore,” in the sections “Communication” and “Digital Culture”. Commentator for the monthly magazine “Campus,” and editorial writer of the regular column “Multimedia World.” He has been Researcher and Lecturer at the University of California Los Angeles. Jan Van Maele holds a PhD in language assessment from the Université catholique de Louvain (Belgium). He teaches language & communication to students of engineering, education, and enterprising at Group T-International University College Leuven. Current courses include negotiation skills, intercultural communication, scenario thinking, and communication for global business performance. He is an affiliated researcher at the University of Leuven and has conducted research in the assessment of oral language proficiency and intercultural communication. Previously he worked as the adviser to the President of Group T for strategy, internationalization and communication. He lectured three years in China, coordinated several joint projects with Unesco, and set up and managed educational alliances in the Greater Mekong Subregion. He is interested in working together to better understand and to promote awareness, autonomy, and authenticity in learning in intercultural contexts. Angelo Venti born in Luco dei Marsi (Aq). Journalist since ‘97, founded in 1998 Site.it, one of the first online newspapers registered in Italy. In 2004 creates an original integration between old and new media: the header mother is making available to “anyone who has something to say,” come as dozens of local offices with printed inserts to mimeograph that produce many investigations into suspected reinvestments between interior mountains of Abruzzo. On April 6, was born a staff of luck in the crater that prints the inserts sfollatinews, zeronove and sollevatiabruzzo: a garrison information that becomes the reference population and colleagues from newspapers and television and is among the first to denounce the excessive power of protection civil and criminal infiltration first in procurement and subcontracting of emergency relief and reconstruction. In 2010 he won the Premiolino. Enrico Venuto, Former member of the Students Affairs and Academic Registry IT for Educational Division of the Politecnico di Torino, holds a M.S. Degree in Electronic Engineering from Politecnico di Torino. As an ICT Architect, he designed and developed in 2000 the first campus wide portal of integrated services for didactics. He is currently head of the IT New Technologies, Portals and Contents Division of the Politecnico di Torino. Member of the Competence Center for Open Source and Free Software of the Politecnico di Torino. Chief Information Security Officer of the Politecnico di Torino. Involved in STORK European Project (Secure Identity Across Borders Linked). Co-author of some scientific papers in web-learning and ICT Security areas. Sebastian Wahren was born in Freital (Saxony) in 1975. From 1997 until 2001 he studied at the Technical University of Dresden in order to become a secondary-school teacher in art and geography. Between 2001 and 2003 he successfully completed training as an editor for online multimedia. He then worked as a freelance lecturer for digital picture processing at the University of Dresden and as a web

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designer. In 2006 he started to work as a trainee teacher and in 2008 he finally passed his state examination. He is currently working as a teacher as well as a lecturer in Dresden. Jennifer Wivagg is in the process of completing her Ph.D. in Instructional Technology from the University of Texas, Austin while currently serving as Instructional Media Specialist at Comal ISD. Prior to this, Jennifer has worked in Texas schools since 1996 as a classroom teacher at the elementary, middle school, high school, and college levels with her most recent position prior to joining Comal ISD as Instructional Technologist for Hays Consolidated ISD. Jennifer is professionally engaged in educational research and has presented as numerous national and state conference including ISTE and AERA. Her research interests are focused on how students and teachers use mobile devices for instruction in the K-12 classroom. Federica Zanetti is Researcher and Assistant Professor in Didactic and Special Pedagogy at the Department of Education, Faculty of Education, University of Bologna, where she teaches “Adults Didactics and Empowerment and Active Citizenship Strategies”. Since 2009-2010 she is director of the Postgraduate vocational training course “Theatre as instrument for educational professionals”. Since 2009 she has been member of CSGE, Study Centre of Gender and Education, Department of Education, University of Bologna. Since 2001, she is a collaborating expert of some Italian NGOs specialized in interventions of international cooperation in the educational and social field: missions in El Salvador, Belarus, Palestine and Gaza Strip, Former Yugoslavian Republic of Macedonia, and Albania. Her research fields are concentrated in ICT and inclusive learning environments, ICT in children’s daily life and e-parents, citizenship education (from intercultural approach, gender education and digital and active citizenship), artistic and creative languages for prevention and social innovation. More info can be found at http://www.unibo.it/Faculty/f.zanetti. Elena Zezlina graduated in Philosophy at the University of Pisa, Italy, and continued her studies at the University of Cambridge, United Kingdom, where she also gained her Postgraduate Certificate in Education (PGCE). She gained Qualified Teacher Status working as a middle school teacher in Suffolk (England). She subsequently taught Intercultural education at Anglia Ruskin University, Research Methods at the Open University and Psychology of teaching and learning at the University of Pristina (Kosovo). She was a Research Associate in a project funded by the UK Economic and Social Research Council (ESRC) on Creativity and Performativity in English primary schools at the Open University.

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Index

3D virtual world 41, 43-44

A academic dishonesty 686, 689 Academic Framework for Innovation (AFI) 530, 532, 534, 537-538 academic freedom 536 Academy of the National Economy under the Government of the Russian Federation (RANEaPA) 200 A CENSUR 163 Acer 78-79, 82, 84, 87-88, 90 Acer-European Schoolnet Educational Netbook Pilot Project (AESENPP) 78 achievement gap 629 active citizenship 79, 155, 163, 180, 218, 221, 225, 240, 244, 299, 349-350, 379, 382, 385-386, 436-437, 439-441, 541 active learning 44, 110, 113, 115, 240, 442-444, 446, 449, 451, 453, 632-633, 642-643, 676, 761, 821, 824 active reading 739-740, 751 activism 208, 210, 215, 274, 435, 452 adolescence 489 affective filter 519-520 Alemu Eshetie 427 A Library in Every School (ALIES) 313 Amazon Web 634, 642 animazione teatrale 2, 5-6, 12-13 antimafia 436, 438 applied arts education 606 Apps 10, 280-281, 283-284, 286, 288, 633, 635-637, 639-640, 642-643, 645, 823 argumentative ability 711, 723 argument claim 715 argument data 715 arrangement 30, 37, 368, 374, 397, 706 artifact 783

asynchronous learning 683 Attention Deficit Hyperactivity Disorder (ADHD) 72 attributive bias 351 augmented reality 121, 126, 399-406 authentic assessment 218-219, 225, 235-237, 240, 244 autism 707 automatic editing 693 autonomy 15-16, 19, 23, 40, 54, 58, 85, 96-97, 107108, 134, 140, 159, 171, 174, 176-180, 184, 191, 238, 277, 283, 455, 507, 521, 525, 536, 541-542, 544, 558-560, 562, 568-570, 588, 674, 704, 767 avatar 580-581

B backing 715 backward design 235, 237, 244 badge 509 Bakhtin’s theoretical framework of dialogues 712 Biennial of Arts and Sciences in the Mediterranean (BIMED) 354 Big Society 208, 212-217 BIOS campaign 313 blended learning 691 blog 503 Bloom’s Taxonomy 76, 143, 609 body percussion 367, 378 Bologna Process 530-533, 535, 537-538 Bottega Didattica 91 Boyer Report (1996) 617 Braille 703, 707 brainstorm 354 brave the gap 389-390 broadcasted mode 291 building collaborative knowing 682, 689

Index

C Caesar, Julius 756 Centre for Educational Research and Innovation (CERI) 507 Ciberdidact 591-592, 594, 602 class blog 504-505, 507, 511 Classi 2.0 27, 57-59, 61, 64, 67, 90, 139 claves 370, 378 cloud computing 120, 127, 632-635, 638, 642-643, 645, 783, 791 [email protected] 28-29, 34, 48, 50 coach 483, 652 coaching 54, 56, 67, 390, 397, 647 codified knowledge 96 co-evolution 391, 397 cognitive enhancement 70, 77 coherence measure 594, 604 collaborative writing 247, 250-251, 256-260, 263, 721 collective knowledge map 95 common area 52 Common European Framework of Reference (CEFR) 559 common meta-language 156 Communication Strategies Lab (CSL) 406 community of learning 269, 272, 274 community of practice (CoP) 274, 500, 502, 561, 570, 712 CommunityWalk 80 competence 823 competence-based education (CBE) 541 computer algebra system (CAS) 678 computer modeling 193 computer supported collaborative learning (CSCL) 682 concept map 98, 224, 330-332, 818 conceptual map 32, 330, 335 conforming learner 767 construction of identity 387 constructivism 17, 29, 37, 43, 94, 102, 109-110, 115, 119, 121, 191, 211, 223, 228, 274, 297, 306, 345, 351, 381, 515, 665, 671, 786, 791 constructivist-connectionist approach 739-740 Contafacile 773-776, 778, 780-782 contemporary music (CEMAT) 368 Content and Language Integrated Learning (CLIL) 26 content creation 765 content learning 278, 280, 283, 287, 640 control group (CON) 251

clvi

conversation teacher 90 cooperative learning (CL) 184, 755, 761 co-responding 713 Council of the Young 302 Counselling and Information Centre (CIC) 339 course-creator 52 course management system (CMS) 679 course planning 766 Creative Writing Relay 353-354, 356, 359-362 creativity 819 crit time 606-607, 611 cross-contexts learning 263 cultural catalysts 317-319, 325-326 Curriculum and Pedagogy in Technology Assisted Learning (CAPITAL) 67, 90, 139 curriculum reform 530-534, 536-538

D data-set 403 De bello Gallico 756-757, 761 Decree of the President of the Republic (DPR) 352 Delicious 415, 421, 505-506, 508 Design-Based Research (DBR) 250 design studio 606, 613, 617-618 dialogic 304, 391, 397, 713, 715, 717, 719-720, 722 diary of the experiment 73, 76-77 didactical scenarios 251, 254, 263 didactic cycle 773-775, 779-780, 782 didactic unit 595-597, 600 Didattica della Fisica e della Matematica (DIFIMA) 502 differentiated instruction 218-219, 225, 233, 244, 574, 576-577, 580 Digital Classroom of Tomorrow (DCOT) 27, 137 digital divide 64, 134-136, 171-172, 589 digital expertise 587-588 digital literacy 803-804 digital native 6, 55, 60, 66-67, 86-87, 92, 131-132, 136, 504-505, 507, 512, 545, 556-557, 571, 573, 578, 580 digital publishing 403 digital sequencer 31, 37 digital training (d-training) 404-405 digital writing (d-writing) 400, 402, 404-405 digit-viewer 403 discriminating elements 156 discussion board 681, 683-687 distance education 712 divergent thinking 373, 378 double-voiced discourse 717, 720

Index

dropping out 93, 290-291, 295, 297 Dublin Centre for Academic Development (DCAD) 534 Dublin Region Higher Education Alliance (DRHEA) 532-533, 537-538

E earthquake area 436-437, 439-441 e-collaboration 410-411, 415-425 ecology of learning 360, 363 ecoremediations 442, 451-453 edublog 505-506 educational assessment 297 educational empowerment 435 educational play 791 educational project 79-80, 297, 344, 352, 435, 488, 588 educ@tion 117-122, 126 EDULAB 403 elderly abuse 380, 384, 387 e-learning 28, 582-583, 674, 676, 678, 695, 700701, 763-765, 767 E-Learning 2.0 18, 25-26, 46, 138 electronic individual education programmes (eIEPs) 137 Electronic Performance Support System (EPSS) 567 e-moderating 46-47, 588 e-moderator 581, 585 emotional bandwidth 583, 586, 588-589 Emotivate Project 208-214 employability skills 233, 244 empowerment 40, 62, 93, 105, 324, 397, 432-433, 435, 437, 439, 669, 799 encoding 694 English as a Foreign Language (EFL) 559 English Language Learners (ELL) 276 Enhancement of Learning (EoL) 532-533, 538 ePortfolio 713 Erfahrraum 250-251, 254-255, 258, 264 e-tutor 770, 819 eTwinning 78-85, 87, 89, 137-139, 170-179, 181, 210, 215, 470, 703-709 European Computer Driving License (ECDL) 455 European Economic Community (EEC) 365 European Qualifications Framework (EQF) 541, 558 European Union (EU) 138 European Universities Association (EUA) 532 evaluative brainstorming 665, 668, 671

Excellence in Transforming Understanding through Distributed Independent Education Resources (ETUDIER) 212 exemplified learning according to Wagenschein 397 experiential invalidation 792 experimental class (EXP-PLUS) 251, 253 expressivity 726 extended learning time 278, 281, 283, 287 Extrascuola movement 474

F fable 358, 361, 363 facilitator 585, 668 fatherhood code 477 Fidel 428 firestarter 199 flashmeeting 82-83, 87, 90 focus group 129, 134, 136, 322, 548, 587, 637 foreign language (FL) 170, 516, 528 foreign language learning 85, 529, 739 format 819 formative action 765, 768, 770 formative assessment 77, 231 formative plan offering (POF) 464 Fraps 519, 529 fundamental attribution error 343, 351

G game-based learning 77 game-exploration 786 generative communication paradigm 407 genetic learning according to Martin Wagenschein 397 GeoGebra 80, 492-497, 499-502, 788 Giovanni Arpino 408-409, 412, 419-420 Glamorgan Blended Learning Ltd (GBL) 210 Glogster 576, 580 glottodidactic 516-517 GOLUCA 591-595, 597, 600-602, 604 Google Applications (Google Apps) 633, 636 Google Docs 576, 634-635, 637, 639-640 grosso modo 153

H Habbo 420, 423-424 habits of mind 218, 220, 225, 231, 239-241, 243244 Head Upon Display (HUD) 519 hetero-assessor 626

clvii

Index

Holodeck 519, 523, 529 home-school storytelling kit 326 hybrid learning 615, 618, 701

I identity formation 297 Idiolect Definition (ID) 317-319 imaging 320, 397 pointing 15, 19, 197, 241, 320, 411, 623, 717, 746 quoting 2, 20, 313, 319-320, 323, 626, 826 immigrants 28, 60, 66-67, 87, 132, 136, 156, 427, 430, 433, 474, 512, 557, 733 inclusive education 420 induction year 654, 659, 663 informal learning 20, 25-26, 28-29, 35, 60, 64, 88, 318-321, 325, 558-559, 582, 584, 586 informal lifelong learning 326 informal music learning 37 Information and Communication Technology (ICT) 60, 107, 170-171, 674 information technologies infotelematic 136 infrastructure as a service (IaaS) 634 initial teacher education (ITE) 657 inquiry-based science education (IBSE) 796, 822 Interactive Whiteboard (IWB) 182-183, 192, 826 Intercultural Communicative Competence (ICC) 170, 514, 528 interculturality 363 interdisciplinary 608 intergenerational dialogue 387 internet literacy 60, 66 intuitive knowledge 782 inworld presence 585 iPad 50, 87, 90 iPod Touch 90, 275-278, 282-284, 286 isometry 728 Italian 464, 469 Italian institute for statistics (ISTAT) 267 Italian National Guidelines for Curriculum (INC) 379

J Jackbeat 28, 31 Jig Saw 754

K key competence 229, 244 kinaesthetic learning 825

clviii

kindergarten level (K-level) 772 knowledge building 296-297, 301, 305-306, 722 knowledge building community 301, 306 knowledge construction 656 knowledge economy 92, 531 knowledge society 55, 64, 91, 93, 136, 172, 290, 531, 629, 679 knowledge transformation 81, 92, 212, 300-301, 303-304, 306, 381

L L2 learning 739, 751 laboratory approach 786 language-related episode (LRE) 713 latent culture 4, 13 Latin 753-754 lawfulness 298-304, 306 learner autonomy 559-560, 562, 568-570 Learning4all 48, 55 learning by doing 12, 14, 38, 40, 96, 446, 462, 464, 466, 516, 555, 581-582, 584, 588, 590, 666, 680, 786, 829 Learning Create Communicate 211 learning journal 292-293 Learning Management System (LMS) 116, 120, 504 learning object 43, 59, 61, 112, 147, 149, 211, 583, 586, 590, 783, 791 learning objective 274 learning path 119, 291, 504, 520, 582, 769 learning styles 60, 92, 101-102, 108, 113, 147-148, 150, 184, 190, 328, 334, 336, 520, 544, 566, 577, 633, 639, 655, 824 Libera 436-438, 440-441 Liberainformazione 436-438 lifelong learning 23-24, 26, 39, 79, 108, 110, 136, 171, 179-180, 184, 218-219, 221, 243, 285, 317-319, 321-326, 336-337, 451, 495, 503-505, 508, 538, 543, 556, 568, 581, 589, 664, 670671, 703, 708, 821-822 Lifelong Learning Programme/Leonardo da Vinci (LLP/LdV) 337 linguistic sign 819 listserv 573 Literacy Education for All, Results for the Nation (LEARN) 328 Local Health Authority (ASL) 339 log book 271, 519

M macro photography 14

Index

Mafia 290, 305, 436-440 mainstream classes 277, 286 mathematical object 791 mathematics 780 Mathematics Computer Software (MATCOS) 725 mathematics education 77, 492, 494, 500-502, 592, 674, 677, 679-680, 737, 781-782, 786 mathematics laboratory 495, 500, 502 meaning 819 media education 13, 59-60, 64, 67, 95, 97-98, 103104, 130, 136, 417, 808 mental deficiency (DM) 419-420 mentor 561 metacognition 651, 676 meta-cognitive dimension 19, 26 Metaverse 46, 582, 585-586, 590 Metropolis 41-45 microblogging 505, 507, 510 micro-level strategic response 748 Microsoft Power Point 456 microteaching 620-631 mind map 302, 546 Ministry of Education (MIUR) 337 mobile learning 82, 85-86, 89, 276, 285-286, 587 mobile museum 426-427 moderator 585 modularity 727, 741, 749 Modular Object-Oriented Dynamic Learning Environment (Moodle) 771 Moodle 676 moratorial 433 Moscow Higher Technical School (MHTS) 200 Moscow Institute of Physics and Technology (MIPT) 196 motivation 764 motivational design model 684 motivational recovery 97 Movie Maker 519, 529, 576, 706, 765 multi-competence approach 519 multidisciplinary 155, 195, 312, 619, 643-644, 703, 705-706, 708 multiple intelligences 92, 94-95, 101-104, 106, 515 multiple voices 715 multitasking generation 129 MuseScore 28, 30 Museum in a Suitcase 426-429, 432-433 musical experience 29-30, 32, 37, 364-365, 368-369 musical taste 27-29, 32, 34, 37 music education 704 music handwriting 368 Music Library project 705

N netbook 78-79, 82, 85-86, 88-89, 222, 240, 459 neTela 428 net generation 46, 60, 67, 131-132, 136, 296, 305, 512 net-like reading 739-740, 742, 748 Network Complexity Index 594, 604 New Age Friends (NAF) 174 newly qualified teacher (NQT) 655 new milliennium learner (NML) 544-545 Ning 12, 415, 421, 546, 548 normal statistic Z 418 notation 31, 368-369, 371, 374-376, 378, 678, 772, 775-776 nuclear concepts 591-596, 600, 604 numbered heads together 186, 192

O online art history 681-682, 684, 688-689 online community 682 online tutors 695 open-ended questions 223, 572, 637 Open Sim 39-40, 42, 45 open source 16, 18, 26, 39, 108, 114, 116-117, 211, 215, 519, 529, 590, 645, 671, 693, 701-702, 763-764 open-source software 493, 583 Operative Regional Plan 771 orff instrument 378 orientation council 418 ostinato 366, 378

P pair check 186, 192 para-academic teaching 795 Paradoxa 338-340, 342, 345-347, 349 participatory culture 67 Pathfinder Associative Networks 591-595, 597-598, 600-604 paths of least cost 591-593, 604 Paul and the Owl 705, 708 PbWorks 528-529, 804 pedagogic-educational paradigm 726, 730 peer feedback 511, 686, 711-715, 717-720, 722-723 peer interaction 16, 26, 721 peer learning 24, 652, 711, 713, 719, 722-723 people sector 213, 215 permaculture 442-444, 452 permissions 506

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Index

personal learning environment (PLE) 514 personal wellbeing 475, 478 personological features 344, 351 phishing 804 physics 813 pitch 369-370, 378 plagiarism 681-682, 686-688, 790 platform as a service (PaaS) 634 podcasting 62-63, 66-67 PoliCultura&Moodle 48-49, 52-53 PotenziaMente 68-70, 72-74 praxis shock 655 pre-adolescence 269, 490 prejudice 50, 363, 480, 772 pre-knowledge 95, 745 Prezi 116, 573, 576, 580 primary school (PS) 772-773 private sector 211, 213, 215, 416, 647, 650-651 problem creating 796, 802 process drama 515-516, 522-523, 528 Process Unit (PU) 258 professional socialisation 655 Professional training (PT) 455 program marketability 573 programming languages 400, 726 progressive focusing 525 prosody 515, 520, 524-528 prosumer 119, 505 protezione civile 441 proto-mathematical activity 772, 782 public sector 212-213, 549, 568 public transportation 764

Q qualifier 715 quick response (QR) code 513

R Rai3 310 rallytable 185, 192 reading block 751 reading dialogue 322-324 application of 17-18, 39, 71-72, 74, 82, 84, 90, 105, 116-117, 119-120, 122-123, 126-127, 147, 149, 155, 164, 190, 211, 214, 253, 273, 280, 292, 297, 300, 323, 332, 354, 397, 442, 446, 451, 501, 510, 513, 518, 526, 541-543, 548, 552, 583, 589, 600-601, 608, 614, 617, 629630, 634, 638, 640, 643, 645, 693, 760, 768, 806, 809, 822, 824

clx

focus theme 323 lesson learned 323 signature impression 323 reading literacy 308, 312, 316 reading pedagogy 316 realization 799 Really Simple Syndication (RSS) 513 rebuttal 715 redundancy 6-7, 14 reference network 596-597, 600 reflective learning 35, 65-67, 89, 302, 305, 711 reflexivity 560, 562, 569-570, 648 relativity of points of view 363 relay work 706 religious pluralism 152-153, 155, 157, 163, 169 re-motivation 95, 97 research group 310, 495, 591-592, 600, 602 risk management 193 role-play 516, 520, 524, 528, 543 roundrobin 185, 192 round table 411 rubric 637 rugby 473-490

S scaffold 504, 668-670 scaffolding 16, 20, 49, 54, 56, 81, 127, 222, 237, 240, 256-257, 269, 274, 281, 509, 511, 521, 580, 669 scenario-based assignments 682, 684-688 school debt 418 school distress 274 school inclusion 425, 469 scientific skills 819 score 22, 30, 71, 254, 258-259, 264, 280-281, 345, 358, 364, 367, 370-373, 378, 457, 477 Second Language Acquisition (SLA) 514, 519, 528 Second Life 420, 423, 425, 514-520, 522-523, 525526, 528-529, 584-585, 590 self-assessor 626 self-criticism 621 self-knowledge path 411 self-reflexivity 67 semi-experimental class (EXP-RAW) 251 semiotic mediation 772-774, 780-782 semiotic systems 674-675, 677-678, 774 serious game 128 shared learning approach 606 simulation 819 Single-Sign-On (SSO) 120

Index

situated learning 273, 298, 300-301, 303, 306 situated poster 778, 782 Skype 80, 86, 177, 420, 423, 518, 529, 576 Skypito 420 Sloodle 529 social capital 65, 217, 664-665, 667, 669-672 socialization without mediation 131 social learning 25-26, 63, 127, 454, 456-457, 515, 517, 633 social media learning 67 social network 24, 35, 132, 351, 398, 406, 415, 506, 580 social presence 421-425 social space 508 social subjects 437-438 socio-constructivism 17, 28, 59, 183-184, 186, 192, 270, 312, 351, 364, 367, 381, 387, 465, 494, 528, 582-583, 585, 590, 656, 670, 783 socratic learning according to Wagenschein 397 Software-as-a-Service (SaaS) 120 Sonic Wall Phishing IQ 805 sound tracks 704 space of depth 796 spam 803 spam analysis 807 Special Educational Needs (BES) 419 Specific Learning Disabilities (SLD) 327-328 dyscalculia 328, 335 dysgraphia 328, 335 dyslexia 327-329, 331, 334-335, 463-464, 470 ST.ART Project 38-41 Stellarium 825 Strategic Innovation Fund (SIF) 533 streaming 692 structural approach 184-185 student-centered cloud learning (SCCL) 642 student-centered learning (SCL) 632-633 student-computer interaction 673-675, 680 student portfolio 218-219, 225, 237-239, 244 Succesklas 341-342 support to remote locations 691-692, 698 SurveyMonkey 518, 529 sustainable development 94, 100-101, 209, 442-444, 446, 452 symbolic interactionism 351 synching 282, 286 systems theory 351

T tablets 8, 24, 51, 87, 90, 114, 120, 126, 286, 406, 500, 693, 765 tacit skills 665 task-based action 516 teacher development 656, 661-662 teacher training 39, 41, 49, 54, 56, 64, 495-496, 501, 503-504, 515, 526, 545, 564, 568, 620, 622, 631, 663, 725, 730, 735, 773, 822 teaming viability 613 Technology Acceptance Model (TAM) 254 telecollaboration 170-171, 174, 177, 181 territorial knowledge 398, 407 test anxiety 454 test area 52 text-to-speech 331 theater 462, 466 theater workshop 462-463, 465-470 Theory of Nuclear Concepts (TNC) 591 three-step interview 186, 192 timbre 369, 378, 715 total phyiscal response 516 Toulmin’s argument pattern 712-713, 715-717, 719 transdisciplinary 795, 799-800, 802 tuboing 367, 378 tutoree 646-648, 652-653 tutoring 646-649 tutorship 664-665, 668-670 twinspace 84, 171, 173-177, 179, 181, 705-706, 708 TwinSpace 705 Twitter 17, 25, 63, 505-506, 508, 510, 513

U underprivileged groups 426-427, 432, 435 Understanding by Design (UbD) 245 university environment 614

V videoconference recording (VCR) 693 video-lecture 691, 694-695 video lesson 459 videomaker 130 virtual classroom 682 virtualization 694, 786 Virtual learning Environment (VLE) 108, 116 virtual learning place (VLP) 515 virtual museum 1-3, 5-8, 10-12 virtual orchestra 703, 706 Virtual Private Network (VPN) 138

clxi

Index

virtual world (VW) 514-515 v-learning 47, 582-584 Vocational and Professional Education and Training Act (VPETA) 248 Vocational Education and Training (VET) 247, 264, 543 vocational orientation 289, 297 voices in videos 14 Voki 580

W walker problem 495-496 warrant 715 watershed era 194 weak readers 308 web 2.0 15, 18, 20, 22, 24, 26, 35, 37, 41, 46, 59-61, 63, 65, 67, 123, 127, 131, 136, 180, 256, 284, 286-287, 416, 421, 425, 504-505, 508, 512, 518, 522, 542, 552, 562, 569-570, 580, 633, 643-645 WebCEF 559-569 Web Enhanced Learning (WEL) 664 Webquest 80, 760, 762

clxii

Welsh Language Act 140 whiteboard 4, 16, 27-28, 36, 51-52, 56, 86-87, 113, 116, 120, 182-184, 186, 191-192, 276, 401402, 404-405, 457-459, 730, 755, 790, 823, 826 widget 509 Wi-Fi 87, 281, 286 wiki 580, 804 wikipedia 15-25, 33, 90, 211, 494, 528-529, 552 Wilcoxon T-test 73 Windows Live Messenger 765, 768-769 WordPress 88, 147, 215, 245, 504-505, 507, 529, 546-547 Working Group Handicap (GLH) 419, 422

Y youth violence 383-384, 387

Z zig-zag function 497 zone of proximal development 81, 142, 233, 241, 274, 295, 381, 521, 668