Re-writing knowledge, re-design textbooks: auto-production of contents in the classroom

Abstract

This contribution is a report of a qualitative research carried out within the Avanguardie Educative project aimed at describing and analyzing the experience of a group of Italian teachers in relation to the practice of textbook and digital resources auto-production. The research, conducted with some schools involved in an experimentation process of the alternative adoption of the textbook, has allowed us to start an in-depth reflection on the motivations that induce teachers to opt for this choice, in the direction of a rereading the relationship between curriculum, national indications and teaching autonomy, with particular attention to the student considered as an active subject of his / her training.

Predicting Teacher’s Information and Communication Technology-Enabled Education for Sustainability Self-Efficacy

“…Contextualization is, thus, a significant learning process that takes place by linking ideas and principles from other disciplines and making learning more authentic and meaningful [7,8]. However, despite increasing efforts to merge text and context (contextualization), the context has been often conceptualized as a static process mostly driven by textbooks and transmissive pedagogical processes [9], as opposed to designing for transformational learning [10]. The instructional design approach is largely driven by surface learning, in contrast to learning design that focuses more on deep and experiential learning [11,12].…”