La rivista BRICKS è in free download. Pierfranco Ravotto ha segnalato oggi in FB, dal numero 03 – 2024 “L’intelligenza artificiale nella scuola al servizio della creatività, della personalizzazione e dell’inclusione”, l’articolo di Giovanna Giannone Rendo,Federica Longo e Giovanni Silvestro.
Giovanna Giannone, Federica Longo e Giovanni Silvestro hanno sperimentato un percorso che integra l’Intelligenza Artificiale con pratiche di Social Emotional Learning (SEL).
La sperimentazione è stata svolta nell’insegnamento dell’Educazione Civica, sia in scuole secondarie di primo grado che di secondo grado.
Dopo una prima attività coinvolgente che ha permesso una Sentiment Analysis di canzoni vicine al mondo degli adolescenti, gli alunni hanno acquisito le competenze per cercare informazioni in modo veloce e attendibile con una nuova strategia creata appositamente.
Per concludere i gruppi hanno addestrato ChatBot in grado di riflettere sulle emozioni complesse che caratterizzano la crescita emotiva in età adolescenziale.
Congratulations to the winners of the eTwinning European prizes 2024.
We are delighted to present you with the list of the winners of the five age categories, out of 1284 projects submitted. These projects are great examples of collaborative work and demonstrated excellent achievements.
This winning project took an interdisciplinary approach, combining subjects from art to science. It reflected a strong collaboration between partners, incorporating the abilities and interests of the young learners.
This project aimed to raise awareness in the participant school communities about social and environmental problems in their areas. Their goal was to enrich the cognitive and social well-being of their pupils, who engaged in activities that effectively incorporated different stakeholders.
This winning project, built around the journey of a little octopus called eTwinfish, aimed to raise awareness about inclusion, empathy, knowledge and peer relationships. It encouraged discussion about topics related to environmental pollution, and fostered collaborative learning processes in school teams, including peer tutoring and role play.
This project focused on first aid skills and sustainability knowledge. It connected activities and methodologies that enhance pupil autonomy and decision-making.
In this winning project, pupils collaborated across borders on topics linked to Life Below Water, the UN Sustainable Development Goal 14, using a variety of tools to create educational games on marine themes. They engaged stakeholders through interviews and advocacy, producing impactful outcomes including a journey-themed video.
In this project, pupils chose the topics they wanted to work on and participated in collaborative activities, including creating engaging podcasts covering various interests, including music and sports.
In this winning project, game-based teaching methods were used to teach mathematics. The pupils first worked in national teams to each create a part of a large digital escape game and then, in mixed international teams, they solved the game’s crime by deciphering the mathematical clues. At the end, they created a common encryption method with a mathematical algorithm.
In this cross-border project, pupils from France and Spain collaborated, using their partner’s language. Pupils acted as mentors and helped their peers to practice the other language by co-writing a fictional travel diary. They collaborated in bilateral meetings and in the online forums.
This IVET topic set the stage for a strong collaboration between participating schools through online meetings and shared teacher support materials to talk about misconceptions related to the belief that synthetic chemicals are more harmful than natural ones.
Get to know the award-winning projects by accessing their TwinSpaces – stay tuned for the prize ceremony in September!
Education can play a vital role in enabling young people to understand and acquire the knowledge, skills and attitudes to address the global challenges that they will increasingly face during their lives.
Shutter DIN / Adobe Stock
Education for sustainability tackles issues such as climate change, sustainable transportation, cultural preservation and features increasingly in national and EU level education policies and actions.
The 2022 Council Recommendation encourages the inclusion of ‘learning for the green transition and sustainable development as one of the priority areas in education and training policies and programmes.’
GreenComp, the European sustainability competence framework, aims to equip both educators and learners with the knowledge, skills and attitudes needed to live more sustainably through changing patterns of consumption and production, by embracing healthier lifestyles, and contributing to a more sustainable economy and society.
The survey gathered 863 responses from platform visitors, most of whom were primary and secondary school teachers from Italy, Spain, Türkiye and Romania.
Which of the following best describes your role?
Teacher – early years education
Teacher – primary education
Teacher – secondary education
Teacher – vocational education
School head
National, regional or local authority
Teacher educator/trainer
Education policymaker
Parent
In-school support (e.g. school librarian, career counsellor)
External practitioner (visiting schools)
Other educational professional/stakeholder
1 – To what extent do you agree or disagree with the following statements regarding education for sustainability in your school or a school you know?
A significant majority of respondents consider that education for sustainability fosters values such as responsibility, stewardship and resilience (88%), and addresses issues beyond climate change (81%). Most agreed that education for sustainability encourages community engagement and collaboration (79%), and promotes discussions about social justice and equity (78%).
For most respondents, education for sustainability is integrated into extracurricular activities and projects (75%), the curriculum (61%, mainly in a cross-curricula way) and the school’s development plan (74%). Nevertheless, a significant proportion of respondents (45%) felt that it is inadequately or ineffectively covered in lessons.
A. Totally agree / B. Agree / C. Neither agree nor disagree / D. Disagree / E. Totally disagree / F. I don’t know
Sustainability education…
is already an integral part of the curriculum.
is integrated into extracurricular activities and projects.
is part of school’s development plan and vision for the future.
is inadequately or ineffectively covered in lessons.
is taught in a cross-curricular way.
promotes discussions about social justice and equity.
addresses global challenges beyond climate change (e.g. social inequality or food security).
fosters values such as responsibility, stewardship and resilience.
encourages collaboration with the local community.
2 – Thinking of your school or a school you know, select all options that the school provides for promoting sustainability through the curriculum and extra-curricular activities.
The main ways that sustainability is included in the curriculum and extra-curricular activities are through field trips and outdoor activities related to environmental conservation and sustainability (73%). Projects and assignments across diverse subjects (71%) and/or cross-curricular integration (51%) are other popular means.
Respondents’ schools also have teacher-led environmental education clubs or activities (47%), or guest lectures or workshops by sustainability experts (45%). The two least frequently reported ways are pupil-led initiatives or clubs (24%) and assessment of pupils’ sustainability competence (15%).
Field trips or outdoor activities related to environmental conservation and sustainability.
Projects or assignments that focus on sustainability issues across various subjects.
Incorporating elements from science, social studies, economics and other subjects.
Teacher-led environmental education clubs or activities.
Guest lectures or workshops by sustainability experts.
A nominated teacher/taskforce coordinating sustainability issues.
Opportunities for community service or volunteering related to sustainability.
Dedicated sustainability courses or modules integrated into the curriculum.
Pupil-led initiatives or clubs addressing local or global sustainability issues.
Assessing pupils’ sustainability competence (e.g. based on GreenComp).
3 – Thinking of your school or a school you know, select all sustainability measures that it has implemented.
Regarding the sustainability measures implemented in schools, the survey revealed that recycling (83%), tree planting (54%) and community gardens or other green space initiatives (52%) are the most prominent ones. Additionally, measures like reducing single-use plastics, collaborating with local environmental organisations or businesses, and promoting sustainability though taskforces/councils of teachers and/or students were moderately used (responses ranging from 35% to 44%).
Less frequent measures opted by schools were sustainable transportation options/campaigns (30%), energy conservation projects (28%) and sustainable food options in the school cafeteria (28%).
Recycling of paper, plastic, glass and other materials.
Tree planting, rewilding or reforestation projects.
Community garden or green space initiatives.
Reduction of single-use plastics on campus.
Partnerships with local environmental organisations or businesses.
Taskforce/council of teachers and/or students to promote sustainability.
Informing and engaging parents regarding sustainability.
Composting initiatives for food waste.
Sustainable transportation options/campaigns for pupils and staff (e.g. biking, walking).
Energy conservation projects or programmes, e.g. net zero plans.
Sustainable food options in the school cafeteria, e.g. organically or locally produced
4 – In your view, what are the main challenges that affect the teaching of sustainability in schools?
Survey responses indicate that the main challenges affecting sustainability teaching in schools are lack of time (54%), prioritisation of other academic subjects over sustainability education (50%) and insufficient guidance or suitable teaching resources (38%).
Insufficient support from school leadership (15%), teachers’ prejudices and pre-conceptions (14%) and a lack of confidence in teaching sustainability (11%) were indicated as challenges by far fewer respondents.
Not enough time.
Prioritisations of other academic subjects over sustainability education.
Insufficient guidance or suitable teaching resources.
Teachers’ lack of interest.
Lack of initial teacher education on sustainability topics.
Lack of a formal requirement to teach sustainability.
Lack of professional development opportunities for teachers on sustainability topics.
Difficulty in assessing pupils’ sustainability competence.
Parents’ prejudices and pre-conceptions.
Lack of collaboration and partnerships with external organisations/experts.
Inconsistent or insufficient support from school leadership.
Teachers’ prejudices and pre-conceptions.
Lack of confidence in teaching sustainability concepts and topics.
5 – In your view, which strategies can best help make education for sustainability more effective?
Regarding the strategies to make education for sustainability more effective, the responses indicate a preference for hands-on activities (54%), and field trips and volunteering at eco-friendly sites (51%). These are followed by collaboration with local community members/organisations and the provision of resources and support for teachers to integrate sustainability into their lesson plans (both 43%).
Debates, educational apps/software and virtual simulations were least mentioned as effective strategies (responses ranging from 9% to 15%).
Hands-on activities like gardening, recycling or energy projects.
Field trips or volunteer work at eco-friendly sites or sustainability-focused organisations.
Collaborating with local community members or organisations on sustainability initiatives.
Resources and support for teachers to integrate sustainability into their lesson plans.
Research/science projects with pupils to solve real local sustainability issues.
Interdisciplinary courses specifically focused on sustainability.
Professional development for teachers on sustainability topics.
Virtual exchanges (e.g. eTwinning projects) with pupils from different countries.
Organising debates to discuss and propose solutions to sustainability-related policy issues.
Using educational apps or software that focus on sustainability education
Virtual simulations or interactive learning experiences using online platforms and tools.
Main takeaways
The survey reveals strong support for education for sustainability. It not only fosters values such as responsibility, stewardship and resilience, but also encourages broader action beyond tackling climate change. As such it has a pivotal role in strengthening the development of environmentally conscious citizens.
Moreover, the emphasis on community engagement, cross-curricular integration and the inclusion of sustainability in school development plans shows that schools take a holistic approach to embedding sustainability principles in educational practices.
Education for sustainability can support multidisciplinary approaches involving field visits and project work. Respondents’ schools encourage recycling, tree planting, green space initiatives, and to some extent, reducing the use of plastics.
However, there are certain weaknesses and challenges such as inadequate or ineffective coverage of the topic in lessons, time constraints, competing academic priorities, and a lack of guidance and resources. Developing the competences set out in GreenComp can be achieved by addressing these challenges and strengthening the effective strategies identified.
Nei giorni 29, 30 e 31 maggio 2024 si è svolta a Parigi, all’Université la Cité, la XVII conferenza IARTEM dal titolo Facing climate and societal change – concepts for designing, sharing, and using educational resources in traditional and new subjects in compulsory and higher education.
Le ricercatrici Alessandra Anichini e Pamela Giorgi di INDIRE hanno preso parte ai lavori presentando una ricerca sul tema dei libri di testo che l’Istituto porta avanti da tempo secondo due diverse prospettive, quella storica e quella più propriamente didattica.
Il volume con gli atti della conferenza è a cura di Alessandra Anichini, Francesca Pestellini,Tania Maria F. Braga Garcia,Guilherme Gabriel Ballande Romanelli e Jesús Rodriguez-Rodriguez.
I temi trattati sono riassunti in varie aree tematiche:
Didattica disciplinare Le conoscenze disciplinari sono affrontate in ventiquattro testi che compongono questo volume e si concentrano su didattiche specifiche: Lingue, Scienze naturali, Fisica, Storia e Matematica. Ponendo l’accento sulla circolazione e sull’ uso dei libri di testo e delle risorse, alcuni autori ne analizzano i contenuti, evidenziando le relazioni con i programmi scolastici e i temi specifici; altri affrontano aspetti metodologici; altri le relazioni che si stabiliscono con elementi culturali, processi di produzione e formazione degli insegnanti, dando vita a un interessante campionario di contenuti e di forme di ricerca riconducibile ai diversi sistemi educativi all’interno dei vari Paesi.
Prima infanzia Una sezione del libro è dedicata all’infanzia, ad un ordine di scuola in cui l’uso delle risorse digitali è agli inizi. Gli articoli affrontano questioni relative alla visione degli insegnanti e delle famiglie sull’argomento, alla metodologia di ricerca seguita nell’analisi delle risorse digitali utilizzate a scuola e agli aspetti legati alla produzione di risorse digitali.
Periodo pandemico Questa sezione raccoglie una serie di lavori e ricerche che hanno avuto come riferimento fondamentale il periodo pandemico e i suoi effetti in ambito educativo. In un contesto di imprevedibilità e incertezza, i materiali didattici digitali sono stati uno degli elementi curricolari che si è rivelato particolarmente sensibile a questa situazione. Improvvisamente ci siamo trovati di fronte ad offerte e proposte di portali e risorse educative aperte con l’obiettivo di aiutare insegnanti, studenti e famiglie a compensare eventuali carenze nei processi educativi. Una fucina di iniziative e risorse che, in alcuni casi, non ha mancato di portare a una vera e propria saturazione informativa di contenuti e iniziative. Paradossalmente, sono emerse riflessioni che insistono con forza sulla necessità di considerare questa situazione unica come una magnifica opportunità per favorire l’uso didattico del tempo della famiglia, degli spazi domestici, dei cambiamenti climatici, tra gli altri argomenti.
Formazione degli insegnanti Si tratta di un insieme di contributi di enorme rilevanza nel quadro della formazione professionale e del suo rapporto con i materiali didattici. È necessario, infatti, che la formazione incoraggi la riflessione sull’uso dei materiali e sul loro significato nelle pratiche educative. È inoltre opportuno fornire una formazione che consenta l’analisi delle caratteristiche dei materiali e che favorisca i processi di digitalizzazione in atto nelle scuole.
Inclusione Negli ultimi anni questo tema è stato molto rilevante nel contesto delle iniziative e dei progetti IARTEM. Infatti, è in fase di costituzione un gruppo specifico incentrato sull’analisi e sul ruolo dell’inclusione socio-educativa nei materiali didattici. L’inclusione educativa è oggi al centro delle agende educative internazionali. L’inclusione richiede una ristrutturazione del curriculum scolastico, la formazione di professionisti dell’istruzione, l’attenzione alle questioni organizzative e, naturalmente, la considerazione del ruolo dei materiali didattici in generale nei processi educativi. Sulla base di questa esigenza, il libro presenta alcuni contributi che riuniscono diverse visioni e interpretazioni del significato e dell’importanza dei materiali didattici nei processi di inclusione educativa.
Il progetto INDIRE “La scuola e il teatro”, nato nell’ambito dei percorsi di ricerca della Struttura 1 sulla didattica e le competenze, ha una duplice finalità: approfondire le modalità didattiche e organizzative con cui è possibile realizzare le attività di teatro-educazione all’interno del curricolo scolastico e definire gli obiettivi che si possono raggiungere dal punto di vista dei risultati di apprendimento.
Il gruppo di ricerca sta costruendo un sistema nazionale di documentazionedelle pratiche di teatro-educazione nelle scuole del primo e del secondo ciclo (comprese le scuole dell’infanzia) per ispirare altri docenti e favorire la diffusione delle migliori esperienze.
A tale scopo, l’Istituto ha appena aperto un bando di selezione al quale, fino al 31 dicembre 2025, potranno partecipare soggetti pubblici o privati, scuole, enti appartenenti agli ambiti del teatro, del circo e dello spettacolo viaggiante, della musica e della danza che desiderino contribuire a titolo gratuito alla raccolta di buone pratiche nell’ambito dell’educazione teatralesul repository “Teatro a scuola”.
Per aderire all’iniziativa, gli interessati dovranno realizzare un prodotto multimediale riferibile a una o più (ma massimo tre) attività didattiche laboratoriali realizzate con gli studenti nell’ambito dell’educazione teatrale.
L’esperienza didattica potrà essere raccontata secondo il format indicato nell’allegato B, ossia con 5 clip video per 5 capitoli: introduzione – metodologia – itinerario didattico – comprendere/valutare – comunicare/documentare, e dovrà essere poi sintetizzata in un trailer della durata di circa 2-3 minuti. Per una narrazione efficace dell’esperienza, ogni capitolo può richiedere dai 3 ai 5 minuti a seconda dei contenuti trattati.
I video realizzati, se ritenuti idonei e significativi dal punto di vista didattico,saranno pubblicati periodicamente – anche prima della data ultima del 31 dicembre 2025 – sul repository INDIRE “Teatro a scuola”.
Italianistica, Didattica Innovativa, Internazionalizzazione 