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Pratiche didattiche inclusive. Metodi, tecniche, strumenti di intervento

No. 2-Special (2021): Didattica speciale e trasformazioni organizzative. Ricerche in corso

Digital technologies and Media Education as professionalizing Aspects in the educator’s curriculum

DOI
https://doi.org/10.3280/erp2-Special-2021oa12953
Submitted
novembre 19, 2021
Published
2021-12-16

Abstract

The widespread use of technologies makes educators, consciously or spontaneously, users of daily practices that favour the teaching-learning process of new technologies for educational purposes through the use of social networks, instant messaging and e-learning systems. However, only through the study of Media Education is it possible to develop and promote a practical and theoretical sense towards digital media that makes it possible for the educator to select the most suitable digital communication channels. Furthermore, the use of digital technologies can promote a critical sense that the educator gives to the learner who will be able over time to divide the appropriate situations and moments in which the use of technologies is necessary with respect to those moments in which their use is inappropriate. The educator must know when technologies favour inclusion or disadvantage it. Starting from the previous considerations, this paper is divided into a historical excursus on Media Education followed by an analysis on how it is possible through three factors which are self-regulation and other factors to favour a correct and conscious use of digital devices.

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