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Vol. 14 No. 1 (2023): University didactics, innovation and inclusion. Assessment and feedback

Technologies as learning mediators in interactive and conversational teaching approaches: A research study on the lesson's co-construction in the training of special education teachers

DOI
https://doi.org/10.3280/ess1-2023oa15191
Submitted
gennaio 10, 2023
Published
2023-07-21

Abstract

This paper presents the results of a study aimed at exploring the potential of technologies as learning mediators enabling the adoption of interactive and conversational teaching approaches for nurturing engagement and participation, to the benefit of the learning quality. The study was carried out at the University of Florence, involving 138 teachers attending the course of Special Pedagogy and Integrated Management of the Class Group. The empirical study adopted a mixed approach based on an online survey combined with participant observation. The elaboration of the questionnaire data and the transcribed observations indicate positive aspects such as increased levels of participation in the lessons, a more relevant and meaningful learning experience and increased motivation to follow and learn. Although the results of this study are promising, further investigation should be carried out to understand participants' perspectives and thus improve learners’ engagement, in favour of pedagogical innovation.

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