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Anicia 2016 Euro 26,00
S. Nirchi - S. Capogna
Tra educazione e società nell'era delle ICT. Luci e ombre del processo di innovazione digitale in ambito educativo
isbn13 : 9788867092727
Análisis de las opiniones del alumnado y del docente sobre la formación en los ciclos formativos de administración y finanzas
di Javier Rodríguez Moreno; Mª Jesús Martínez Labella; Eufrasio Pérez Navío y Mª Dolores Molina Jaén , pubblicato il 2016-10-30
Hace unas décadas la Formación Profesional en España ha sido siempre contemplada como segunda opción en los estudios, por detrás del Bachillerato, para el alumnado que no quería seguir estudiando. Ahora es vista como una mejor opción alternando la teoría y la práctica en empresas. El artículo muestra las opiniones de 69 docentes y 293 estudiantes de Formación Profesional en España, en concreto, los ciclos formativos de Administración y Finanzas en centros educativos de secundaria de la provincia de Jaén (España).
Utilizando una metodología cuantitativa, basada en encuesta, con el profesorado y el alumnado de la muestra, se concluye que se debe fomentar la formación del profesorado, aunque el alumnado sí detecta que la formación de su profesorado es buena. Además, el alumnado otorga prioridad al aprendizaje instrumental.

The woman in the family and at work in contemporary society
di Savina Cellamare e Francesca Giangregorio , pubblicato il 2016-10-30
The social role of women is undoubtedly changed over time. These changes result in a new female identity and take on new psychosocial meanings, both for the women themselves and for their life contexts. The results of investigations conducted over the past ten years provide an interesting picture of this evolution and suggest reflections to achieve a social objective of great importance, what is gender equality, to which the European Community has devoted increasing attention.
Virtual lab for Knowledge Building on Evaluation
di Morena Sabella -Giorgio Asquini , pubblicato il 2016-07-30
The assurance of quality of teaching and teacher training are complex issues and strategic objectives that the European Union supports. This focus reflects the need to ensure appropriate initial and in progress professional development education, although the training model is a major diversity of educational policies between countries. So there is a need to propose a framework of knowledges and skills shared between national policies. Therefore, in accordance with European guidelines, the Italian Ministry of Education (MIUR) has described the objectives of the initial teacher education and it has enabled the courses of Tirocinio Formativo Attivo (TFA).
This paper analyzes the complex issue of the initial teacher education, enrolled in the second cycle of pedagogical courses TFA in 2014-15 (Sapienza, University of Rome), with special attention to the use of digital tools such as support for construction of an evaluation knowledge. The goal is to deepen evaluation problems reported by TFA students with different tertiary education, to adapt the initial teacher training to the needs of the individual, using a traditional training approach (classroom lessons) and activities of online platforms (PRO.VA and Moodle). So the data of participation in virtual laboratory for the construction of tests and discussion on the issues of the evaluation are presented and discussed.

The Early school leavers. What is that, you can take action
di Savina Cellamare , pubblicato il 2016-07-30
High levels of school dropouts that occur in different countries focus on the pressing need to implement educational and training programs that helps to reach the reducing dropout rate goal, within the limit set by the European Commission's plans for 2020.
The self-evaluation of school and input variables: a students focus
di Stefania Nirchi , pubblicato il 2016-04-30
This article intends to analyze the self-evaluation of school taking into account the input variables of students. continua...
Use of cooperative learning strategies in some inclusion experiences in multicultural classes
di Maria Grazia Mattei , pubblicato il 2016-04-30
The present paper reports the results of a search, still in progress, focused on the fulfillment of intervention of inclusive teaching, based on the cooperative learning method, in multicultural classes of some Comprehensive Schools  (C.S.) in Southern Lazio.
The initial project has the aim to integrate foreign children and to improve socials skills in their classrooms.   It has been carried out and completed in 4 classes of the Comprehensive School of Amaseno (FR) and Fondi (LT) and in 2 classrooms of Primary School of C.S. of Cassino 1 (FR), involving in total 104 students.
Even though we don’t want to say that the results of this experience are valid for wider populations, we can confirm that the teaching activities fulfilled in this project produced  positive outcomes.

Teaching and Learning with Technology : which university
di Stefania Capogna, Stefano Mustica , pubblicato il 2016-01-30
The technological, socio-cultural and economic changes and the institutional development are forcing the Universities to rethink their teaching and learning strategies. Until a few years ago (in the presence of other conditions), these strategies were the most appropriate and, for this reason, the most widely used. In particular, technological developments are evidencing different effects in the transfer and construction of new knowledge. The authors reflect about the changes that affect the university in the rethinking their teaching model with the integration of ICT in ordinary teaching practices. Because, nowadays, students present new demands for training. The essay presents three main themes: the evolution of learning models; the modernization of higher education; the teaching profession who is looming in the renovated interactions space. The work ends with the proposal of a techno-social learning space that can integrate all the opportunities offered by new technologies through the exploitation of the interaction understood as a medium capable to unify all the resources (human and otherwise) who flock the "learning space".
App Digital Education. Mixed Approach and didactic sperimentation in pre-school
di Veronica Lo Presti , pubblicato il 2015-10-30
The main objective of the paper is to illustrate the theoretical and methodological construction of an experimental " app digital education " in some schools of the Municipality of Rome, with special attention to the analysis of the effects of the insertion of the digital input in teaching kindergarten. In the socio-psychological perspective, the kindergarten is infact an important place of observation and analysis of the formation and development of capabilities of the children, (Nussbaum, 2001), as the plasticity of the child's thinking began to take shape already in age preschool and evolves progressively taking into account the constraints of perception, socio-cultural and behavioral emerging in the various educational agencies (Piaget, 1970). The paper, which refers to the research project still in progress "Media Usage in Pre-school. Analysis and Evaluation of the Influence of Technology on the Socialization of Children between 0-6 " by Observatory "Mediamonitor Minori" (Sapienza – University of Rome), retraces the steps of the research strategy designed to observe changes in the attitudes and behavior of children in school, following the implementation in 4 case studies of an experimental protocol (Campbell, 1969) of " app digital education".

Out of the Fishbowl: The Uberization of Teaching
di Rosanna De Rosa , pubblicato il 2015-10-30
In terms of recent innovations affecting the Higher Education sector, two are generating significant interest: the creation and delivery of MOOCs as Open Education Resources, and the concept of the flipped classroom, a pedagogic approach whereby the roles of teacher and learner are inverted. Although the connection between the two may not be immediately obvious, they represent different sides of the same coin, and they can be brought together in a blended learning approach. Using both MOOCs and flipped classroom in a blended setting can help to evaluate the potential impact of MOOCs in a changing society. The following paragraphs are based on a non-systematic observation of disintermediation phenomena in educational experiences during the pilot phase of the Emma Project1, accordingly to its objectives and challenges.
Su misura. Evaluation, Instructional Design and Improvement.
di Andrea Giacomantonio e Licia Piancastelli , pubblicato il 2015-07-30
Bespoke school. Almost a paradox: a meticulous attention to detail - similar to what happens in an atelier - for a large number of beneficiaries, school students, for which a prêt-à-porter solution would seem the only alternative. Nevertheless, during the clash with the organizational level, a reassessment of the assessment might be useful, aimed at promoting knowledge and as first step in instructional design and programming of educational activities. Su misura, digitized evaluation device, can therefore help to overcome the paradox. This service, through the diagnostic assessment, provides the information to build a in-progress student profile, which is essential for the next step: the instructional design of an individualized didactic activity that at the end of the year will be subject to a new evaluation function, summative assessment, conceived as a medium to promote greater awareness of the reasons of successes and failures and so promote improvements.


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Direttore Responsabile:
Stefania Nirchi

Ospite Scientifico :
Prof. A. Cocozza, Univ. Roma Tre
Prof. Eufrasio Pérez Navio - Universidad de Jaen - Spagna
Prof. A. Cocozza, Univ. Roma Tre
Prof. Carlo Felice Casula - Univ. Roma Tre
Prof.ssa S. Cellamare - INVALSI
Prof.ssa Rita Minello - Univ. Niccolò Cusano
Prof.ssa Agnese Rosati - Univ. di Perugia
Prof.ssa Angela Piu - Università della Valle d'Aosta
Prof. A. Cocozza Univ. Roma Tre
Prof.ssa Stefania Capogna - Univ. Roma Tre
Prof.ssa S. Cellamare - INVALSI
Prof. Andrea Gentile- Univ Marconi
Prof. Mario Pireddu - Univ. Roma Tre
Prof. R. Melchiori - Università Telematica “Niccolò Cusano”
Prof. Fernando Lezcano Barbero- Universidad de Burgos - España
Prof. Agustin Escolano Benito-Universidad de Vallladolid,España
Prof. C. Piu, Università della Calabria
Giancarlo Cerini
Benedetta Cosmi
Prof.ssa A.L. Fazzari Univ. “Tor Vergata” Roma.
Prof.ssa T. Serra - Univ. La Sapienza di Roma
Prof.ssa A. Poggiani Univ. La Sapienza di Roma
Prof. G. Domenici - Univ. Roma Tre
Prof.ssa M. L. Boninelli - Univ.di Venezia
Prof. F. Bocci - Univ. Roma Tre
Prof. D. Falcone - Università di Cassino

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