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IN VETRINA

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
RAPPORTI, RIFLESSIONI, PRESENTAZIONI
 
 
 
Digital competences: important element of effective teaching
di Stefania Nirchi e Stefania Capogna , pubblicato il 2016-10-30
This paper would to analyze the role of digital competences in educational sistem to identify  lights and shadows. continua...
Quality Management in education system
di Stefania Nirchi , pubblicato il 2016-10-30
In this paper we are trying to find an answer to the following questions: why the topic of quality was introduced with increasing force in the education system? Which are the reasons that allowed the transition of the quality concept from the economics and social organization language to pedagogic language? Which are the problems that the quality application shows?
continua...
Identity, interculture and survival. Rereading Charles Taylor’s socio historical paths of continuity and break with tradition, in light of Europe’s dark night
di Rita Minello , pubblicato il 2016-07-30
Charles Taylor’s intercultural theories, characterized by socio historical paths of continuity and break with tradition, by acknowledgement of identity and interculture, as well as by needs of differentiation, survival of identity meaning and cultural transposition, have largely inspired the educational model of intercultural inclusion of Canada. In a historical moment marked by the extremist dynamics of “terror against terror”, which must be  followed by efficient educational actions, it is useful to come to terms with Taylor’s theories, which determine a partial correction to the pathways of the most spread educational models of intercultural integration and pedagogy, especially with regard to the topics of identity and value restructuring, both individual and collective, in response to the emergent disaggregating forces of contemporary civilization.
continua...
Encounter and Dialogical Learning. A Relational Pedagogy Path
di Rosati Agnese , pubblicato il 2016-07-30
People build themselves in their life, in relationships, in inputs and in requests they get.
Everyone’s life is marked by encounters, stories and experiences shared through emotions and languages, signs and phenomena that require sensitivity and communicative and relational skills to be got. These skills are the basis of dialogic intelligence (Rossi, 2005, 2015; Gómez, Alonso 2014) that enables people to read words, feelings and non-verbal languages.  
Narration, dialogue spaces, listening exercises and reflexive silence build the different phases  of an active critical methodology through that people explore personal worlds (inner and others’ worlds) and collective landscapes. Actions and thoughts make sense in these contexts of life, otherness paths (a topic debated by relational pedagogy), that engage the single person and the whole community, are taking shape to involve the School and the civil society.  

continua...
Schools innovation and leadership
di Roberto Melchiori e Francesco Maria Melchiori , pubblicato il 2016-04-30
A profound change is needed in Education as response to demands set by 21st century competences. Due to these modifications, new opportunities arise for remodeling pedagogy too, for instance providing new ways of considering learning, i. e. the acquisition of new kinds of literacy, namely cross-cultural, ecological and IT literacy. At a theoretical level, these demands require a shift from focusing on engagement in school to engagement in learning.
Therefore, this paper describes the core design principles that underlies the school innovation and we outlines the two things that we recommend are measured when assessing school effects and supporting their improvement: leadership practices and student outcomes. School principals are responsible for their own institute, but no assessment framework or evaluation system can measure all the actions actually realized. An innovative idea about schooling must consider that school evaluation has to be measured through: (1) the actions taken by principals in order to achieve higher success rate in their school and (2) the degree to which a school has effect on outcome improvements of the students. Consequently, it is possible to denote these two aspects as “educational practice” and “learning outcomes”. These categories encompass the actions of principals and the most important results of school tasks.
continua...
The self-evaluation of school: input and process variables of teachers
di Daniela Simeone , pubblicato il 2016-04-30
This article intends to analyze the self-evaluation of school taking into account the input and process variables of teachers.

continua...
Informing and training for workplace safety. The centuries-old Italian experience
di Fiorenza Misale , pubblicato il 2016-01-30
The dramatic chain died at work inevitably leads to a deep reflection and attracts more and more to the inevitable acceptance of responsibility and the necessary commitment and constructive synergy between the various actors in the world to launch a widespread information activities, that combined with education and prevention will help to grow the culture of safety in the workplace.For almost a hundred years, from the 1898 Act to the legislation of the fifties, the attention to safety on the job is very poor. Increased attention and sensitivity is however in the years of reconstruction and economic miracle and even more in the season of the movements. In the last two decades the national legislation conforms with EU directives confronting solid experience in other countries, primarily Germany, of worker participation in the enterprise security management. Work accidents are a "social evil" should not be considered as events in their own right, but as a direct consequence of an ingrained habit is little compared to the Italian and circumvention of rules, is a major cultural delay in transposing training as an essential tool for the prevention of accidents. Businesses and workers need to be prepared and informed is not enough unfortunately, but fundamental, the promulgation of laws and regulations, as well as actions may not be sufficient control and supervision on safety in the workplace, to reduce the high number of accidents and "white deaths". With the new Safety Law (Legislative Decree 81 of 2008) completes the complex and difficult process that led to the reorganization and reform of legislation on protection of health and safety at work this was a piece of legislation called for by time, as it was definitely a necessary reorganization of the various rules relating to the protection of safety and health at the workplace. The purpose of the reform was to redesign the matter of health and safety at work in Italy framing the rules so far contained in multiple sources have occurred, seamlessly, over almost sixty years with a view to system, as well as update the same taking into account the experience acquired in their application of the most recent developments in work organization.

continua...
Educate “social”: ethical dimension and digital skills
di Maria Chiara De Angelis , pubblicato il 2016-01-30
Among the many reflections on multiple levels involving educational agencies grappling with the challenges of the digital age, our contribution wishes to deepen the controversial issue of ethics of social media, and the role that the education system is called to play in terms of accompanying and supporting young digital natives. The paper's first part presents a survey of the current european policies on the development of digital skills and the main studies and research on the use of ICT and social media, in order to understand the incidence and level of impact on socially responsible behaviour. In the second part the involvement of educational institutions is examined with a special focus on the educational planning for skills in reference to the digital skills. Our study aims at fo-cusing specifically on the weight that the development of metariflessive, narrative (Lave, Wenger 2006) and ethical skills takes on in the child's growth until the delicate transition between adoles-cence and adulthood. For the "native social" network experience has a strong impact  on the path of indentity construction. Isolation, fragmentation of self and the spread of cybercrime are just some of the risks that children can take if not adequately supported in the web exploration, starting from school age. The basic technical skills are only one dimension of an integrated asset expertise, which, as pointed out in the literature (Calvani, Fini, Ranieri, 2009) includes development of ethical and soft skills, that are functional to increase teenagers' awareness of social responsibility, to involve the use of the web and to promote appropriate behaviour in many situations that can result from web navigation.
continua...
Seriously or just for fun? Strengths and limitations of educational serious games
di Alfredo Imbellone, Giada Marinensi , pubblicato il 2016-01-30
Game-based learning has a well-established tradition at the nursery and primary schools. Traditionally, however, in the upper school levels - and even more in adult education -, there is a split between educational and recreational activities, the latter being addressed mainly to pure entertainment, in a separated, or even opposed, way with education. This counter position is more and more reducing in recent decades, especially thanks to the advent of new technologies that have enormously enlarged and extended games and their fields of application. The game industry has grown extraordinarily, and the educational games supported by new technologies have significantly developed and found application in continuous education. This chapter provides an overview of the state of the art in the field of educational games supported by new technologies, showing that, albeit its rapid and robust growth, a comprehensive evaluation framework is still missing. In conclusion, some findings from the authors’ last five-year research are shown, suggesting the analysis of serious games in terms of their ludic and narrative components. Such an interpretation is expected to contribute to enrich the theoretical and methodological debate about their design and evaluation.

continua...
ICT and education: innovation in teaching and training approches and enhancement of awareness
di Emma Pietrafesa, Sara Stabile, Maria Cristina Dentici, Rosina Bentivenga , pubblicato il 2015-10-30
The 2020 European strategy aims to a smart growth, through more effective investments in education, research and innovation fields. In particular, smart growth means improving the following areas of assistance: - education encouraging people to learn, study and update their skills; - research/innovation, to create new products/services which can stimulate growth and jobs and direct the societal challenges; - digital society, to improve and simplify the use of information and communications technology (ICT). In fact high quality education and training, both efficient and equitable, are crucial to ensure the success of the European strategy, enhancing employability too. Information sharing and communication tools such as Internet, online applications, social media and networks facilitate new learning pathways that can be more effective and appropriate than traditional informational approaches or classic training. Innovative pedagogical approaches, which allow students to learn in ways appropriate to their own experiences and interests may actually be enhanced through the use of ICT, through which students become prosumers (as creators of contents) in social experience based on learning and the exchange peer to peer within communities of practice.
continua...

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Direttore Responsabile:
Stefania Nirchi

Ospite Scientifico :
Prof. Eufrasio Pérez Navio - Universidad de Jaen - Spagna
qtimes
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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