Between tradition and innovation: the use of textbooks and didactic digital contents in classrooms ; Between tradition and innovation: the use of textbooks and didactic digital contents in classrooms / Entre la tradición y la innovación: el uso de libros de texto y contenidos didácticos digitales en las aulas.

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Autor/Urheber	Anichini, Alessandra; Parigi, Laura; Chipa, Stefania
Institution	Universidad de Extremadura
Titel	Between tradition and innovation: the use of textbooks and didactic digital contents in classrooms ; Between tradition and innovation: the use of textbooks and didactic digital contents in classrooms / Entre la tradición y la innovación: el uso de libros de texto y contenidos didácticos digitales en las aulas.
Quelle	In: Anichini, A., Chipa, S., Parigi, L. (2016) Auto-produced Textbooks: Different Approaches From The Analysis Of The Experience Of Innovative Italian Schools, EDULEARN 16 Proceedings, pp. 5029-5036.; Anichini, A., Bucciarelli, I., Chipa, S., Morani, R., Parigi, L., Taddeo, G. et al. (a cura di), (2016) Avanguardie educative. Linee guida per l'implementazione dell'idea «Integrazione CDD/Libri di testo», Indire, Firenze. Anichini, A. (2014). Digital writing. Nel laboratorio di scrittura. Rimini: Maggioli Editore.; Anichini, A. (2015). Riscritture digitali e libri di testo. Form@ re-Open Journal per la formazione in rete, 15(1), 73-86.; Bennett, B., Spencer, D., Bergmann, J., Cockrum, T., Musallam, R., Sams, A. (2012). The flipped class manifest. The Daily Riff.; Braga Garcia, T. M. (2015). Textbook production from a local, national and international point of view. In Jesus Rodriguez Rodriguez, Mike Horsley, Susanne V. Knudsen, 10th International Conference on Textbooks and Educational Media, IARTEM.; Braga Garcia, T. M., Schmidt, M. A. (2015). The Cultural Experience as a reference to the production of textbooks by teachers and children. In J. Rodriguez Rodriguez, M. Horsley, S. V. Knudsen, 10th International Conference on Textbooks and Educational Media, IARTEM.; Bruillard, E., Villemonteix F. (2011). Les communautés en ligne d'enseignants, nouveaux modes d'organisation et de production. Mercredis de Créteil. Université Paris VIII.; Castiello, C. (2015). Libros de texto y materiales alternativos: La experiencia del grupo Eleuterio Quintanilla. In J. Rodriguez Rodriguez, M. Horsley, S. V. Knudsen, 10th Internationl Conference on Textbooks and Educational Media, IARTEM.; Choppin, A. (1992). Le manuels scolaires : histoire et actualité. Paris: Hachette Éducation.; Choppin, A. (2003). Former les enseignants au choix et à l"utilisation de leurs manuels: histoire et actualité. In B. Germain, I. Le Guay & R. Nadine (eds.), Le Manuel de lecture au CP: réflexions, analyses et critères de choix (pp. 12-16). Paris: ScéREn, Savoir Livre; Choppin, A. (2008). Le manuel scolaire, une fausse évidence historique. Revue d'histoire de l'éducation, INRP, n° 117, 19 juin 2008.; Cochran-Smith, M., Feiman-Nemser, S., McIntyre, D. J., & Demers, K. E. (Eds.). (2008). Handbook of research on teacher education: Enduring questions in changing contexts. London: Routledge.; Desgagné, S., Bednarz, N., Lebuis, P., Poirier, L., & Couture, C. (2001). L'approche collaborative de recherche en éducation: un rapport nouveau à établir entre recherche et formation. Revue des sciences de l'éducation, 27(1), 33-64.; Dori, Y. J., Belcher, J., Bessette, M., Danziger, M., McKinney, A., & Hult, E. (2003). Technology for active learning. Materials Today, 6(12), 44-49.; Drechsler, M. (2011). Manuels scolaires et albums augmentés: Enjeux et perspectives pour une pédagogie du 21e siècle. Les Éditions Numeriklivres.; Eco, U., Bonazzi, M. (1972). Introduzione a I pampini bugiardi. Indagine sui libri al di sopra di ogni sospetto: I testi delle scuole elementari. Rimini: Guaraldi.; Freinet C., (1964). Plus de manuels scolaires! Plus de leçons! «L'éducateur», November 1964; F. Richaudeau (1979), Conception et production des manuels scolaires. Paris: UNESCO.; Hutchinson, T., Torres, E. (1994). The Textbook as Agent of Change, ELT Journal n. 48/4, 1994, pp. 315-328 Laici, C., & Orlandini, L. (2016). «Avanguardie Educative»: paths of innovation for schools. Research on Education and Media, 8(1), 53-61.; Mayring, P. (2014), Qualitative content analysis: theoretical foundation, basic procedures and software solution. Klagenfurt. URL: http://nbn-resolving.de/urn:nbn:de:0168-ssoar-395173; Moeglin, P. (2010). Les industries éducatives, Que sais-je?, Paris: PUF; Mortari, L. (Ed.). (2010). Dire la pratica: la cultura del fare scuola. Milano: Bruno Mondadori.; O. E. C. D. (2012). Assessment and analytical framework: Mathematics, reading, science, problem solving and financial literacy. 2013-2-21].http://www.oecd.org/pisa/pisaproducts/pisa2012draftframeworks-mathematicsproblemsolvingandfinancialliteracy.htm; Pettini A. et al. (1974), Il libro di testo nella didattica moderna. Firenze: La Nuova Italia.; Rivoltella, P. C. (2013). L'agire didattico: manuale per l'insegnante. Brescia: La Scuola.; Rodriguez Rodriguez, J., Garcia Garcia, I. (2015). The Electaal Elemental Education Project. In J. Rodriguez Rodriguez, M. Horsley, S. V. Knudsen, 10th International Conference on Textbooks and Educational Media, IARTEM.; Roncaglia, G. (2016). Ruolo ed evoluzione dei libri di testo. In C. Reale (eds.). Il libro al centro. Percorsi tra le discipline del libro in onore di Marco Santoro. Napoli: Liguori.; doi:10.17398/1695-288X.16.2.97; Latin American Journal of Educational Technology - RELATEC; Vol. 16 Núm. 2 (2017): Monográfico / Special Issue: De los libros de texto a los materiales didácticos digitales / From Textbooks to digital teaching materials; 97-110 ; Revista Latinoamericana de Tecnología Educativa - RELATEC; 1695-288X(2017) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
DOI	10.17398/1695-288X.16.2.97
Abstract	Since 2013, the Italian Minister of Education promoted the use of digital or mixed paper-digital texts in the classroom by means of legislative act (Lex 128/2013). Since then, adoption of the textbook is not mandatory in our country: Italian schools, according to their autonomy, can choose to adopt teaching materials from publishers, Open Educational Resources, or auto-produced texts. The law legitimates the experience of some Italian schools that are innovating the use of textbooks and are involved in a process of auto-production of content (textbooks or DDC, Didactic Digital Content). The article attempts to describe the work of these schools within a network of practice named «Avanguardie Educative». It intends to analyse teachers beliefs and attitudes upon «studying», «textbooks» and «digital texts», to capture innovative aspects, but also to look at difficulties and obstacles along the path of innovation, not always so clear and well defined. ; El Ministerio de Educación de Italia ha promovido, desde 2013, el uso de textos digitales o mixtos (impresos-digitales) en el aula por medio de una ley (Lex 128/2013). Desde entonces, la adopción del libro de texto no es obligatoria en nuestro país: las escuelas italianas, según su autonomía, pueden utilizar materiales didácticos de editorales, recursos educativos abiertos o textos de elaboración propia. La ley da legitimidad a las experiencias de algunas centros educativos italianos que están innovando en el uso de los libros de texto y están implicadas en un proceso de auto-producción de contenidos (libros de texto o CDD, Contenidos Didácticos Digitales). Este artículo describe el trabaj de estos centros educativos dentro de una comunidad de práctica denominada «Avanguardie Educative». Se analizan las creencias y actitudes de los profesores sobre «estudio», «libro de texto» y «textos digitales» para obtener aspectos innovadores y también para observar las dificultades y obstáculos durante el proceso de innovación, no siempre bien estudiado. Abstract Since 2013, the Italian Minister of Education promoted the use of digital or mixed paper-digital texts in the classroom by means of legislative act (Lex 128/2013). Since then, adoption of the textbook is not mandatory in our country: Italian schools, according to their autonomy, can choose to adopt teaching materials from publishers, Open Educational Resources, or auto-produced texts. The law legitimates the experience of some Italian schools that are innovating the use of textbooks and are involved in a process of auto-production of content (textbooks or DDC, Didactic Digital Content). The article attempts to describe the work of these schools within a network of practice named «Avanguardie Educative». It intends to analyse teachers beliefs and attitudes upon «studying», «textbooks» and «digital texts», to capture innovative aspects, but also to look at difficulties and obstacles along the path of innovation, not always so clear and well defined.
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