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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

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Prof. A. Cocozza, Univ. Roma Tre


Critical mind and creative intelligence
di Andrea Gentile 2015-10-30
Despite a long history of research and debate, currently there is still no universally accepted definition of “creative intelligence”. The word “intelligence” derives from the Latin noun intelligentĭa, which comes from the verb intelligĕre. According to some specialists, intelligĕre is a contraction of the Latin verb legĕre, connected to the adverb intŭs. A person who has intelligentĭa, is someone who is able “to read inside” or “to read beyond the limits” and understand the real, deep and authentic nature and essence of reality. According to other specialists, intelligĕre is a contraction of legĕre connected to ĭnter. In this semantic horizon, it is an ability to read “between the lines” and create semantic relationships among multiple elements in the conceptual network. Intelligence has been defined in many different ways, such as in terms of abstract thought, understanding, learning, self-awareness, communication, emotional knowledge, memory, planning, creativity, metacognition, creative intelligence and problem solving. Following this area of research, in this article it is analyzed the relationship between “intelligence” and “creativity”, in connection with the concept of “creative intelligence” defined by John Dewey. 

The transmedia perspective of Digital Education
di Ida Cortoni 2015-10-30
Trans-media is the new configuration of behavioral and cultural dynamics to transmit knowledge, tell stories, share ideas and experiences, promote diverse kinds of entertainment through more digital platforms. Hence, it is going to become a new form of social and cultural capital.
The implications of this revolution are evident in many ambits: from the hyper-structured narration to the multiplication and accumulation of signification processes, from the cross-breeding of codex to the reciprocal contamination of expressive forms. Consequently, for some years now, "trans-media" has become an expression of symbolic value not only from the linguistic and semiotic point of view. Moreover, it is a "gate of culture and communication" for modern society, as well as a signal of crossing toward a new paradigm that completely changes the mechanisms of cultural industry and traditional communication models, such as the Dayan and Katz representation about big media ceremonies and Eco’s enunciation’s semiotic model.
Some years ago, digital media (smartphones, social networks, chat-rooms and so on) were means of expression and amplifiers of ideas, media contents and broadcasting formats. Nowadays there is a turnabout: the digital and social devices impose a bottom-up system to the broadcasting industry with new cultural phenomena and formats, as well as self-promoted talents, new habits and trends, to which broadcasting systems are trying to adapt themselves.
In the cross-media field, there is a rapid passage from cross-media level 1.0 (defined pushed) to cross-media level 4.0 (defined Experiences). In the first and second cases, the enunciation’s process and the amplifier effect of digital media is designed, checked and managed from the cultural industry. Whereas in the third and fourth cases, the user, through an active use of cross-media, is rendering a new form of cross-culture construction (through the collaborative construction of meaning). In cross-media Experiences, the origin of the cultural phenomenon derives from the digital user directly on the web (cultural self-production) and then spreads to other devices. The resonance of the bottom-up phenomenon and cultural label, which is attributed to multi-users generated contents, catapults in the media market, changing the broadcast dynamics.
The culture, transmitted through cross-media systems, transforms the process of socialization and construction of people’s identity. Therefore, the cultural background is constructed peer to peer on line for emotional connections, thus “colonizing” the cultural network within the intergenerational relationships at home and at school. It creates new mechanisms of cultural mediation and changes the perceptive, cognitive and emotional orientation when compared with unpredictable situations as well as daily problems.
The new communicative paradigm of transmedia changes also the educational context, that must to give adequate competences to be conscious citizens in the digital era. In this framework, also digital literacy and digital education have to update and innovate as digital knowledge and skills and didactic strategies. This chapter starts from the description the theoretical framework of transmedia paradigm and tries to translate it in the conceptual  perspective of Digital Literacy and Digital Education, focusing on new kind of competences to develop.


Le@rning to change.ICT, learning organization and knowledge management for a new Public Administration
di Pierfranco Malizia 2015-10-30
To stimulate processes of change into the P.A., a precise and carefully explained reference is made today to the absolute importance for the public administrations of the promotion of know-how development by means of the creation, valorisation and sharing a common cultural meaning by the knowledge-competence patrimony necessary to back the innovation processes like the logic of learning organizations and knowledge management (with particular reference to the so called ‘practice community’), made feasible by the ICTs and already used in companies to a fair ex-tent.

Understanding Web. School, Technology, Society.
di Annalisa Buffardi 2015-10-30
This paper introduces the complex relationship among technology-school-society as framework of the discourses, processes and policies of the daily practices of schooling.  Nowadays, we live in an interconnected digital ecosystem that represents a powerful architecture for user participation, posing new challenges to education system. Particularly, youth participation in this networked world suggests new ways of thinking about the role of education. The focus is not on the technology as such, but on the innovative dynamics it can result in. At the base of the information revolution are new ways of relating to one another, new forms of discourse, of the creative and collaborative problem solving, new ways of interacting, new kinds of groups, and new ways of sharing, trading, and collaborating. “Participatory culture” is emerging as the culture that absorbs and responds to the explosion of new media technologies. It highlights the cultural component embedded in the new technologies practices. Openness, social networking, “connective intelligence”, making, digital fabrication are especially promising in this regard as a part of the digital culture. What is fundamental are the ways in which they empower us to rethink the cultural design of the new learning environment.


ICT and education: innovation in teaching and training approches and enhancement of awareness
di Emma Pietrafesa, Sara Stabile, Maria Cristina Dentici, Rosina Bentivenga 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.


Out of the Fishbowl: The Uberization of Teaching
di Rosanna De Rosa 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.

App Digital Education. Mixed Approach and didactic sperimentation in pre-school
di Veronica Lo Presti 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".



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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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