Learning and school technologies. Critical issues and potentiality Giovanni Bonaiuti, Filippo Bruni 1-3 PDF (Italiano) DOI: https://doi.org/10.13128/formare-20599
Creating technology-enhanced scenarios to promote observation skills of fashion-design students Valentina Caruso, Alberto Cattaneo, Jean-Luc Gurtner 4-17 PDF (Italiano) DOI: https://doi.org/10.13128/formare-20159
Specialization for support teachers. Assessing the educational innovation in a perspective of quality Antonio Calvani, Laura Menichetti, Marta Pellegrini, Tamara Zappaterra 18-48 PDF (Italiano) DOI: https://doi.org/10.13128/formare-20600
Digital and inclusive environment Enrico Emili, Cristina Gaggioli 49-67 PDF (Italiano) DOI: https://doi.org/10.13128/formare-20164
Digital practices in primary school: is the pupil protagonist? Francesco Fabbro, Alberto Agosti, Elaine Correa 68-81 PDF (Italiano) DOI: https://doi.org/10.13128/formare-20195
The observational documentary for the educational professions Chiara Panciroli, Laura Corazza, Andrea Reggiani 82-98 PDF (Italiano) DOI: https://doi.org/10.13128/formare-20174
Videoanalysis and Math teachers’ training. First results of a pilot course on formative assessment Federica Ferretti, Ira Vannini 99-119 PDF (Italiano) DOI: https://doi.org/10.13128/formare-20266
Professional vision and peer to peer in newly qualified teachers’ path. The use of video for the analysis of the teacher’s practice Giuseppina Rita Mangione, Alessia Rosa 120-143 PDF (Italiano) DOI: https://doi.org/10.13128/formare-20269
Theory and practice of digital storytelling in preschool Chiara Bertolini 144-157 PDF (Italiano) DOI: https://doi.org/10.13128/formare-20238
English language, immersive teaching and game-based learning in a teacher training project promoted by Indire Letizia Cinganotto 158-175 PDF (Italiano) DOI: https://doi.org/10.13128/formare-20172
Participatory Didactics and the role of feedback through game-based technologies Maria Iavarone, Francesco Lo Presti, Orazio Stangherlin 176-189 PDF (Italiano) DOI: https://doi.org/10.13128/formare-20239
Mobile devices to increase attention and improve learning Giovanni Bonaiuti, Roberto Ricciu 190-203 PDF (Italiano) DOI: https://doi.org/10.13128/formare-20470
Testing and implementation of teaching non-language subjects in English, supported by online training Elvia Feola 204-216 PDF (Italiano) DOI: https://doi.org/10.13128/formare-20079
Stick the face out. Talking Head’s use in online courses Riccardo Fattorini, Gisella Paoletti 217-227 PDF (Italiano) DOI: https://doi.org/10.13128/formare-20163
Videogames and logical mathematical ability: the Game-Over project Liliana D'Angelo 228-236 PDF (Italiano) DOI: https://doi.org/10.13128/formare-20482
Recensione. Jean-François Bach, Houdé Olivier, Léna Pierre, Tisseron Serge, Académie des Sciences, Il bambino e gli schermi. Raccomandazioni per genitori e insegnanti. Edizione italiana a cura di Paolo Ferri e Stefano Moriggi. Milano: Guerini (2016) Michela Nisdeo 237-238 PDF (Italiano) DOI: https://doi.org/10.13128/formare-20169
Recensione. Rossi Pier Giuseppe, Guerra Luigi (a cura di), Come le tecnologie cambiano la scuola, come la scuola cambia le tecnologie. Numero monografico di “Pedagogia Oggi. Semestrale Siped”, n. 2 (2016) Filippo Bruni 239-240 PDF (Italiano) DOI: https://doi.org/10.13128/formare-20478
