https://oaj.fupress.net/index.php/med/issue/feed Media Education 2022-06-20T09:18:51+00:00 Maria Ranieri maria.ranieri@unifi.it Open Journal Systems <p>“Media Education. Studi, ricerche, buone pratiche” è la rivista ufficiale del MED. Pubblicata online con cadenza semestrale, si configura come multiprodotto ad alta innovazione: sito tematico di materiali integrativi multimediali e di incontro/dibattito della community. Rispecchiando la mission del MED, la rivista rende produttivo e visibile l’incontro tra studiosi e docenti universitari, professionisti dei media, insegnanti ed educatori nella scuola e nel territorio interessati e impegnati nella Media Education, sia in Italia che all’estero; si avvale dell’esperienza ventennale delle Summer School (con oltre 2000 presenze) in cui è risultata vincente la strategia di coniugare teoria e pratica laboratoriale.</p> <p>La rivista si divide in 2 parti:</p> <p><strong>La prima – Studi e Ricerche –</strong>&nbsp;propone contributi che intervengono nel dibattito scientifico intorno ai concetti-chiave e alle prassi della Media Education. L’approccio complessivo aspira a cogliere la complessità del rapporto media-giovani e a collegarsi con le principali esperienze internazionali. Particolare attenzione viene posta alle nuove interpretazioni, analisi e ricerche nel campo del rapporto tra educazione e comunicazione all’interno dei diversi contesti mediaeducativi: dalla scuola al territorio, dal profit al non profit.</p> <p><strong>La seconda parte – Buone pratiche di Media Education –</strong>&nbsp;legata all’analisi e alla valutazione – si propone come spazio di visibilità e confronto di esperienze mediaeducative, di attività formative e di ricerca-azione attinenti ai temi affrontati, presentate dagli insegnanti, dagli educatori, dagli animatori culturali o in generale dai media educator.</p> https://oaj.fupress.net/index.php/med/article/view/13062 Editoriale Un numero speciale per riflettere su Media Education e Inclusione 2022-06-08T13:13:30+00:00 Fabio Bocci null@null.com Cristina Gaggioli cristina.gaggioli@unifi.it Antony Giannoumis null@null.com Maria Ranieri null@null.com <p>Editorial</p> 2022-04-29T00:00:00+00:00 Copyright (c) 2022 Cristina Gaggioli https://oaj.fupress.net/index.php/med/article/view/12752 Il contributo del paradigma tecnologico-digitale alla formazione degli insegnanti specializzati per il sostegno. Esiti di un’indagine esplorativa 2022-06-08T13:12:53+00:00 Fabio Bocci fabio.bocci@uniroma3.it Ines Guerini ines.guerini@uniroma3.it Maria Vittoria Isidori mariavittoria.isidori@univaq.it Marianna Traversetti marianna.traversetti@univaq.it <p class="p1">Although, as the today huge literature available reports, the technological paradigm has always been inherent to the processes of knowledge transmission’s construction and despite the fact that distance learning experiences have been present for over fifty years (from the first models of Distance Learning Training to the current advanced typology of e-learning experiences), only following the use of the so-called Distance Learning due to the restrictions caused by the Covid Pandemic, the question seems to have emerged from the maze of the experts, opening a public debate. Far from falling into the mesh of sterile contrasts that have unfortunately pervaded this discussion, the authors of this paper, like many colleagues, have treasured what was and is happening to experiment innovative solutions also in the context of paths intended teachers’ training (specifically involved into specialization for educational support activities for students with disabilities) and verify, through an exploratory survey, the impact that the organization and implementation of these courses, through the distance and according to the principles of the technological-digital paradigm, it also had on the teaching practice carried out in the classroom by the teacher-trainees and on the learning-performance of the students involved.</p> 2022-05-04T00:00:00+00:00 Copyright (c) 2022 Fabio Bocci, Ines Guerini, Maria Vittoria Isidori, Marianna Traversetti https://oaj.fupress.net/index.php/med/article/view/12569 Costruire un contesto inclusivo e un efficace co-teaching tra docente curricolare e docente per l’attività di sostegno attraverso la progettazione universale 2022-06-08T13:14:06+00:00 Annamaria Di Grassi annamaria.digrassi@gmail.com <p class="p1"><span class="s1">This paper focuses on the inclusive potential that general education teacher and special education teacher can generate by working together in their everyday work, without waiting for reforms of the current school organization, but simply by modifying the parameters of co-teaching and by promoting the construction of learning environments following the Universal Design approach that bust the barriers to learning and guarantees effective and inclusive co-teaching. In everyday experience, the special education teachers participate in the didactic activities developed by the class council but their role is often passive, in a secondary position. The simple simultaneous presence in the classroom is not co-teaching; in most cases the general education teacher teaches and special education teacher assists or observes. In Italian schools there are several skilled teachers who represent latent resources that should be valued and activated to improve the learning levels of students in a deeply inclusive perspective.<span class="Apple-converted-space">&nbsp;</span></span></p> 2022-04-29T00:00:00+00:00 Copyright (c) 2022 Annamaria Di Grassi https://oaj.fupress.net/index.php/med/article/view/12631 Il ricorso al video nella formazione del docente della scuola dell’infanzia per la costruzione di competenze inclusive incarnate 2022-06-20T09:18:36+00:00 Filippo Gomez Paloma gomezpaloma@unimc.it Valeria Minghelli vminghelli@unisa.it <p class="p1">Cognitive sciences and neuroscientific landings allow to support the existence of a circular dialogue between perception, action, emotion and cognition and their ability to influence and strengthen each other in the process of knowledge. These considerations are unavoidable, so they can and must have many impacts on teacher training. In particular, the training of support teachers requires cognitive reflections that are closely linked to experiential content, information, and body representations, that are capable of narrating effective and inclusive interpersonal relationships. After a description of the <em>Embodied based</em> constructs, that formed the basis of the training model, this contribution discusses about the treatment of the literature in support of the use of video both as an <em>embodied</em> training tool, designed to promote the centrality of the body in the processes of observation and simulation of inclusive strategies; and as a means of “narration” of effective and real inclusive processes, capable of having a positive impact on the perception of disability and its functioning. The undertaking of experiential and emotional body dimensions in training is an essential element, in order to promote, the construction of <em>crossmodal</em> skills of the teacher (corporeal-emotional-empathic) for the structuring of real inclusive processes and contexts in the classroom.</p> 2022-04-29T00:00:00+00:00 Copyright (c) 2022 Filippo Gomez Paloma, Valeria Minghelli https://oaj.fupress.net/index.php/med/article/view/12626 Dieci film per educare alla prosocialità nella scuola dell’infanzia 2022-06-20T09:18:51+00:00 Cristina Gaggioli cristina.gaggioli@unistrapg.it Ilaria Ancillotti ilaria.ancillotti@unifi.it <p class="p1">Pro-social behaviour stems from a specific social attitude that motivates people to unconditionally help those in a disadvantaged situation. The mass media portray diversity in a way that is often disrespectful of individual differences and thus hinders the development of pro-social attitudes. Studies show that this type of attitude is built from childhood onwards. This raises the question of how and to what extent preschool teachers are able to identify film products suitable for the 3-6 year age group, capable of guiding the teaching activities proposed, starting from the analysis and reflection of the social messages conveyed. The contribution presents a research conducted with a sample of 75 preschool teachers enrolled in the Specialization Course for support activities, who were asked to choose a film they considered suitable for a prosocial pathway and to structure an activity to be carried out in the section. The data collected made it possible to draw up a ranking of ten animated films that could be used in teaching activities aimed at educating prosociality.</p> 2022-04-29T00:00:00+00:00 Copyright (c) 2022 Ilaria Ancillotti, Cristina Gaggioli https://oaj.fupress.net/index.php/med/article/view/12650 Children and Context-aware Inclusive Tuning of Cartoons. Design of multimedia contents in an inclusive perspective 2022-06-08T13:13:19+00:00 Cosimo Di Bari cosimo.dibari@unifi.it Sara Jayousi sara.jayousi@pin.unifi.it Paolo Lucattini paolo.lucattini@uniroma4.it Lorenzo Mucchi lorenzo.mucchi@unifi.it <p class="p1">Thanks to the specific characteristics of multimedia language, cartoons can transmit significant messages to viewers, both emotionally and rationally: this contribution reflects on the potential of cartoons to facilitate and support inclusive processes (also) regarding children with disabilities. In addition to examining functional strategies for promoting a more aware and more active use by all subjects, the article proposes a possible use of Artificial Intelligence to support the dialogue between Media Education and inclusive processes. On one level, the adult (educator, teacher or parent) has the task of observing the child during viewing, interacting with the child and encouraging verbalization about what has been seen: technologies can offer additional data compared to what has been observed, allowing for an even more targeted way of acting with respect to the specific needs of each child. On another level, one can use the same data to create even more interactive content that allows the narration to adapt to the specific wishes, attitudes and needs of each child. Striving in the direction of educating the media, <em>with</em> the media and <em>for</em> the media, the article promotes a conscious and critical use of technologies: useful tools for both education professionals and family members.<span class="Apple-converted-space">&nbsp;</span></p> 2022-05-02T00:00:00+00:00 Copyright (c) 2022 Cosimo Di Bari, Paolo Lucattini, Sara Jayousi, Lorenzo Mucchi https://oaj.fupress.net/index.php/med/article/view/12641 Disability on drama TV: How attitudes about disability in the US relate to viewing frequency and identification with a character with a disability on “Glee” 2022-06-08T13:14:44+00:00 Emily P. Lorenz lorenzep@missouri.edu Cynthia M. Frisby c.frisby@ou.edu <p class="p1">Although the relationship between attitudes about minorities and television portrayals has been a long-studied topic, individuals with disability have often been left out. This study demonstrates how exposure to disability portrayal on television relates to attitudes about individuals with disability. An online survey examined respondents’ viewing habits of the television program “Glee,” which had a main character, Artie, who used a wheelchair, and how viewing this representation related to attitudes about individuals with disability. The results showed that identification with Artie is correlated with frequency of viewing and to more positive attitudes about individuals with disability. In addition, any viewing of “Glee,” rather than frequency, was related to more positive attitudes about individuals with disability. While findings were explained through social cognitive theory and identification, results did not line up with cultivation theory. The findings demonstrate that viewing a TV show with a character with a disability relates to more positive attitudes about individuals with disability and hopes to encourage more inclusion in the media landscape.</p> 2022-04-28T00:00:00+00:00 Copyright (c) 2022 Emily Lorenz and Cynthia Frisby https://oaj.fupress.net/index.php/med/article/view/12649 Superare le barriere dell’inclusione. L’alfabetizzazione digitale per adulti con disabilità intellettiva nell’esperienza del progetto AIM (Accessible Information Material) 2022-06-08T13:13:00+00:00 Roberta Piazza r.piazza@unict.it Simona Rizzari simona.rizzari@unict.it <p class="p1">This paper describes the Accessible Information Material project aimed at promoting digital literacy for adults with intellectual disabilities and/or with low levels of literacy. The paper, that is introduced by a brief discussion of the role of ICT in promoting the inclusion of disabled people, intends to make a contribution to the design of digital literacy practices. The creation of easy-to-read material and the development of a path for the training of adults with intellectual disabilities are designed as tools to facilitate access and utilization of digital technology and to support their inclusion.</p> 2022-05-04T00:00:00+00:00 Copyright (c) 2022 Simona Rizzari, Roberta Piazza https://oaj.fupress.net/index.php/med/article/view/12618 Strumenti di CAA per favorire l’inclusione scolastica 2022-06-08T13:13:56+00:00 Michela Galdieri mgaldieri@unisa.it <p class="p1">Assistive technologies facilitate relationships, learning and the acquisition of basic autonomy by improving the quality of life of students with communication difficulties. The Augmentative Alternative Communication (AAC) approach enhances the natural communication skills of the person and can promote inclusive processes through the use of specific teaching tools and aids. The contribution aims to present the main AAC systems, usable in school contexts, which can guarantee the right of the student with complex communication needs (BCC) to communication, participation and self-determination.</p> 2022-04-29T00:00:00+00:00 Copyright (c) 2022 Michela Galdieri https://oaj.fupress.net/index.php/med/article/view/12662 Turtle Game Stop & Go: Un Edugame per promuovere le funzioni esecutive nei bambini con disabilità 2022-06-08T13:13:12+00:00 Lucia Campitiello lcampitiello@unisa.it Arianna Marras amarras@unisa.it Michele Domenico Todino michele.todino@gmail.com Stefano Di Tore sditore@unisa.it <p class="p1">In the last decade, video games have been used as adequate tools to carry out lessons and in some cases promote cognitive functions. This research is also based on this trace. The <em>Turtle Game Stop &amp; Go</em>, presented here, was designed to improve the executive functions: inhibition, working memory (verbal and visuospatial) and cognitive flexibility. Moreover, <em>Turtle Game Stop &amp; Go</em>, from a graphic point of view, takes into account the <em>Uncanny Valley</em> phenomenon, already described in the 1970s by Masahiro Mori, to create a game suitable for children who attend primary school. <em>Turtle Game Stop &amp; Go</em> is a digital interactive resource that features a challenging task, this game promotes player engagement. In addition, the game works on personal motivation through a 3D design, the animated background of the game is also animated and helps to get into the context of the story. The graphics thus conceived help the player to identify with the virtual identity of the avatar, the player takes on a new point of view and carries out intentional actions. These actions aim at the development of executive functions (EF), acting as training for their strengthening in pupils with typical development and in learners with Special Educational Needs.</p> 2022-05-03T00:00:00+00:00 Copyright (c) 2022 Lucia Campitiello, Arianna Marras, Michele Todino, Stefano Di Tore https://oaj.fupress.net/index.php/med/article/view/12376 DGPR e digital safety. Un’indagine nazionale sulla consapevolezza digitale degli adolescenti 2022-06-08T13:14:55+00:00 Ida Cortoni ida.cortoni@gmail.com <p class="p1">In recent years, the daily consumption of digital devices has filled international sociological scientific debate and reflection on the issue of data and the ethical, social and cultural implications of using such platforms. The issue of digital security has also become central to the public debate, in two significant moments: in 2018, on the occasion of the entry into force of the G.D.R. 2016/679 (General Data Protection Regulation) and in March 2020 on the occasion of the lockdown generated by the Covid-19 which, in fact, forced the whole world to re-organize its production and communication structure, intensifying the digitalization of communication processes and the use of devices in everyday life. In the first case, Article 8 offered the possibility to EU member states to lower the age threshold to thirteen to authorize the processing of personal data online, raising questions on the issue of the ‘digital awareness’ of minors. This is the background to this proposal, which aims to illustrate the results of a national survey on digital safety conducted by the Sapienza University of Rome. The research focuses on the degree of media awareness of adolescents, taking into account the conditioning of digital and social, school and family capital.</p> 2022-04-28T00:00:00+00:00 Copyright (c) 2022 Ida Cortoni https://oaj.fupress.net/index.php/med/article/view/12505 Un intervento educativo-didattico inclusivo, con l’uso delle tecnologie, per un’alunna con disabilità intellettiva 2022-06-08T13:14:24+00:00 G. Filippo Dettori fdettori@uniss.it Barbara Letteri barbara.letteri68@gmail.com <p class="p1"><span class="s1">The contribution illustrates an educational-didactic intervention, with the use of learning technologies, carried out in a class III of the Secondary School of a school in the province of Sassari in which there is a pupil with a mild intellectual disability. The experimentation, carried out by the teaching team with the support of two researchers from the University of Sassari, who followed the various phases, demonstrates the effectiveness of the use of technological tools in terms of motivation, involvement and inclusion, highlighting a positive change in the relationship between young people and the media. Thanks to the use of new technologies, the pupil with an intellectual disability was able to participate in the various activities offered to the class, albeit supported and guided by a personalised teaching method. ICT managed to change a largely traditional practice, enriching daily teaching with more engaging and stimulating approaches both for pupils with Special Educational Needs and for those who, despite not having certified disorders, had often expressed boredom with school work.</span></p> 2022-04-29T00:00:00+00:00 Copyright (c) 2022 Barbara Letteri, G. Filippo Dettori https://oaj.fupress.net/index.php/med/article/view/12644 Alla scoperta del contenuto emotivo dei videogiochi: un intervento di media education 2022-06-08T13:14:33+00:00 Benedetta Vagnetti vagnetti.benedetta@outlook.it <p class="p1">The article presents an activity carried out in a second class of a primary school in Perugia, the main purposes of which are related to the understanding of emotions and the inclusion of a child with disabilities, whose main interest is videogames. The proposed activity takes its cue from this interest of the pupil and from the study of the emotional content that this media conveys. Starting from these considerations, a media education activity was proposed to the class on the recognition of some emotions arising from some multimedia contents including the vision of trailers of two different types of videogames.</p> 2022-04-28T00:00:00+00:00 Copyright (c) 2022 Benedetta Vagnetti https://oaj.fupress.net/index.php/med/article/view/12029 48 Hours to make animation accessible 2022-06-08T13:13:05+00:00 Enrico Bisenzi e.bisenzi@abaroma.it Alessandro Carducci alessandro@cardeisart.com <blockquote class="western" lang="en-US"> <p class="p1">The article presents an inclusive design toolkit made up of User Interface and Storytelling solutions with the aim to support animators and video creators to design accessible animations. Technical solutions are presented in order to satisfy disabled people’s needs with special regard to challenges such as blindness, deafness, color blindness, epileptic, cognitive impaired and dyslexic peoples and outlining the importance of a proper implementation of open and standard languages while implementing different adaptive user interfaces and storytelling for each specific target.</p> </blockquote> 2022-05-04T00:00:00+00:00 Copyright (c) 2022 Enrico Bisenzi, Alessandro Carducci https://oaj.fupress.net/index.php/med/article/view/12551 Ranieri, M. (2020). Tecnologie per educatori socio-pedagogici. Metodi e strumenti. Roma: Carocci Faber 2022-06-08T13:14:16+00:00 Luca Ferrari l.ferrari@unibo.it <p>L’introduzione e la diffusione delle tecnologie digitali rappresenta, attualmente, un tema di rilevanza strategica che deve essere attentamente considerato e progettato per rispondere ai diversi bisogni (culturali, cognitivi, sociali ecc.) che si possono presentare all’interno di ogni contesto educativo. Come attivare processi di inclusione e di <em>empowerment</em> attraverso l’uso delle tecnologie digitali? Quali attenzioni teoriche e metodologiche un educatore può introdurre per valorizzare il contributo del digitale nel processo di ideazione e realizzazione di un intervento educativo? Il volume di Maria Ranieri dal titolo “Tecnologie per educatori socio-pedagogici. Metodi e strumenti” tenta di rispondere a questi ed altri interrogativi proponendo una riflessione, in chiave pedagogica, sul contributo della progettazione educativa nell’era digitale in rapporto ai diversi contesti in cui opera l’educatore socio-pedagogico.</p> 2022-04-29T00:00:00+00:00 Copyright (c) 2022 Luca Ferrari