All posts by Francesca Magrefi

KNORK International Conference

The KNORK project team is glad to invite you to attend the international conference on Trialogical Learning Approach  (TLA) for collaborative knowledge creation. 
The conference is addressed  to teachers, researchers, headmasters and all persons interested in improving collaborative knowledge creation practices and digital competences in secondary and higher education. 
The Trialogical Learning Approach will be illustrated both from  a research and practice perspective by experts from KNORK partner organisations and countries, including pedagogical cases carried out in Bulgaria, Finland, Italy and Sweden, and a poster session. 
The conference will take place on Tuesday 12th January 2016 at 13.30 in Rome, Italy at La Sapienza University Faculty of Medicine and Psychology 
You have 2 ways to participate in the conference
·         virtually, following the live webcast at https://connect.funet.fi/knork/

·         or at presence, by attending the full conference in Rome, 78 via dei Marsi – Department of Social and Developmental Psychology (https://goo.gl/maps/J1CbqFYSgkN2). 

Students, Computers and Learning: Making The Connection- OECD Report

The recently published OECD Report “Students, Computers and Learning: Making The Connection”  is food for thought for researchers, teachers and public authorities. The data collected and analysed by OECD in this report, in fact, reveal that “countries which have invested heavily in information and communication technologies (ICT) for education have seen no noticeable improvement in their performances in PISA results for reading, mathematics or science”.

Someone maybe was surprised by reading that “Students who use computers moderately at school tend to be somewhat more skilled in online reading than students who rarely use computers. But students who use computers very frequently at school do a lot worse in reading, even after accounting for students’ background”.

But this is something that we already know: Increasing the use of ICT tools and computers at school is not “per se” the solution to improve the level of proficiency of students. ICT should be integrated into effective teaching and learning environments, and teachers  and pedagogy are still the key elements for an effective learning.

The report also highlights  disparities between advantaged and disadvantaged students in digital reading  – which are very similar to the differences in the traditional reading test, despite the vast majority of students using computers whatever their background.

This it to say: to reduce inequalities in digital skills, we need to improve equity in education first.

More info http://www.oecd.org/education/school/Students-Computers-Learning-Making-the-Connection-Infographic%20.pdf

FULL REPORT at http://www.oecd.org/education/students-computers-and-learning-9789264239555-en.htm