Report on the speech by Ivo Mattozzi and Giuseppe Di Tonto "Ministerial indications, digital resources and didactics of history".
The speakers developed methodological and more practical considerations and orientations in the world of the net. After noting the absence of specific attention to digital technologies in the ministerial indications for 2012 concerning the discipline "history", it was observed that the digital environment should not be considered a mere tool but should lead to a rethinking of the school curriculum and the cognitive operations underlying it. In the second part, many examples of digital environments capable of promoting this type of approach have been illustrated. Video clips (also on the youtube channel) and links to online resources help to follow the speakers' reasoning and intentions.
MINISTERIAL INDICATIONS 2012
The speakers took turns to provide useful information on the relationship between historiography and teaching history in the "digital world", about which Ivo Mattozzi tried to stimulate a reflection on the profound changes in the "circuit of communication" tout court and that of teaching in particular.
The Professor then presented the analysis of the "Ministerial Indications" 2012 for the different grades of school in relation to learning objectives in the current context completely revolutionized by digital technologies. If the curriculum of the primary school indicates the use of these only in additional form and not integrated with respect to the overall pedagogical proposal, even, for institutes and high schools, the "Indications" do not present any specific indication. Relevant analyses and suggestions can only be found for the teaching of "Technology" in the first-grade secondary school ( >>deepening).
DIGITAL AGENDA FOR TEACHERS
Introducing the following contribution, Mattozzi foreshadows the setting up of a "digital agenda" for teachers, able to correlate epistemology, methodology and didactics, strongly arguing that "digital resources are useless without a didactics of the generative history of an effective curriculum" and that "the curriculum of cognitive operations and significant knowledge and related didactics can enhance their potential with digital resources".
DIGITAL RESOURCES FOR HISTORY EDUCATION
Giuseppe Di Tonto, following the map - which starts from the didactic model of "cognitive operations" - has exemplified with an abundance of references how the available digital resources can implement the teaching of history and make learning more effective.
In particular, he dwelt:
a) on the creation of digital skills for the search and selection of useful information for the construction of historical knowledge, also with reference to the different strategies of navigation among telematic resources and in databases (starting point, walking around, indexing);
b) on resources for the temporal organization of information, such as chronologies, timelines and geo-digitalized chronologies;
c) the search for archival sources and resources that are particularly useful for teaching because they are produced by teams of teachers and expert staff from institutions that preserve documents;
d) the possibility of using concept maps that can be easily modified by the teacher;
e) the structure of digital manuals that allow the transformation of linear historical narrative into multimedia and multifunctional "Lim environment".
TEACHERS IN THE DIGITAL AGE
In closing, Ivo Mattozzi, presenting a module of geo-history with the use of Lim ("Geostoria del Mediterraneo e civiltà Romana al tempo dell'Impero" by Monica Bussetti and Luciana Coltri), offered an example of the ergonomics achievable with the available resources, which allows teachers to honor their teaching professionalism even today, in the "digital world".