Narration has always been placed at the basis of education, but too often it was used only as a mere transmission of knowledge. The Italian school system is in fact linked to an old model in which the student is still seen as a passive actor. The pedagogical research refers to various theories such as constructivism, the active learning, differentiation of learning styles and the emergence of new technologies that open up a debate on how the system should be modified and adapted to the interests and needs of the new students, to allow their learning is meaningful and relevant to the demands of society. What happens when the traditional narration is joined to the power of the digital world? The digital storytelling is a narrative method that encourages active, critical and differentiated learning and meets the interest of the students for the technology. Telling stories can be effective for learning because it facilitates the identification with the story, the active and emotional participation to the topic, which can then be strengthened with individual point of view. The contribution that digital offers to the traditional narrative is significant, as it allows to obtain several advantages such as better access to information, a wide differentiation of modes of expression and the possibility of sharing the work. In this thesis I wanted to explore the experience of using digital storytelling in primary school and prove its worth, in particular to increase students'motivation and involvement to a specific topic and so make the learning more meaningful. The route played went through a phase of theoretical research in which the potential of digital storytelling have been analyzed and so its applications in four cases studies, which underline how this method can be effective not only for the transmission of information but for the construction of meaning by students. After a tool for digital storytelling called D-Tales has been realized and three practical tests in two primary schools were carried out. The children involved have created narratives both in traditional and digital ways on scholastic subjects and the comparison of these outputs verified as digital storytelling allows children to combine the acquired skills, such as reading, writing and drawing, with new ones such as the realization of video, audio, slides, photographs etc. permitting a more personal reprocessing of the contents, subjective or emotional identification with the addressed themes and a more stimulating learning process
Da sempre alla base dell'educazione è stata posta la narrazione, troppo spesso però utilizzata solo come mera trasmissione di nozioni. Il sistema scolastico italiano infatti rimane legato a un modello vecchio in cui lo studente è visto ancora come un attore passivo. La ricerca pedagogica fa riferimento a diverse teorie come il costruttivismo, l'apprendimento attivo, la differenziazione di stili di apprendimento e l'emergere di nuove tecnologie che aprono un dibattito su come il sistema vada modificato ed adeguato agli interessi e ai bisogni dei nuovi studenti, per permettere che il loro apprendimento sia significativo e corrispondente alle richieste della società. Cosa succede quando la narrazione tradizionale viene affiancata alla potenza del mondo digitale? Il digital storytelling è un metodo narrativo che favorisce un apprendimento attivo, critico e differenziato e va incontro all'interesse degli studenti per la tecnologia. Raccontare storie può essere efficace ai fini dell'apprendimento perchè favorisce l'immedesimazione nella storia, la partecipazione attiva ed emotiva all'argomento trattato, che può poi essere rafforzato con il proprio punto di vista. L'apporto che il digitale offre alla narrazione tradizionale è significativo, in quanto permette di ottenere diversi vantaggi come un migliore accesso alle informazioni, un'ampia differenziazione di modalità di espressione e la possibilità di condivisione del lavoro svolto. In questa tesi ho voluto esplorare l'esperienza di utilizzo del digital storytelling nella scuola primaria e dimostrare la sua validità in particolare per accrescere la motivazione degli studenti e il coinvolgimento verso un determinato argomento e quindi rendere l'apprendimento più significativo. Il percorso svolto ha attraversato una fase di ricerca teorica in cui sono state analizzate le potenzialità del digital storytelling e le sue applicazioni in quattro casi studio, che sottolineano come tale metodo possa essere efficace non solo per la trasmissione di informazioni, ma per la costruzione di significato da parte dello studente. Successivamente è stato realizzato uno strumento di narrazione digitale, chiamato D-Tales, e sono stati svolti tre test pratici in due scuole elementari. I bambini coinvolti hanno costruito delle narrazioni sia tradizionali che digitali sui temi scolastici affrontati con le insegnanti e dal confronto di tali elaborati è stato possibile verificare come la narrazione digitale, rispetto alla tradizionale, permetta ai bambini di combinare le capacità già acquisite, quali lettura, scrittura e disegno, con le nuove quali realizzazione di video, audio, slide, fotografie etc. consentendo una rielaborazione dei contenuti più personale, un'identificazione soggettiva o emotiva con i temi trattati e quindi un processo di apprendimento più stimolante.
D-tales. Using digital storytelling to foster engaging learning
RIZZA, SARA
2014/2015
Abstract
Narration has always been placed at the basis of education, but too often it was used only as a mere transmission of knowledge. The Italian school system is in fact linked to an old model in which the student is still seen as a passive actor. The pedagogical research refers to various theories such as constructivism, the active learning, differentiation of learning styles and the emergence of new technologies that open up a debate on how the system should be modified and adapted to the interests and needs of the new students, to allow their learning is meaningful and relevant to the demands of society. What happens when the traditional narration is joined to the power of the digital world? The digital storytelling is a narrative method that encourages active, critical and differentiated learning and meets the interest of the students for the technology. Telling stories can be effective for learning because it facilitates the identification with the story, the active and emotional participation to the topic, which can then be strengthened with individual point of view. The contribution that digital offers to the traditional narrative is significant, as it allows to obtain several advantages such as better access to information, a wide differentiation of modes of expression and the possibility of sharing the work. In this thesis I wanted to explore the experience of using digital storytelling in primary school and prove its worth, in particular to increase students'motivation and involvement to a specific topic and so make the learning more meaningful. The route played went through a phase of theoretical research in which the potential of digital storytelling have been analyzed and so its applications in four cases studies, which underline how this method can be effective not only for the transmission of information but for the construction of meaning by students. After a tool for digital storytelling called D-Tales has been realized and three practical tests in two primary schools were carried out. The children involved have created narratives both in traditional and digital ways on scholastic subjects and the comparison of these outputs verified as digital storytelling allows children to combine the acquired skills, such as reading, writing and drawing, with new ones such as the realization of video, audio, slides, photographs etc. permitting a more personal reprocessing of the contents, subjective or emotional identification with the addressed themes and a more stimulating learning processFile | Dimensione | Formato | |
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https://hdl.handle.net/10589/122149