16 SES 14 A, ICT in Education: Examples of Good Practice II
Symposium, Part 2
The integration of creative-expressive languages, combined with a self regulated use of new technologies is of great theoretical interest and of great potential at an educational level. Based on this assumption, a project was developed, aimed at working with three kindergarten classes and three primary school classes. The main focus was on musical experience linked to cooperation and Web 2.0. Starting from a narrative cue (verbal code), the project included theatrical games and activities (motor code) as well as visual games (iconic code). Those activities, through the use of methodologies enhancing cooperation among peers, led the children to the creation of an artistic multimedia product (CD). The course and the activities were designed and coordinated by teachers through the use of virtual communication environments (blogs). In particular, for both children and teachers positive interdependence was promoted as a transversal skill. Children were involved in active trading experience through video and music-sharing in order to create the multimedia CD. Teachers were involved trough online working, which consisted mainly of the creative writing of the main narration to support the activities and of devising specific objectives and activities. The methodology of the course as well as empirical results will be presented.
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