Volpe Gualtiero, Gori Monica
Casa Paganini-InfoMus, DIBRIS, University of Genoa, Genoa, Italy.
U-Vip Unit, Istituto Italiano di Tecnologia, Genoa, Italy.
Front Psychol. 2019 Jun 28;10:1076. doi: 10.3389/fpsyg.2019.01076. eCollection 2019.
While technology is increasingly used in the classroom, we observe at the same time that making teachers and students accept it is more difficult than expected. In this work, we focus on multisensory technologies and we argue that the intersection between current challenges in pedagogical practices and recent scientific evidence opens novel opportunities for these technologies to bring a significant benefit to the learning process. In our view, multisensory technologies are ideal for effectively supporting an embodied and enactive pedagogical approach exploiting the best-suited sensory modality to teach a concept at school. This represents a great opportunity for designing technologies, which are both grounded on robust scientific evidence and tailored to the actual needs of teachers and students. Based on our experience in technology-enhanced learning projects, we propose six golden rules we deem important for catching this opportunity and fully exploiting it.
虽然技术在课堂上的使用越来越频繁，但与此同时，我们也观察到让教师和学生接受技术比预期的要困难。在这项工作中，我们关注多感官技术，并认为教学实践中的当前挑战与最新科学证据之间的交叉为这些技术给学习过程带来显著益处创造了新机会。我们认为，多感官技术非常适合有效地支持一种体验式和行动式的教学方法，利用最适合的感官模态在学校教授概念。这为设计基于可靠科学证据且符合教师和学生实际需求的技术提供了绝佳机会。基于我们在技术增强学习项目中的经验，我们提出六条我们认为抓住并充分利用这个机会很重要的黄金法则。
