Resumen de The innovation and the educational tradition: flipped classroom, technology and centers of interest
One of the most interesting educational challenges in modern training concerns digital competence. This is a central knowledge for current generations, able of changing ways of acting, thinking, working and structuring environments and ways of Learning. In the meantime, a definition of digital competence must be defined as a key concept for lifelong learning, which aims at a better development of IT skills. This learning takes place throughout life, providing opportunities for the use and development of skills in network. On this line was realized in 2016 an applicative experience in a class of the third year composed of 19 elements (18 females, 1 male) in the Messina district. Starting from the centers of interest (O. Decroly.) of the students themselves, it has been set up a cooperative learning activity in which the same pupils, divided into groups, have developed a subject contained in the specific curriculum and subsequently exposed to the class their production with the help of multimedia software (Powtoon, spark Adobe, Lightworks), also using short films related to the topic (through the use of software like Lightworks). The type of intervention aimed to obtain two transverse objectives: to break the traditional approach to the frontal lesson starting from the centers of interest of the pupils. While the pupil exposes, the teacher will be positioned between the desks to listen the lesson, reversing the position of the actors in the field (Lewin) and favouring the role playing and interchange of the standard roles (dynamic structure professor-student). The whole path has served to favor the maximal interaction between working groups in the classroom. The measurability was given by the final works produced by the groups made subject to evaluation by both the teacher and the pupils themselves. Subsequently, the works were saved on computer support for a future sharing on the net with other study groups.
