The research presented in this paper aims at inquiring a high school teacher’s process of appropriation of the software CoFFEE. CoFFEE was used to support collaborative learning activities within the curricula of Latin the class had to undertake. To understand the process of appropriation of the software, we observed and analyzed two CoFFEE-enhanced sessions, undertaken by the same classroom a year apart. At the fi rst session the same classroom from of a Socio-Psycho-Pedagogical Lyceum was a 10th grade – students age 15 years old in average; at the second session the classroom was a 11th grade – 16 years old in average. The videos and fi eld notes were collected were qualitatively analyzed by two researchers. Aim of this analysis was to single out the dimensions able to give account of the similarities and differences between the two sessions. Seven indicators were found and they were grouped into three dimensions able to describe the process of the teacher’s appropriation of CoFFEE.
Appropriazione di un software: un’insegnante un anno dopo
LIGORIO, Maria Beatrice;
2012-01-01
Abstract
The research presented in this paper aims at inquiring a high school teacher’s process of appropriation of the software CoFFEE. CoFFEE was used to support collaborative learning activities within the curricula of Latin the class had to undertake. To understand the process of appropriation of the software, we observed and analyzed two CoFFEE-enhanced sessions, undertaken by the same classroom a year apart. At the fi rst session the same classroom from of a Socio-Psycho-Pedagogical Lyceum was a 10th grade – students age 15 years old in average; at the second session the classroom was a 11th grade – 16 years old in average. The videos and fi eld notes were collected were qualitatively analyzed by two researchers. Aim of this analysis was to single out the dimensions able to give account of the similarities and differences between the two sessions. Seven indicators were found and they were grouped into three dimensions able to describe the process of the teacher’s appropriation of CoFFEE.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
