Learning how to "incorporate" the technologies in ordinary classroom teaching. The ongoing multidisciplinary experiences carried out by the Didasco research project group

This contribution shows some possible reifications provided by technologies in classroom teaching on the basis of the TPCK framework (Koehler & Mishra, 2005), which in turn derives from L. Shulman’s PCK framework (1986); this model analyses any possible interconnection between interdisciplinary content, pedagogic management of contents and technology. This work aimed at creating an ICT expertise-based network in some schools of Apulia starting from some systemic modifications introduced in the didactic programming. The preliminary results of this study & research project are here showed: the first one deals with hypermedia co-planning which can set up interdisciplinary learning towards competence-based teaching methodologies; the second one introduces “FlipBook - Don Chisciotte” (Don Quixote), an e-book with a LMS system with remote interaction modes which can allow synergic planning or autobiographical writing; the last one deals with an author-based framework of self-production contents in language teaching.