The thesis research takes place in a fifth grade of primary school during the hours of the English discipline in the Comprehensive Institute of Grantorto, in the province of Padua, in the school year 2020/2021. The research question emerges from the scenario born by the events linked to the pandemic situation of Covid19, which led students of all grades and levels to carry out their teaching activities in digital mode. The main object of the thesis research is related to the use and integration of the textbook for the English discipline in a context of integrated digital teaching, in order to deepen its usefulness and versatility as a teaching aid for the teacher and the students. From observation and comparisons with the tutor teacher, the classroom context in which the experimentation took place was outlined, so that the project could make the students active co-researchers and protagonists at the same time in their learning process. The paradigm that guided the thesis research is in fact of an ecological type, as it is considered the most suitable for research carried out in the educational field. The epistemology chosen is of a naturalistic type, whose fundamental thesis assumes that the object phenomenon must be studied in the context in which it appears. The research philosophies adopted by the project, which with their characteristics guide the experimentation, belong to the ecological paradigm. The data collection approach used, defined as the mixed method, uses qualitative and quantitative methods. From the analysis of the literature it was possible to outline the technological advancement in the history of teaching aids used in teaching a foreign language and the characteristics of the child learner, with specific reference to the pupils involved in this project. The characteristics of blended teaching and the technological aids that support it emerged from the analysis of the literature. A paragraph is also dedicated to the textbook and its teaching aid function. The project is outlined in a series of meetings, some organized in presence and others carried out in integrated digital teaching, from which it was possible to obtain various data thanks to the collection tools provided: the narration supported by diaries and audio recordings, the preparation of check-lists prepared to be filled in during the course of the lessons and a self-assessment form delivered to the students at the end of the teaching project. The course was carried out through the design of supplementary activities with respect to the topics proposed by the textbook adopted by the class, from which activities were obtained and the resources (digital and otherwise) offered were used. Thanks to the qualitative and quantitative data collected, it was possible to outline how and how effective the support of the textbook is in an integrated digital teaching. From the narratives it emerges that the pupils carried out the proposed activities, both in presence and in integrated digital teaching, without particular difficulties, demonstrating that they generally understood and acquired the shared knowledge. The positive feedback also emerged from the analysis of quantitative data. From the final triangulation of the data it was possible to obtain information related to the use of the textbook, which, despite the positive results obtained, proves to be insufficient support for digital teaching. The thesis work ends with some ideas and reflections related to a possible management of the textbook.
La ricerca di tesi si svolge in una classe quinta di scuola primaria durante le ore della disciplina inglese nell’istituto comprensivo di Grantorto, in provincia di Padova, nell’anno scolastico 2020/2021. La domanda di ricerca emerge dallo scenario nato dagli eventi legati alla situazione pandemica da Covid19, che ha indotto gli studenti di ogni grado ed ordine a svolgere la loro attività didattica in modalità digitale. L’oggetto principale della ricerca di tesi è riferito all’uso e all’integrazione del libro di testo per la disciplina inglese in un contesto di didattica digitale integrata, al fine di approfondire la sua utilità e versatilità come supporto didattico per l’insegnante e gli studenti. Dall’osservazione e dai confronti con l’insegnante tutor è stato delineato il contesto classe nel quale la sperimentazione è avvenuta, in modo che il progetto potesse rendere gli studenti co-ricercatori attivi e protagonisti allo stesso tempo del loro processo di apprendimento. Il paradigma che ha guidato la ricerca di tesi è infatti di tipo ecologico, in quanto ritenuto il più adatto per un ricerca avvenuta in ambito educativo. L’epistemologia scelta è di tipo naturalistico, la cui tesi fondamentale assume che il fenomeno d’oggetto debba essere studiato nel contesto nel quale appare. Le filosofie di ricerca adottate dal progetto, che con le loro caratteristiche guidano la sperimentazione, appartengono al paradigma ecologico. L’approccio di rilevazione dati utilizzato, definito metodo misto, si avvale di metodi qualitativi e quantitativi. Dall’analisi della letteratura è stato possibile delineare l’avanzamento tecnologico nella storia dei sussidi didattici utilizzati nell’insegnamento della lingua straniera e le caratteristiche dell’apprendente bambino, in riferimento specifico all’età degli alunni protagonisti di questo progetto. Dall’analisi della letteratura sono emerse le caratteristiche della didattica di tipo blended e dei sussidi tecnologici che la supportano. Un paragrafo è inoltre dedicato al libro di testo e alla sua funzione di sussidio nella didattica. Il progetto si delinea in una serie di incontri, alcuni organizzati in presenza ed altri svolti in didattica digitale integrata, dai quali è stato possibile ricavare diversi dati grazie agli strumenti di raccolta predisposti: la narrazione supportata da diari di campo e registrazioni audio, la predisposizione di check-list preparate per essere compilare durante lo svolgimento delle lezioni e una scheda di autovalutazione consegnata agli alunni al termine del progetto didattico. Il percorso condotto è stato svolto attraverso la progettazione di attività integrative rispetto agli argomenti proposti dal libro di testo adottato dalla classe, dal quale sono state ricavate attività e usate le risorse (digitali e non) offerte. Grazie ai dati qualitativi e quantitativi raccolti è stato possibile delineare come e quanto risulti efficace il supporto del libro di testo in una didattica di tipo digitale integrata. Dalle narrazioni emerge che gli alunni hanno svolto le attività proposte, sia in presenza che in didattica digitale integrata, senza particolari difficoltà dimostrando di aver generalmente compreso ed acquisito le conoscenze condivise. Il riscontro positivo è emerso anche dall’analisi dei dati quantitativi. Dalla triangolazione finale dei dati è stato possibile ricavare informazioni legate all’uso del libro di testo, che, nonostante i risultati positivi ottenuti, si dimostra essere un supporto non sufficiente per una didattica di tipo digitale. Il lavoro di tesi si conclude con alcuni spunti e riflessioni legati ad una possibile gestione del libro di testo.
Utilizzo e integrazione del libro di testo nella didattica digitale integrata: un progetto didattico per la lingua inglese in una classe di scuola primaria
CANAIA, RICCARDO
2021/2022
Abstract
The thesis research takes place in a fifth grade of primary school during the hours of the English discipline in the Comprehensive Institute of Grantorto, in the province of Padua, in the school year 2020/2021. The research question emerges from the scenario born by the events linked to the pandemic situation of Covid19, which led students of all grades and levels to carry out their teaching activities in digital mode. The main object of the thesis research is related to the use and integration of the textbook for the English discipline in a context of integrated digital teaching, in order to deepen its usefulness and versatility as a teaching aid for the teacher and the students. From observation and comparisons with the tutor teacher, the classroom context in which the experimentation took place was outlined, so that the project could make the students active co-researchers and protagonists at the same time in their learning process. The paradigm that guided the thesis research is in fact of an ecological type, as it is considered the most suitable for research carried out in the educational field. The epistemology chosen is of a naturalistic type, whose fundamental thesis assumes that the object phenomenon must be studied in the context in which it appears. The research philosophies adopted by the project, which with their characteristics guide the experimentation, belong to the ecological paradigm. The data collection approach used, defined as the mixed method, uses qualitative and quantitative methods. From the analysis of the literature it was possible to outline the technological advancement in the history of teaching aids used in teaching a foreign language and the characteristics of the child learner, with specific reference to the pupils involved in this project. The characteristics of blended teaching and the technological aids that support it emerged from the analysis of the literature. A paragraph is also dedicated to the textbook and its teaching aid function. The project is outlined in a series of meetings, some organized in presence and others carried out in integrated digital teaching, from which it was possible to obtain various data thanks to the collection tools provided: the narration supported by diaries and audio recordings, the preparation of check-lists prepared to be filled in during the course of the lessons and a self-assessment form delivered to the students at the end of the teaching project. The course was carried out through the design of supplementary activities with respect to the topics proposed by the textbook adopted by the class, from which activities were obtained and the resources (digital and otherwise) offered were used. Thanks to the qualitative and quantitative data collected, it was possible to outline how and how effective the support of the textbook is in an integrated digital teaching. From the narratives it emerges that the pupils carried out the proposed activities, both in presence and in integrated digital teaching, without particular difficulties, demonstrating that they generally understood and acquired the shared knowledge. The positive feedback also emerged from the analysis of quantitative data. From the final triangulation of the data it was possible to obtain information related to the use of the textbook, which, despite the positive results obtained, proves to be insufficient support for digital teaching. The thesis work ends with some ideas and reflections related to a possible management of the textbook.| File | Dimensione | Formato | |
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https://hdl.handle.net/20.500.12608/11442