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MirandaNet Fellowship Profiles (MirandaNet Archive - as of March 2015)
I'm a teacher of chemistry and (when I find enough time and as "free-lance") an educational researcher in different fields: concept mapping and meaningful learning, collaborative concept mapping, deep understanding and its relations with problem based learning, inquisitive approach to teaching-learning of science in primary school.
About Concept Mapping I think it is only one way to help students in developing the use of language as a tool of thinking, but it is not the only one and maybe not the first we can use profitably in teaching.
I use ICT in my daily work of teaching and interacting with students (google docs, wikis, dokeos platform, Cmap Tools) and also (recently) for collaborative purposes in research studies.
You can see some of my contributes divided in two categories in my web-page www.divini.net/alfredo.
I would be glad to join with other teachers or researchers from research institutions and contribute to any kind of study in the above-mentioned areas.
I am interested to ICT only as a tool for routinary teaching-learning enhancement. I don't follow technological development of tools, and I am not an expert nor a tester of new ICT machineries. I think it is not necessary because we have already a plenty of technologies we could well use but that most of colleagues don't use, or use to play for a short time to try and entertain themselves or to feel themselves competent on technologies.
I am a teacher and when I need a particular Techno Tool I have only to ask to colleagues or to the web or simply capture it when it pass in front of my eyes. There are a plenty of opportunities! What makes a change is the particular use you will and you really do or not with students every days, which change you aim at and why do you want it. Who wants that change besides you and how much is it shared among the community. All these issues are infinitely more concerning than ICT, in my opinion.
I think that we leave in a great illusion that ICT is "always better". This waste a lot of resources while doesn't giving us a better education.
European Union and all educational communities should rely more on pedagogical theories and on what to change in education first, then on how to fund changement and finally on the tools.
Now I'm working on using language (sentences writing) to think and to develop scientific concepts through progressive familiarization.
I am to find a way to use concept maps to see and to synthetize the formed concepts and main relations for a whole topic.
This is a Vygotskijan approach and technologies are very useful to practice it.
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