Realizzate con strumenti aperti e liberamente disponibili, frutto di un fine lavoro di sound design, adattamento sonoro dei testi, speakeraggio e post-produzione, sono disponibili su Spreaker, piattaforma che amplia la presenza social istituzionale.Īscoltando una fiaba narrata, ci si immerge nel racconto e lo si vive emotivamente: si fa amicizia con la statistica in leggerezza e serenità, immersi in avventure costellate di enigmi da risolvere grazie al ragionamento statistico. Lette dalle autrici e impreziosite dai cameo delle piccole voci narranti dei loro figli, le audio-fiabe si propongono come forma di comunicazione scientifica innovativa. Istat sperimenta così un nuovo modo di divulgare la scienza grazie a podcast dedicati a bambini e ragazzi, ma adatti a chiunque desideri avvicinarsi alla statistica in modo semplice e divertente. L’iniziativa si consolida poi in occasione de “Il Maggio dei Libri”. Nel 2020, durante il lockdown per la pandemia di Covid-19, le fiabe diventano audio-storie: la voce narrante incornicia numeri e ragionamento di emozione e fantasia.

Ha prodotto due volumi di fiabe statistiche: Le streghe di Bayes (2017) e Il pavone della pioggia (2019). L’Istituto Nazionale di Statistica promuove la comprensione della realtà attraverso informazioni quantitative, riconosce il ruolo fondamentale delle nuove generazioni e l’importanza dei linguaggi non tecnici, ma rigorosi, per rendere la statistica familiare anche ai non esperti.

The sudden teaching practices during the COVID-19 pandemic will undoubtedly drive improvements in the use of technology in schools. It is hoped that the post-pandemic will change the way schools and teachers perceive online learning. However, the researcher hopes that once teachers are back from the COVID-19 pandemic, they will have a comprehensive understanding of technology tools to consider in their pedagogical practices. The study concluded that interactions are lacking during the online learning environment. Students suggested that teachers should implement the use of standardised applications, fixed schedules, and interactive sessions. The issues are related to repository-based teaching, cognitive overload, social presence, technology comfort, and discipline. The qualitative analysis revealed several emerging themes related to students’ dissatisfaction with the online learning environment. The quantitative findings reported that students are not ready to go online. This study explored the Malaysian high school students’ online learning perspectives using a mixed-methods study. The online learning environment is an integral part of activities conducted during the COVID-19 pandemic in schools. In this essay, we raise questions about the way inquiry and research on these broad issues might be undertaken, pitfalls to be avoided, and the kinds of cultural developments that are now unfolding as the pace of technological change increases and the ethical underpinnings of educational encounters are reconfigured At present, technological developments with modern society make possible new forms of teaching and learning that likewise warrant scrutiny as they impact the ethical and instrumental ends of teaching and instructional practices today. The modern, global institution of schooling has added layers of institutional support, constraint, and governance on the teaching it structures as well as increased scrutiny of the ethical and instrumental values in play schooling is in effect a kind of moral technology for advancing certain norms and values in an efficient way. As a distinctive form of activity, teaching braids together ethical and instrumental norms and values. Teaching as a fundamental human endeavor and form of activity has been a central component of human cultural evolution and regeneration from the earliest human social groupings. But these domains are fused in educational practice. Moral education and technology seem to represent two fundamentally different kinds of concern and domains of inquiry.

Web2.0 video tools