REM – RESEARCH ON EDUCATION AND MEDIA <p><span><strong><em>REM – Research on Education and Media<br /></em></strong></span><span>Official Journal of SIREM, Italian Society for Research on Education and Media</span></p><p><span><em><strong>Aim and Scope</strong></em></span><br />REM – Research on Education and Media is devoted to research on Education and Media in the broadest sense: Media Education, e-Learning, Education Technology, Teaching and Learning with Technologies, Digital Citizenship, Youth Media Consumption. The journal serves the interest of researchers, educators and teachers, and publishes original research works, case studies, systematic reviews, along with editorials and brief reports, covering recent developments in the field. Issues on Education and Media are discussed with the aim to encourage debate and stimulate new research.</p><p><span><em><strong>Referral process</strong></em></span><br />Each article is anonymously submitted to two anonymous referees. Only articles for which both referees will express a positive judgment will be accepted. The referees evaluations will be communicated to the authors, including guidelines for changes. In this case, the authors are required to change their submissions according to the referees guidelines. Articles not modified in accordance with the referees guidelines will not be accepted.</p><p>Journal founded in 2009 and published by Erickson Ltd until 2012.</p><p><strong>Registered at no. 15 in Court of Lecce on 19th July, 2013.</strong></p> en-US REM – RESEARCH ON EDUCATION AND MEDIA 2037­-0830 Index Index Editorial Staff Copyright (c) 2014-12-22 2014-12-22 6 2 1 4 Introduction Education, Culture and Technology:<br />Educational policies, research and new methodologies Monica Fantin Copyright (c) 2015-02-03 2015-02-03 6 2 5 8 Unfolding the Pushchair. Children’s Mobilities and Everyday Technologies Within the social studies of children and children’s geographies a long-standing concern has been to study children’s everyday mobility, where mobility has been thought about as an individual independent capacity. In this paper we argue for a conception of mobility as an effect (or product) of multiple human, social, material including technological interdependent relationships and connections. We draw upon Actor-Network Theory, particularly in the way it has been developed in the so-called ‘new wave’ social studies of childhood and in relation to perspectives in wider studies of mobility. Bringing these frameworks to the study of children’s mobility suggests that everyday technologies, like the pushchair, can act as extensions of the self, having a key role in creating, changing and (de)stabilising the networks of interactions that compose the social life of children and families. In illustrating<br />and discussing some of these ideas we focus on a simple ethnographic account: a family journey to a playgroup. We unfold the role of the pushchair in young children’s mobility as a non-human artefact performing a circulatory role in different<br />directions and as an extension of different agencies. Susana Cortés-Morales Pia Christensen Copyright (c) 2015-02-03 2015-02-03 6 2 9 18 Education and Digital Culture: Constructions of the One-to-one Learning Programme in Buenos Aires City This paper seeks to establish whether the Plan Sarmiento BA, the one-to-one learning programme benefitting all state-run primary schools in the city of Buenos Aires, promotes pupil motivation and integration into digital culture, as well as the extent to which the results can be attributed to its design and implementation. A description is given of the Plan’s pedagogical proposal, and observations are made based on quantitative and qualitative information provided by reports, projects and testimonials<br />from pupils, parents and teachers. The study then goes on to detail<br />changes in attitude and practices that demonstrate an increase in the motivation of pupils and their integration into digital society, which also extends to their family group, thus generating a significant impact on socio-educational inclusion. It concludes<br />by associating aspects of the Plan’s design with emerging changes and establishes the importance of creating spaces of consensus and collaboration in the construction of this type of project, as well as the need to conduct continuous observations in order to ratify or rectify the direction of work.<br />The study is of crucial importance since more knowledge needs to be generated regarding one-to-one learning programmes and their contribution to policy design. Maria Florencia Ripani Copyright (c) 2014-12-22 2014-12-22 6 2 19 34 Education-Research in Schools: Places and authorships in question This text discusses aspects of education-research in schools in the context of a study that analyzed a public policy for the insertion of mobile technologies in Brazilian schools, the One Laptop per Child program. The shift of knowledge presented by the digital culture in the school and the role of the student-monitor/instructor in different situations investigated is highlighted, and visibility is given to the statements of teachers and students from two primary schools that participated in the study. Finally, the text sought to establish points of connection between different places and authorships in the education process with the use of mobile technologies in schools. Elisa Maria Quartiero Monica Fantin Copyright (c) 2014-12-22 2014-12-22 6 2 35 46 Growing and learning in multidimensional surroundings. Connecting inside and outside school experiences The paper begins discussing the deep and significant change and transformation undergoing young people’s social and learning experiences in contexts thoroughly mediated by digital technologies and social media. Today secondary students are very different from how their parents and teachers were. Their experiences, expectations, values, ways of learning and behaviours seem sometimes far away from those of teachers and schools who could have difficulties in connecting with their interest and engaging them in meaningful learning processes. This has led us carry<br />out a collaborative research with and about young people. In this study five groups of students in the last year of the Compulsory Secondary Education (CSE), from five different schools, have developed five ethnographic studies about how they communicate,<br />express and learn inside and outside school, with the support and collaboration of some of their teachers and members of our research group. The results focus on the opportunities or otherwise schools and students promote for connecting inside and learning experiences and knowledge. It also raises a set of challenges for secondary education. Juana Maria Sancho Gil Adriana Ornellas Copyright (c) 2015-02-03 2015-02-03 6 2 47 58 Applying a flexible approach in a professionalizing online course: a case study Flexible learning is nowadays widely used to describe a variety of aspects (time, content, approach, delivery, etc.) which are considerably affected by the different teaching/learning scenarios. The paper presents a case study framed in an online specializing course to train online tutors. The aim of the investigation is to highlight the potential of designing a flexible learning path using different online spaces and tools. The design of the course implied the use of aspects of flexibility that showed to have affected both the learning process and students’ attitudes towards e-learning. Besides flexibility is also meant here as a necessary characteristic of the professional profile of the online professional (tutor and teacher) and was a main learning outcome of the course. The diverse support offered to students by the teaching team during the course and the structure itself of the course acted as a model of flexibility. Lorella Giannandrea Laura Fedeli Copyright (c) 2014-12-22 2014-12-22 6 2 59 68 Social Network Analysis of a Blended Learning experience in higher education This paper is about a blended learning experience which combines face to face classes with virtual sessions in higher education. As far as we know, interactive relationships in e-learning can influence the process and quality of knowledge building.<br />The aim of this study is to investigate empirically the relationships between network structures and social knowledge building in an asynchronous writing environment through discussion forums into a learning management system (LMS). Taking into account all the messages produced and shared in this experience by both teachers and students, we are going to organize all of them and analyze how they interact in the learning process. Pablo Maraver López Ángel Mojarro Aliaño José Ignacio Aguaded Gómez Copyright (c) 2014-12-22 2014-12-22 6 2 69 78 Episodes of Situated Learning. A New Way to Teaching and Learning The article aims to present EAS methodology. EAS in italian means: “Episodi di Apprendimento Situato” (Episodes of Situated Learning) and refers to a teaching strategy based on active learning. Starting from the actual learning context, EAS methodology is introduced in this article paying attention to its conceptual background and operative structure. The conclusion is about the ongoing experimentations of this methodology, in schools and at the University. Pier Cesare Rivoltella Copyright (c) 2014-12-22 2014-12-22 6 2 79 88 On the Sense of Aesthetic Experience Any interest in aesthetic experience, sensible knowledge, bodily knowledge, in how it changes and expresses itself, should today preliminarily come to terms with all the esthesiological variations (i.e. in sensibility and cognition) provoked by new technologies, notably by the virtualization processes. A thorough analysis of the meaning of aesthetic experience and the philosophical assessment of new technologies figure therefore among the specific tasks of current aesthetics, as to oppose some resistance to the aestheticization of politics, according to the line of enquiry called by Benjamin 'politicization of art’. Roberto Diodato Copyright (c) 2015-02-03 2015-02-03 6 2 89 98