5. Saggistica

Holocaust Research and Archives in the Digital Age, edited by Laura Brazzo, Reto Speck in Quest. Issues in Contemporary Jewish History. Journal of Fondazione CDEC, n. 13 August 2018

Numero di Storicamente contenente la rubrica "Comunicare storia" dedicata a "La storia a scuola oggi. Insegnare la storia nella scuola primaria", a cura di Vittorio Caporrella e Elisabetta Serafini

Cet article propose une analyse comparative de six applications dédiées à la cartographie des récits sur Internet. À travers la mise en carte du récit de vie d’un réfugié rwandais, trois grandes familles d’applications cartographiques ont été identifiées : les applications simples permettant de représenter cartographiquement des histoires de manière uniformisée (par exemple, Tripline et Google Tour Builder) ; les applications plus sophistiquées et plus directement liées au monde des SIG permettant non seulement de raconter des histoires variées à l’aide de cartes, mais aussi d’utiliser la carte comme outil d’analyse spatiotemporelle des récits (par exemple, ESRI Story Maps et MapStory) ; enfin les applications plus orientées vers la recherche qui abordent les récits comme autant de bases de données dont l’analyse peut nous aider à mieux comprendre les lieux, leurs géographies intimes et personnelles, ainsi que la structure des récits qui s’y réfèrent (par exemple, Atlascine et Neatline).

As the teaching professions face rapidly changing demands, educators require an increasingly broad and more sophisticated set of competences than before. In particular the ubiquity of digital devices and the duty to help students become digitally competent requires educators to develop their own digital competence.
On International and national level a number of frameworks, self-assessment tools and training programmes have been developed to describe the facets of digital competence for educators and to help them assess their competence, identify their training needs and offer targeted training. Analysing and clustering these instruments, this report presents a common European Framework for the Digital Competence of Educators (DigCompEdu). DigCompEdu is a scientifically sound background framework which helps to guide policy and can be directly adapted to implement regional and national tools and training programmes. In addition, it provides a common language and approach that will help the dialogue and exchange of best practices across borders.
The DigCompEdu framework is directed towards educators at all levels of education, from early childhood to higher and adult education, including general and vocational training, special needs education, and non-formal learning contexts. It aims to provide a general reference frame for developers of Digital Competence models, i.e. Member States, regional governments, relevant national and regional agencies, educational organisations themselves, and public or private professional training providers.