The present paper aims at exploring the possible relationship between technologies, social and emotional competencies (social and emotional learning) and school inclusion. This contribution offers a “triangulation” of these elements which, until now, have been investigated singularly. The focus is, particularly, on describing how technologies are crucial for acquiring such competences with the aim of improving inclusive attitudes, educational practices and cultural approaches.
Il presente contributo ha l’obiettivo di esplorare il possibile rapporto tra tecnologie, competenze sociali e emotive (social and emotional competences) e inclusione scolastica, proponendo una “triangolazione” di questi framework, finora singolarmente esplorati. In modo particolare, si intende descrivere come le tecnologie siano fondamentali per l’acquisizione di tali competenze con lo scopo di migliorare attitudini, pratiche didattiche e approcci culturali di tipo inclusivo.
Inclusione, Educazione Socio-Emotiva, Tecnologie: Prove di Incontro.
Annalisa Morganti
Conceptualization
;Alessia SignorelliMethodology
;
2019
Abstract
The present paper aims at exploring the possible relationship between technologies, social and emotional competencies (social and emotional learning) and school inclusion. This contribution offers a “triangulation” of these elements which, until now, have been investigated singularly. The focus is, particularly, on describing how technologies are crucial for acquiring such competences with the aim of improving inclusive attitudes, educational practices and cultural approaches.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
