Constructing Meanings in Digital Contexts.

Pedagogical Perspectives Between Media Education and Teacher Education

Autori

Letizia Pistone; Daniela Pasqualetto; Laura Andolina; Alessandra Lo Piccolo.

Abstract

The spread of digital technologies and artificial intelligence systems is reshaping the ways individuals construct knowledge,relationships, and forms of social participation (Floridi, 2022). In this scenario, digital literacy cannot be reduced to a merely technical competence, but requires a pedagogical perspective capable of critically examining the processes through whichmeanings are constructed and shared within digitally mediated contexts (Buckingham, 2007). Drawing on the perspective of media education (Rivoltella, 2020), the contribution reflects on the risk of a progressive standardization of communicative and relational dynamics, highlighting how digital education may become limited to the acquisition of operational skills. Within this framework, teacher education assumes a strategic role in promoting critical, dialogical, and reflective educational practices capable of fostering conscious participation and critical engagement in contemporary digital environments (Morin, 2015).

Keywords

Media education; Digital literacy; Teacher education.

Bibliografia

David Buckingham. (2007). Beyond technology: Children’s learning in the age of digital culture. Polity Press.

Luciano Floridi. (2022). Etica dell’intelligenza artificiale: Sviluppi, opportunità, sfide. Raffaello Cortina Editore.

Paulo Freire. (1970). Pedagogy of the oppressed. Continuum.

Edgar Morin. (2015). Insegnare a vivere: Manifesto per cambiare l’educazione. Raffaello Cortina Editore.

Pier Cesare Rivoltella. (2020). Nuovi alfabeti: Educazione e culture nella società post-mediale. Scholé.

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