dwcontent-complement-riferimenti-bibliografici

Riferimenti bibliografici
Barbaranelli C. e Natali E.
2005I test psicologici: teorie e modelli psicometrici, Roma, Carocci.
Bunderson C., Inouye D. e Olsen J.
1989The Four Generations of Computerized Educational Measurement, in R.L. Linn (a cura di), Educational Measurement, 3a ed., New York, Macmillan Publishing, American Council on Education.
Cecconi L. e Palmiero C.
2019Use of Learning Analytics between Formative and Summative Assessment, in «Journal of E-Learning and Knowledge Society», 15, 3, pp. 89-99.
Commissione europea
2017Digital Competence Framework for Educators (DigCompEdu), https://joint-research-centre.ec.europa.eu/digcompedu_en; https://digcompedu.cnr.it/DigCompEdu_ITA_FINAL_CNR-ITD.pdf (versione italiana).
2020aCommunication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions Digital Education Action Plan 2021-2027. Resetting Education and Training for the Digital Age, COM/2020/624 final.
2020bStaff Working Document Accompanying the Document Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions Digital Education Action Plan 2021-2027. Resetting Education and Training for the Digital Age, SWD/2020/209 final.
2022aEthical Guidelines on the Use of Artificial Intelligence and Data in Teaching and Learning for Educators, Luxembourg, Publications Office of the European Union.
2022bInvesting in Education in a Post-Covid EU, Luxembourg, Publication Office of the European Union.
2022cInvesting in Our Future: Quality Investment in Education and Training. Final Report, Luxembourg, Publication Office of the European Union.
2023aStaff Working Document Accompanying the Documents Proposal for a Council Recommendation on the Key Enabling Factors for Successful Digital Education and Training Proposal for a Council Recommendation on Improving the Provision of Digital Skills in Education and Training, SWD/2023/205 final.
2023bSelfie. A Tool to Support Learning in the Digital Age, https://education.ec.europa.eu/it/selfie.
Consiglio dell’Unione europea
2023aCouncil Recommendation on the Key Enabling Factors for Successful Digital Education and Training, 2023/0099(NLE).
2023bCouncil Recommendation on Improving the Provision of Digital Skills and Competences in Education and Training, 2023/0100(NLE).
Consiglio d’Europa
2022Artificial Intelligence and Education. A Critical View through the Lens of Human Rights, Democracy and the Rule of Law, Strasbourg, Council of Europe Publishing.
De Simoni M.
2018I livelli per la descrizione degli esiti delle prove Invalsi, https://invalsi-areaprove.cineca.it/docs/2018/Livelli_Invalsi_g8.pdf (ultimo accesso 31 ottobre 2023).
Earp J. e Bocconi S.
2017Promuovere un apprendimento efficace nell’era digitale. Il quadro di riferimento europeo DigCompOrg sulle competenze digitali delle organizzazioni educative, Istituto per le Tecnologie Didattiche, Consiglio Nazionale delle Ricerche (CNR), https://www.itd.cnr.it/download/digcomporg_Framework_ITA_FINAL_DEF.pdf.
Eurydice
2019Digital Education at School in Europe, Luxembourg, Publications Office of the European Union.
2022Informatics Education at School in Europe, Luxembourg, Publications Office of the European Union.
Ferdig R.E., Baumgartner E., Hartshorne R., Kaplan-Rakowski R. e Mouza C.
2020Teaching, Technology, and Teacher Education during the Covid-19 Pandemic: Stories from the Field, Association for the Advancement of Computing in Education.
Fondazione Mondo Digitale
2019Tinkering coding making per bambini dai 6 agli 8 anni, Trento, Erickson.
Friedman T.L.
2016Thank You for Being Late, . An Optimist’s Guide to Thriving in the Age of Accelerations, New York, Ferrar, Straus and Giroux.
Fullan M.
2011Change Leader: Learning to Do What Matters Most, San Francisco, Jossey-Bass.
Giovannela C., Passarelli M. e Persico D.
2020Measuring the Effect of the Covid-19 Pandemic on the Italian Learning Ecosystems at the Steady State: School Teachers’ Perspective in Italy, in «Interaction Design and Architecture(s) Journal», 45.
Goffman E.
1974Frame Analysis: An Essay on the Organization of Experience, London, Harper and Row; trad. it. Frame Analysis. L’organizzazione dell’esperienza, Roma, Armando, 2001.
Goleman D. e Senge P.
2017A scuola di futuro. Per un’educazione realmente moderna, Milano, Bur Rizzoli.
Greenstein L.
2017La valutazione formativa, Milano, UTET Università.
Griffin P. e Care E.
2015Assessment and Teaching of 21st Century Skills, Dordrecht, Springer.
Gui M., Assirelli G. e Gerosa T.
2022La competenza digitale degli studenti della scuola secondaria, Trento, Erickson.
Heckman J.J., Humphries J.E. e Kautz T. (a cura di)
2015The Myth of Achievement Tests, Chicago, The University of Chicago Press.
Hodges C., Moore S., Lockee B., Trust T. e Bond A.
2020The Difference between Emergency Remote Teaching and Online Learning, in «Educause Review», marzo.
Invalsi
2018Quadro di riferimento delle prove Invalsi di Italiano, https://invalsi-areaprove.cineca.it/docs/file/QdR_ITALIANO.pdf.
Joint Research Centre (JRC)
2015Promoting Effective Digital-Age Learning: A European Framework for Digitally-Competent Educational Organisations, http://europa.eu/!dV98uF; https://www.itd.cnr.it/download/digcomporg_Framework_ITA_FINAL_DEF.pdf (versione italiana).
2020The Likely Impact of Covid-19 on Education: Reflections Based on the Existing Literature and Recent International Datasets, Luxembourg, Publication of the European Union.
Kampylis P., Punie Y. e Devine J.
2015Promoting Effective Digital-Age Learning: A European Framework for Digitally-Competent Educational Organisations, EUR 27599 EN, Luxembourg, Publications Office of the European Union.
Lang C., Siemens G., Wise A. e Gašević A. (a cura di)
2017Handbook of Learning Analytics, Society for Learning Analytics Research.
Levin I.P.
1987Associative Effects of Information Framing, in «Bulletin of the Psychonomic Society», 25.
Liberman V., Samuels S. e Ross L.
2004The Name of the Game: Predictive Power of Reputations versus Situational Labels in Determining Prisoner’s Dilemma Game Moves, in «Personality and Social Psychology Bulletin», 30.
Manovich L.
2020Cultural Analytics, Cambridge, MA, The MIT Press.
Nicolli S.
2018Narrare la scuola. Insegnanti riflessivi e documentazione didattica, Trieste, Asterios Editore.
OECD
2015Students, Computers and Learning. Making the Connection, Paris, OECD Publishing.
2023Education at a Glance 2023: OECD Indicators, Paris, OECD Publishing, https://doi.org/10.1787/e13bef63-en.
Orlandoni A. e Ricci R.
2002Statistica e probabilità con le calcolatrici grafiche, in «L’insegnamento della matematica e delle scienze integrate», 25 A-B, 6, pp. 652-656.
Pagani L., Argentin G., Gui M. e Stanca L.
2016The Impact of Digital Skills on Educational Outcomes: Evidence from Performance Tests, in «Educational Studies», 42, 2, pp. 137-162.
Paniagua A. e Istance D.
2018Teachers as Designers of Learning Environments: The Importance of Innovative Pedagogies. Educational Research and Innovation, Paris, OECD Publishing.
Patrinos H., Vegas E. e Carter-Rau R.
2022An Analysis of Covid-19 Student Learning Loss, Policy Research Working Paper 10033, Washington DC, World Bank.
Punie Y., Brecko B. e Ferrari A. (a cura di)
2013DigComp: A Framework for Developing and Understanding Digital Competence in Europe, EUR 26035, Luxembourg, Publications Office of the European Union.
Ranieri M.
2022Le competenze digitali degli insegnanti, in M. Biagioli e S. Oliviero (a cura di), Il Tirocinio Diretto Digitale Integrato (TDDI). Il progetto sperimentale per lo sviluppo delle competenze delle maestre e dei maestri, Firenze, Firenze University Press, pp. 49-60.
Ricci R.
2021Gli apprendimenti ai tempi della pandemia, in «RicercAzione», 13, 2, pp. 1-26.
2023aLa dispersione scolastica e la povertà educativa, in «Nuova secondaria», 2, pp. 124-134.
2023bMisurazione standardizzata e valutazione formativa: una sinergia possibile, in «RicercAzione», 15, 2, pp. 31-44.
Rivoltella P.C.
2021La scala e il tempio. Metodi e strumenti per costruire comunità con le tecnologie, Milano, Franco Angeli.
Sancassani S., Brembilla F. e Casiraghi D.
2019Progettare l’innovazione didattica, Torino, Pearson.
Schleicher A.
2020Una scuola di prima classe, Bologna, Il Mulino.
Stringher C. (a cura di)
2021Apprendere ad apprendere in prospettiva socioculturale, Milano, Franco Angeli.
Unicef
2021Policy Guidance on AI for Children. Version 2.0, New York, United Nations Children’s Fund.
Unione europea
2018Council Recommendation of 22 May 2018 on Key Competences for Lifelong Learning (ST/9009/2018/INIT), https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv:OJ.C_.2018.189.01.0001.01.ENG.
Van Dijk J.
2020The Digital Divide, Cambridge, UK, Polity.
Vuorikari R., Kluzer S. e Punie Y.
2022DigComp 2. 2. Il quadro delle competenze digitali per i cittadini, traduzione coordinata dal Dipartimento per la Trasformazione digitale della Presidenza del Consiglio dei ministri e il co-coordinamento di S. Troia e S. Kluzer, https://repubblicadigitale.innovazione.gov.it/assets/docs/DigComp-2_2-Italiano-marzo.pdf.