With the help of the new technology, schools could re-examine the role of the teacher and offer experiencesof individual development within shared spaces to the young generation of digital natives. By redesigningthe learning environment and incorporating elements of the Embodied Cognition Design, in line with theindications of the national curriculum, students will be well prepared for the future, with capabilities andresponsibilities, and will tend towards the realization of the self as active, critical and aware citizens. But,with the pressure of new technologies, a profound restructuring of learning teaching methodologies is alsorequired, incorporating new architectural arrangements and a new conception of learning spaces, in linewith recent findings in neuroscience and embodiment theories that see the person as an active element inthe construction of a new pedagogy of knowledge.The aim of this work was to investigate teachers’ views on the characteristics of the learning environmentin the digital age and their perceptions about the relationship between the environment, the technologiesand the teaching methods used.
|Numero di pagine||18|
|Stato di pubblicazione||Published - 2018|