In contemporary society, many changes are determined by the arrival of new technologies—which in a social context that is frenetic, chaotic, and liquid (Bauman, 2008)—involves people in its complexity. This change and the subsequent shift to digital products has adduced to a transformation of the written text and its forms of reading, as well as a change of the relation that we have with our emotions. These emotions can be “positive and noble—like enthusiasm and love—or rejections— destructive like anxiety and boredom” (Rosati 2006). This fact has a global character, since it does not only concern the person—the educator and the student—Leer más »
ABSTRACT (Article in italian / Articulo en italiano):
With electronic technology, writing, reading, interaction and communication between different actors, teachers, students, readers and writers has changed. The reversal of roles, or the overturning of the same prospects of read-write, to date require further investigation and research into the changes themselves learning. Education can not be separated, in the twenty-first century, by knowing and mastering electronic technology, with the aim of producing increased learning and even encouraged by the use of tools typical of everyday life. During the themes developing of re-mediation, the text layout and organization and location of the same phrases and words within a blank page or a spreadsheet, it offers an in-depth research on the issues outstanding, as proposed by Bolter, McLuhan, Dewey.