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Background: Over recent years, interest towards the use of immersive technologies has grown in parallel with the lowering of equipment costs: educators have started embedding them into their teaching practices at different levels of the educational system, from primary school to higher education. In general, immersive technologies are seen as suitable tools to live vicarious experiences, when the reality is hardly accessible, for instance due to safety issues. Objectives: In this paper, we focus on 360° videos with the aim of developing a more systematic and evidence informed approach to the understanding of the educational uses of 360° in different educational contexts. Methods: A scoping literature review approach has been adopted in order to obtain a comprehensive insight based on objective, replicable and transparent procedures. Results and conclusions: The review includes studies published from 2016 onwards. According to the findings, 360° videos are more suitable for disciplines requiring careful observation of how knowledge is transferred into practice and where practical scenarios are involved: 360° videos have positive effects on learning, especially referring to motivation, attentiveness, information retention and transfer of knowledge. However, as for learners' reactions, physical discomfort is reported, mainly associated with the use of HMD. In addition, challenges, and barriers to the educational use of 360° video should be further analysed, since up to now logistical constraints have limited the studies to a very small sample population, without the possibility of providing suggestions for a wider adoption at organisation and institution level. Implications: As 360° videos are reported to be promising in fostering learning processes, students' engagement, and information retention, further studies are recommend to cover the current gaps in the literature, particularly focusing on drawbacks and organizational challenges. Lay Description: What is currently known about the subject matter?: Immersive technologies are knowing increased use in recent years.Some evidence on their positive influence on learning emerged.Empirical research on the pedagogical affordances of 360° video is still limited. What the paper adds?: It identifies the most common teaching methods combined with 360° video.It provides a systematic understanding of 360° video learning gains.It helps catching possible drawbacks of 360° video. Implications of study findings for practitioners: It encourages an aware use of 360° video to increase students' engagement.It may inspire the design of effective learning experiences.It focuses on suitable solutions when physical experiences are not possible—as in a pandemic. [ABSTRACT FROM AUTHOR]

Instructor–student interaction and regular feedback are seen as teaching strategies designed to support effective learning. These days, there is increasing reliance on technology to support this in the classroom; one such technology is a student response system or its more recent development of this, that is, a game-based one. This study investigates the potential of using game-based student response systems for formative assessment through the analysis of learning outcomes and students' perceptions of the gamified experience in terms of engagement and pleasantness. A quasi-experiment was conducted within an undergraduate course on educational technologies, involving about 400 students. Learning improvements were measured through a pre- and posttest, and students' perceptions were elicited through a questionnaire. Data analysis showed a high level of student satisfaction and an overall improvement of learning outcomes due to the use of game-based student response systems. However, differences in terms of effectiveness were found according to the nature of the topics dealt with in the course, that is, whether or not they were used in the development of theoretical knowledge rather than the use of that knowledge in a more practical context. [ABSTRACT FROM AUTHOR]

In recent years the concept of learning ecology has been interpreted in different ways to highlight its potential for learning and professional development. However, there are several aspects that still deserve to be understood such as, eg, the role that the different contexts come to play within a learning ecology. For this purpose, this paper presents and discusses the results of a study exploring the learning ecologies of educators in a blended programme delivered in higher education. The participants in the study were 85 professionals in the field of education aged between 28 and 58 years. The research design adopted here can be defined as a convergent mixed method where both quantitative and qualitative data were collected through an e‐portfolio. The study found that educators in the sample had different postures, of whom some more aware of their professional roles or Self than others. Moreover, different professional identities seemed to be linked to different learning ecologies, where elements like formal or informal education, cultural artefacts, personal experiences, colleagues or work experiences played a different role. Formal education emerged as having a questionable function, while colleagues came up as a crucial resource. [ABSTRACT FROM AUTHOR]

Nowadays the size of university classes along with the growing number of students to be tested for final examination raise unprecedented challenges relating to the management, monitoring and evaluation of learning. Technology may provide some solutions that deserve to be investigated. This paper explores the potentialities and limitations of Computer‐Based Testing (CBT), specifically BYOD e‐test, compared to traditional Paper‐Based Testing (PBT) to verify whether, and to what extent, an electronic mode of assessment can become a suitable alternative to PBT. It is based on a study carried out at the University of Florence during 2016/17. 606 students participated in the study, of whom 443 opted for CBT using their own devices, while 163 preferred PBT. Participants who experienced CBT also answered a survey on perceptions, self‐efficacy and satisfaction. The results show that students' performances were better with CBT, and that a positive relationship exists between the perceived level of self‐efficacy and the propensity to adopt digital tests. In addition, students greatly appreciated the electronic system, especially for the possibility of immediate feedback. Some critical issues emerged relating to on‐screen reading, which suggests the need for careful design of testing tools. [ABSTRACT FROM AUTHOR]

Social Media tools are seen by many authors as powerful drivers of change for teaching and learning practices, in terms of openness, interactivity and sociability. However, extensive surveys about actual use that are carried out with large samples at a national level are rare. This study reports the results of a survey addressed to the Italian academic staff, with the aim of identifying the uses of Social Media in the field of university teaching practices. The response rate was 10.5%, corresponding to 6139. The respondents were asked to identify frequency of use, motivations, teaching practices and obstacles related to the use of a number of tools: generic social network sites (Twitter, Facebook), professional and academic networking services (LinkedIn, ResearchGate and Academia.edu ), tools to write and comment (blogs, wikis) and to archive and retrieve content material for lectures and group work (podcasts, YouTube and Vimeo, SlideShare). Analyses of data tested which socio-demographic variables mostly affected frequency of use, and the relationships between motivations, ways of use, barriers to use and the scientific discipline. The results show that Social Media use is still rather limited and restricted and that academics are not much inclined to integrate these devices into their practices for several reasons, such as cultural resistance, pedagogical issues or institutional constraints. However, there are differences among academics in the ways they use Social Media or perceive them, mostly depending on the scientific discipline of teaching. Overall, the results emphasise ambivalent attitudes towards the benefits and challenges of Social Media in the context of higher education with obstacles prevailing over advantages. [ABSTRACT FROM AUTHOR]

This study aims at providing empirical evidence on how higher education scholars are using Social Media for personal, teaching and professional purposes. A survey tool was addressed to the entire Italian academic staff, with a response rate of 10.5% corresponding to 6139 responses. The study takes into account a number of socio-demographic variables such as gender, age, numbers of years of teaching, academic title, and academic discipline. It also explores the relationship between the different kinds of use, the relationship between frequency of use of Social Media and online and/or blended teaching, as well as the use of institutional e-learning systems. The results show that Social Media use is still rather limited and restricted and that the variable most associated with frequency of use is scientific discipline. In addition, age and seniority seem to influence the adoption of Social Media. The results also revealed that frequency of personal use is mostly associated with the frequency of professional use more than with the frequency of teaching use. They also show that prior experience with e-learning or blended learning is greatly associated with Social Media use. Overall, the study emphasises a generally more favourable attitude towards personal sharing and connecting with peers in professional networks rather than integrating these devices into their teaching practices. [ABSTRACT FROM AUTHOR]

Understanding the kinetics of olefin polymerization with Ziegler–Natta and related catalysts means identifying the main kinetic parameters such as kp and concentration of active sites. The high-pressure quenched-flow technique could be an absolute method for counting active sites and for activation studies of molecular catalysts. A kinetic study of metallocene catalysts and a phenoxy-imine titanium catalyst in the first instants of polymerization is presented in this paper. [ABSTRACT FROM AUTHOR]

The article discusses an action-research study focused on developing participatory attitudes and the self-expression skills of a group (N = 15) of second-generation immigrant adolescents who live in an urban suburb in Italy. The research study was based on mobile storytelling, a practice of personal multimedia storytelling conducted through mobile devices in connection with social networking services. The findings reveal that encouraging certain uses of the media can have positive effects on the expression of identities and collaborative practices, particularly for marginalised groups. At the same time, a certain laconicism and misspelling tends to characterise the mobile stories created by the teens, which reveals their difficulties in linguistic communication. From this perspective, it is evident that the use of digital media can reinforce pre-existing divisions and therefore there is now a need for public education to play a more active role in balancing inequalities with the development of technical, social and linguistic skills. [ABSTRACT FROM PUBLISHER]

Abstract: Over the last decades, the issue of digital divide has received particular attention from international bodies and researchers in Western countries. One of the main reasons for this growing interest is related to the implications that digital inequalities have for social development and particularly for education. Despite the relevance of the issue, there are still few studies on the digital divide in China and even less on Chinese K-12 schools'' students. This paper aims at exploring the digital divide issues among Chinese children from an educational and social perspective. Four schools were selected, involving 658 students aged 10–14. Nine hypotheses on Internet inequality indicators (DiMaggio & Hargittai, 2001) and their possible outcomes were tested. The study found that: (1) students'' Internet access at home is better than that at school; (2) compared with parents, teachers have more positive influence on students'' Internet behaviour; (3) students from rural or migrant schools score lower on all the Internet inequality indicators (digital access, autonomy of use, social support, Internet use and self-efficacy) and are therefore more disadvantaged in Internet usage status than their urban peers; (4) there are no significant gender differences; (5) the more education parents have received, the better the conditions of their children according to the listed Internet inequality indicators; (6) the dimensions of the Internet inequality indicators (technical apparatus, autonomy of use, availability of social support, variation of use) are significantly correlated to students'' Internet self-efficacy; (7) there is high correlation between students'' Internet self-efficacy and their exploring behaviours of Internet use and their academic performance. Overall, these results are consistent with data from OECD countries and confirm that the digital divide represents a big social challenge, revealing that schools still have to develop effective strategies to balance social and learning opportunities among students. [Copyright &y& Elsevier]

To date, little empirical research on professional use of social network sites has been conducted, particularly with reference to groups of teachers on Facebook. The paper presents the results of two surveys addressed to the founders of five Italian Facebook groups and their members ( n = 1107), with the aim of investigating mechanisms underlying group membership and reflecting on their implications for professional development. A number of hypotheses were tested in order to explore the nature of three dimensions (domain, network and practice) involved in these groups, assimilated by authors into networks of practice. The study investigated the mechanisms of group membership and their participatory dynamics in terms of group types (generic vs. thematic), duration of membership and the interplay between offline and online activities. Results showed that groups differing in terms of domain (generic or thematic) are characterized by particular mechanisms of affiliation and participation and that mechanisms of legitimation of the members, as well as of shared resources, are associated with the duration of membership. Further research should be conducted to investigate how social capital dynamics evolve over time, influencing the construction of group identity. Practitioner Notes What is already known about this topic The use of social network sites ( SNS), particularly Facebook, is growing in the educational field., To date, little attention has been given to the use of Facebook for professional development., Empirical research mainly refers to the higher education context and shows that the use of SNS has positive outcomes for social capital., What this paper adds An application of social capital theory with the networks of practice framework (Brown & Duguid, ) to the study of professional groups of teachers in SNS., An understanding of groups in terms of shared social capital, both bridging and bonding., An analysis of the interplay between online and offline activities in terms of professional benefits for teachers., Implications for practice and/or policy Participation in this kind of groups may have a positive impact on professional development., Social networks may afford different types of social capital for professionals., Policy makers should encourage and support the use of social networks for professional learning. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editors discuss topics appearing elsewhere in the issue, including a case study on the value of online social network Facebook as a teaching aid, professional teachers' use of Facebook, and professional development for teachers.

Literature review has found that despite the considerable attention focused on 'digital natives', few studies have carefully investigated the characteristics of this group. The purpose of this study is to contribute to the debate on digital natives by providing a 'piece of evidence' on the digital competence status of a group of Chinese teenagers (ninth grade students) randomly selected from the Jiangdong District in Ningbo City, Zhejiang Province. An Instant Digital Competence Assessment (iDCA) tool, developed by a research group from the University of Florence, was adopted as the measurement tool for the study. Quantitative research was employed and the research design for the study was descriptive in nature. Data analysis results found that the majority of the participating ninth grade students ( n = 317) had personal computers (PCs) and the Internet available at home and the average period of time owing a PC was about 5 years. The iDCA results indicated that (1) participants' overall performance in the iDCA was just 'pass' rather than 'good' or 'excellent', which might imply that digital natives in China are not necessarily digitally competent; (2) there were big disparities among participants as regards their digital competence; (3) participants' digital competence differed depending on their schools and their ages; (4) participants' digital competence was not significantly influenced by such factors as having a PC or not, having the Internet or not at home, frequency of computers and Internet use. On the basis of the findings, the study concluded by highlighting the role of education in improving teenagers' digital competence and by recommending the development of well-designed teaching and learning materials for the Chinese K-12 school system. [ABSTRACT FROM AUTHOR]

Digital systems are increasingly becoming central to the running of contemporary schools. A range of digital tools are also adopted by teachers to facilitate face to face teaching and learning and more recently to accommodate remote schooling. Similarly, digital technologies lie at the heart of how students support their learning but also interact with peers. These digital practices raise questions in relation to teachers’ own critical digital literacies as well as their role in developing students’ critical digital literacies. This paper presents the findings of a qualitative study that aimed to develop an understanding of teachers’ current experiences and future needs relating to critical digital literacies within school contexts. Drawing on empirical data collected during focus group interviews with primary and secondary school teachers in Finland, Italy, Spain and the UK this paper looks at teachers’ perceptions of critical digital literacies and explores whether and how these are manifested in their practices. Findings revealed that different dimensions of critical digital literacies were more prevalent for each national group and highlighted the disjuncture between how Critical digital literacies (CDL) is defined and perceived in academic research with a stronger emphasis on the “critical” and between the more “twenty-first century skills” oriented policy agendas and curricula which inform teachers’ practice. The paper goes on to discuss the implications of these findings and identifies gaps in relation to teachers’ understandings of critical digital literacies. Last, it offers original insights for future policymaking, research and practice regarding the challenges of supporting teachers with developing critical digital literacies. [ABSTRACT FROM AUTHOR]

Digital competences amongst the younger generations and the role of schools faced with the spread of new youth practices are topics of increasing interest. Some commentators state that, thanks to the intensive use of digital media, young people are developing significant competences that also correspond to important cognitive processes and new learning styles. However, other authors emphasize that there is no evidence about the positive impact of new technological practices on the development of significant cognitive abilities. In this paper we present a research study carried out in Italian schools on adolescents’ (aged 14–16) digital competence. On the basis of a preliminary theoretical model, a digital competence questionnaire was formulated and subsequently administered to a sample of secondary school students. The aim was to verify whether adolescents’ digital skills are limited to simple technical aspects or expand beyond them including a range of more significant knowledge and skills related to a conceptual understanding of technology, socio-relational knowledge and high-order cognitive skills. Like other studies, this research shows that when attention is shifted from strictly technical aspects to critical cognitive and socio-ethical dimensions involved in the use of technologies, students’ knowledge and competences result inadequate. The authors conclude that the optimistic portrayal of younger generations’ digital competences is poorly founded. Furthermore, it is pointed out that understanding students’ digital competence levels through fast assessment tools is a fundamental opportunity for schools to analyse deficiencies and prepare adequate intervention strategies. [Copyright &y& Elsevier]

The reuse of waste in civil construction brings environmental and economic benefits. However, for these to be used in concrete, it is necessary a previous evaluation of their physical and chemical characteristics. Thus, this study aimed to characterize and analyze the waste foundry exhaust sand (WFES) for use in self-compacting concrete (SCC). Foundry exhaust sand originates from the manufacturing process of sand molds and during demolding of metal parts. It is a fine sand rich in silica in the form of quartz collected by baghouse filter. Characterization of WFES was conducted through laser granulometry, scanning electron microscopy (SEM) in the energy dispersive spectroscopy (EDS) mode, X-ray diffraction (XRD), X-ray fluorescence (XRF), Fourier transform infrared spectroscopy (FTIR), thermogravimetry (TG) and derivative thermogravimetry (DTG) techniques. The waste was classified as non-hazardous and non-inert, with physical and chemical properties suitable for use in SCC composition, as fine aggregate or mineral addition. Five mixtures of SCC were developed, in order to determine the waste influence in both fresh and hardened concrete. The properties in the fresh state were reached. There was an increase in compressive strength and sulfate resistance, a decrease in water absorption of self-compacting concrete by incorporating WFES as 30% replacement. [ABSTRACT FROM AUTHOR]

Online education based on small self-managing groups, with slight supervision by a professional tutor, is a strategically interesting methodology for lifelong learning. This solution may combine aspects of cost-effectiveness (reducing tutors' work) with the demands for active and engaging learning methods based on the exchange and sharing of experiences. In such a context, how can information on collaborative attitudes and behaviour be gathered? A typical tool for online learning activities is the threaded web forum. This study proposes a methodology for assessing effective collaborative interactions within the add-on module, Forum Plus, for the Moodle learning management system (LMS). The methodology here presented is able to supply an early overview of the level of effectiveness of the collaborative group and therefore it may provide a useful instrument to guide further qualitative observations conducted directly in the web forum. [ABSTRACT FROM AUTHOR]