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The use of digital technologies and social media has become an increasingly significant means for engagement in many fields, and that of cultural heritage is no exception. Specifically, Holocaust museums have long been committed to providing historical and educational content to their audiences, and to this end digital communication channels and social media in particular figure among the means employed. Despite this, relatively few research studies have investigated the potential of Holocaust museums' use of social media as new memory ecologies. This preliminary study investigates how three prominent Holocaust museums (Yad Vashem in Israel, the United States Holocaust Memorial Museum in Washington D.C., and the Auschwitz-Birkenau Memorial and Museum in Poland) use Twitter, Facebook and Instagram to enhance knowledge and understanding of historical and remembrance events among the general public. Using a mixed-methods approach, we analysed the museums' social media profiles on Facebook, Twitter and Instagram to investigate the topics and phrases that appear most often in the posted contents. Through latent semantic analyses, we determined the words most frequently used by the three museums themselves and within the three social media channels. Additionally, we employed topic modelling to determine underlying themes. This approach allowed us to identify possible similarities and differences between the museums' communication output and their social media channels. Moreover, to illustrate these potential similarities and differences, we also conducted 2-Mode network analyses. Our results show that the museums' use of each social media channel exhibits different types of topical foci. For example, Twitter posts specifically include terminology on "education", Facebook communication is more centred on the "camps" and the "Nazi" regime, while on Instagram the combination of "murdered" and "photo" can often be found. Furthermore, similarities were also found, namely that the topic of "Auschwitz" is omnipresent and that all museums appear to focus on the 1941-1945 timeframe.

Nur wenige Studien haben bis dato untersucht, wie Holocaust-Organisationen soziale Medien in ihrer Öffentlichkeits- und Bildungsarbeit einsetzen. Diese Studie präsentiert die Resultate einer Literaturrecherche zur Nutzung von sozialen Medien für die Holocaust-Gedenkarbeit und -Erziehung sowie die Ergebnisse einer quantitativen Vorstudie zur Twitter-Nutzung von sechs Holocaust-Museen und -Organisationen in Deutschland und Italien.

We are proud to present the proceedings of the Fourth International Conference on Smart Learning Ecosystems and Regional Developments (SLERD 2019). Following a successful first edition in the East of Europe--Timisoara, Romania (2016)--a second edition in the West--Aveiro, Portugal (2017)--and a third edition in the North--Aalborg, Denmark (2018)--the fourth edition was in the South --Rome, Italy (2019)--covering all four cardinal points of the old continent. This fourth edition was co-organized by ASLERD, in collaboration with the Institute of Educational Technology of the National Research Council of Italy, Quasar Design University, ISIA Rome, and the University of Rome Tor Vergata's SPFS Department with the endorsement of the Ph.D. program in cultural heritage, learning and territory, in May 22-24, 2019.The conference welcomed researchers and practitioners from all over the world involved in the development of smart learning ecosystems, as engines of social innovation and territorial development. At the core, the adjective smart comprises terms like intelligent, purpose oriented, supportive, artful, clever and the like. Thus, smart does not necessarily include the usage of technology (neither does it exclude technology!). Smart is referred to learning ecosystems in ASLERD and SLERD contexts and, thus, does not simply mean "technology enhanced" (to include expert systems or AI). The smartness is a more complex multilayered construct related to the well-being of the players operating in the ecosystems that hopefully are also in relation to the territory (see Declaration of Timisoara, the Wikipedia page ofASLERD1, the proceedings of the previous SLERD conferences published by Springer and the special issues (N.16, N.17, N.20, N.27, N.31, N.35 and N.39 in preparation) devoted to SLERD by IxD&A Journal). Smartness is affected by the improvement of any relevant aspects of the learning processes and ecosystem functioning, especially if connected with territorial development and social innovation. Technologies are in this sense mediators. Hopefully, they should be included but they are not a "sine qua non". The achievement of the learning ecosystems' smartness is a process that needs a long-term vision, multidisciplinary competences, an attitude to understand people and contexts and to mediate point of views and a dynamic resilience to keep on track to achieve, step by step, the foreseen goals: in short, a design literacy from which emerge projects and processes capable to reify them, all aimed at achieving a people-centered smart education, social innovation and territorial development. Overall, we received 31 unique submissions from 18 countries, demonstrating the global interest for this research area and for the SLERD 2019 conference. Out of the total submissions, after a rigorous double-blind peer review and meta-review process, we accepted 12 full papers and 7 short papers. Additionally, we included five extended abstracts to show the breadth of the work in this research community. To complement the oral presentations of the papers, the SLERD 2019 program also included presentations of the best ideas from the 2019 international and local student contests (not included in these proceedings). These competitions challenged local and international students to propose ideas and proofs of concept/prototypes to make learning ecosystems smarter. The selected scientific papers aim to understand, conceive and promote innovative human-centric design and development methods, education/training practices, informal social learning and citizen-driven policies. The papers are organized mirroring the main conference sessions in six themes, namely (1) the virtue of design and that of technological environments; (2) schools: evaluation and design; (3) toward future technological tools and environments;(4) learning ecosystems and regional development; (5) schools: technologies and contexts; and (6) disabilities and interaction. SLERD 2019 contributes to foster the social innovation sectors, identifying and discussing ICT and economic development and deployment strategies alongside new policies for smarter proactive citizens. The proceedings are relevant to both researchers and policy makers. In summary, SLERD 2019 offered an exciting program that provided an excellent overview of the state of the art in smart learning ecosystems and was an occasion for bringing research forward and creating new networks. We are very proud of the final selection of papers, which would not have been possible without the effort and support of our excellent Conference and Program Committees, including more than50 international researchers. We would like to thank all the ones who, in different roles, have contributed their time to organize the event with enthusiasm and commitment.

Introduction The factor VIII (FVIII)-mimetic bispecific monoclonal antibody, emicizumab, previously approved for prophylaxis in haemophilia A with inhibitors, has been recently licensed in several countries also in patients with severe haemophilia A (PWSHA) without inhibitors. The introduction of this innovative agent requires the development of specific pathways at Haemophilia Treatment Centres (HTC), particularly regarding laboratory testing and treatment of breakthrough bleeds and invasive procedures/surgeries, even more critical when patients are managed by non-specialist professionals. Limited literature data and clinical experience in PWSHA without inhibitors on emicizumab are currently available. Aim To promote awareness and overcome these challenges, the Italian Association of Haemophilia Centres (AICE) issued a guidance on the management of PWSHA without inhibitors on emicizumab prophylaxis, focused on emergency and shared with other National Scientific Societies in the field. Methods The document, drafted by an AICE expert panel and approved through online consultation, was further revised by a multidisciplinary working group, including members of 5 haemostasis, laboratory and emergency scientific societies. The final version was approved by the Council of each society. Results General recommendations about use of FVIII concentrates for the treatment of bleeding or haemostatic coverage of invasive procedures/surgeries and laboratory monitoring in PWSHA without inhibitors on emicizumab are provided. Specific issues of the management in the emergency room are focused, highlighting the need for direct involvement or formalized supervision by specialist HTC physicians. Conclusions This guidance provides a reference pathway to be implemented in the different healthcare organizations, especially for the challenging emergency management in this setting.

In a people-centered perspective, to get smart, a learning ecosystem has to undergo a long evolutionary process involving a combination of co-design, participatory evaluation, and empowering steps, among other things. In this light, design literacy becomes the cornerstone for enabling and supporting this evolutionary path. Digital technologies are expected to act as empowering agents of multidimensional human well-being on that path, helping learning settings recover their central role in educating future citizens and in fostering social innovation and territorial development. Concretizing this vision means also contributing to the reification of the United Nations 2030 Agenda for Sustainable Development Goals (SDGs). However, this is no easy task since, as UNESCO itself suggests , it involves questioning the future of "places " and learning processes, teacher education and training, learning accessibility and all those elements that can ensure learning ecosystems safeguard the well-being of the actors involved and sustain social innovation. In the organic era of interaction dominated by the pervasive presence of devices and networks, achieving SDG 4 - Quality Education, one has also to take into consideration the digital world and the skills associated with it. This notwithstanding, technologies that can in principle offer 'unlimited' possibilities are also harbingers of important criticalities, above all the sustainability of the "digital" itself.

This thematic series attempts to address a number of topics connected with the research problem of data literacy for teaching and learning in Higher Education.

We are proud to present the proceedings of the Fourth International Conference on Smart Learning Ecosystems and Regional Developments (SLERD 2019). Following a successful first edition in the East of Europe--Timisoara, Romania (2016)--a second edition in the West--Aveiro, Portugal (2017)--and a third edition in the North--Aalborg, Denmark (2018)--the fourth edition was in the South --Rome, Italy (2019)--covering all four cardinal points of the old continent. This fourth edition was co-organized by ASLERD, in collaboration with the Institute of Educational Technology of the National Research Council of Italy, Quasar Design University, ISIA Rome, and the University of Rome Tor Vergata's SPFS Department with the endorsement of the Ph.D. program in cultural heritage, learning and territory, in May 22-24, 2019.

Psychological distance (temporal, spatial and social) is the subjective experience that something is close or far away from the self, here, and now (Trope & Liberman, 2010). It is related to different level of mental construal. High-level construals would be relatively abstract, coherent, and superordinate mental representations compared to low-level construals, thus affecting perception, evaluation, and action. Starting from these assumptions and from a more classic literature in social psychology on the effects of interpersonal distance (e.g., Amit, Wakslak, & Trope, 2012; Felipe & Sommer, 1966), the research investigated the influence of social distance on construal level and on language comprehension. More specifically the experimental studies explored how the distance between the individual and the information source affects the understanding of metaphoric texts (e.g., Dialogue between Nature and an Icelander by Giacomo Leopardi). Overall, the findings revealed that greater proximity fostered the access to a more abstract and symbolic meaning of the text; moreover the results showed that interpersonal closeness led participants toward a higher construal level when they were asked to interpret sentences describing actions (BIF; Vallacher & Wegner, 1989). These effects were moderated by individual variables and individual preferences for social proximity (e.g., Kaitz, Bar-Haim, Lehrer, & Grossman, 2004). This line of research may have relevant implications for the definition of architecture and design of learning environments.

In historical memory education, digital technologies are gaining momentum and becoming influential in enhancing the general public's knowledge and understanding of historical events such as genocides and war atrocities. Holocaust remembrance centres and Holocaust museums have had a solid presence on the Internet for considerable time now, curating websites, mailing lists and other digital services. Social media are increasingly proving to be extremely valuable tools for allowing museums to engage with their public and for managing relations with past and future visitors. Indeed, Facebook pages, Twitter accounts and Instagram profiles have become significant components of the communication portfolios of various Holocaust organisations. Twitter mostly helps the public to keep up with the latest information and developments of the organisations concerned, while the Facebook pages of Holocaust victims and individual memorials are mainly set up for historical memorialisation. Despite growing use of these channels, very little research has been conducted to investigate the communication strategy of Holocaust organizations in social media, and a comprehensive overview of Holocaust memorial site presence on social media is still lacking. This study provides a preliminary analysis of Facebook pages and Twitter profiles of 23 memorials of former concentration camp located across Europe. The overarching aim is to investigate how these memorial organisations engage the public through social media, both at content page level and at relational level. The communication strategies of Facebook pages and Twitter profiles were analysed in terms of generated content, interactivity and popularity. A quantitative analysis was conducted by manual search and inspection of pages and profiles, combined with the application of social media data analysis platforms like LikeAlyzer, Fanpage Karma and Twitonomy. Results show that the majority (N=17) of the memorial organizations have a Facebook page, while only about a third (N=9) are active on Twitter. Moreover, great variance among the various social media services was observed, with many showing limited activity or low engagement levels. Indications for future research and limitations of the study are also reported.

La diffusione su larga scala dell'alternanza scuola-lavoro, a seguito della recente estensione a tutte le scuole secondarie di secondo grado, ha contribuito a mettere prepotentemente al centro dell'attenzione pubblica il tema della preparazione dei giovani per il loro futuro ingresso nel mondo del lavoro. Mentre negli istituti tecnici e professionali il dispositivo dell'alternanza può vantare un'esperienza ormai consolidata, che ha consentito di individuare i canali più appropriati per creare raccordi proficui tra i momenti dell'apprendimento scolastico e quelli nel contesto lavorativo, la sua estensione ai licei ha suscitato e suscita tuttora innumerevoli criticità. Queste criticità, riprese con sempre maggiore frequenza anche dagli organi di informazione, sollecitano una riflessione attenta da parte di tutti coloro i quali siano interessati ai processi educativi che riguardano oggi i giovani. In particolare, l'istruzione liceale, che per sua natura dovrebbe predisporre alla prosecuzione degli studi universitari e a quelli di alta specializzazione, potrebbe sembrare la più distante rispetto all'esigenza immediata di acquisire competenze di tipo lavorativo che possano essere spendibili nel breve periodo.

Lo sviluppo e la diffusione dei social network (SN) costituisce uno dei fenomeni più rilevanti della recente storia delle tecnologie digitali e dell'avvento del Web 2.0. Secondo alcune recenti indagini condotte negli USA, il 52% degli adulti utilizza uno o più social media e quasi i 2/3 usano i social network (Duggan et al 2015; Perrin 2015). Tuttavia, sembra che gli adulti con una disabilità non interagiscano attraverso le tecnologie di rete al pari di coloro che non riferiscono disabilità (Fox, 2011), per motivi che vanno dallo scarso interesse verso questi strumenti alle problematiche di accessibilità che tuttora presentano. Secondo i pochi studi del settore, i social media e i social network possono contribuire a rimuovere barriere di ordine sociale e istituzionale (Altinay et al, 2016) e a favorire l'inclusione in contesti sociali specifici. Secondo Bundon e Clarke (2015), le persone con disabilità usano blog, Facebook e Twitter nella loro rete di contatti sportivi per cercare informazioni, impegnarsi in attività di sostegno alla disabilità, così come per espandere la loro rete di contatti sociali nella vita reale. Un ulteriore dato a disposizione sembra indicare che, nonostante la disponibilità di ambienti online specificamente progettati e realizzati per persone con disabilità, queste sembrano preferire social network 'per tutti' quali Facebook (Holmes e O'Loughlin, 2014). Studi specifici che hanno indagato l'uso di Facebook da parte di persone con disabilità indicano che queste interagiscono soprattutto con i loro amici e gruppi non disabili più che con gli amici e i gruppi disabili (Shpigelman e Gill, 2014). La ricerca sull'uso dei social network da parte di persone con disabilità è, tuttavia, ancora agli inizi. In questo contributo verrà presentata l'indagine svolta nel 2015 dall'Istituto per le Tecnologie Didattiche del Consiglio Nazionale delle Ricerche di Genova, che ha avuto come obiettivo quello di comprendere come le persone con disabilità in Italia usino i social network, quali siti usino di più e con quali scopi ed, infine, quali siano i problemi di accessibilità a cui vanno incontro le persone disabili e, più in generale, il loro coinvolgimento in associazioni e gruppi legati alla disabilità (Ferlino e Manca, 2015, Ferlino e Manca, 2016, Manca e Ferlino, 2016).

Academic social network sites (ASNS) like ResearchGate and Academia.edu can be analysed as techno-cultural systems through which researchers perform a number of tasks and roles that can be collectively defined as digital scholarship. This study sets out to map empirical Spanish-language research studies on the use of ResearchGate and Academia.edu among scholarly communities. The aim is to verify possible research gaps regarding shared scholarly knowledge and networked learning supported by ASNS. The study is based on a theoretical framework which treats ASNS as networked socio-technical systems that encompass systemic dimensions and individual usage as strictly intertwined elements influencing each other. This occurs at three levels: 1) the socio-economic level, which includes components like ownership, governance, and business model; 2) the techno-cultural level, which includes components associated to technology, user/usage, and content; and 3) the networked-scholar level, which includes components related to networking, knowledge sharing and identity. The research reported here is an extension of a previous study of English-language scientific literature which was carried out with the same methods. The corpus of the study was collected from a search of leading databases of international scientific literature (Web of Science, Scopus and a number of Ibero-American scientific databases). The search yielded 12 papers, which were selected according to a set of criteria and analysed in terms of components of the aforementioned three-level framework. The results show that ResearchGate is attracting greater attention, with a particularly high proportion of studies dedicated to social science areas like library and information sciences and communication science. Analysis at the networked scholar level, encompassing forms through which scholars build their identities and reputation in social spaces, revealed that this was underused. The results highlight a need for more specific studies on open and distributed knowledge exchange generated in ASNS from a networked learning perspective, including both individual and collective scholarly practices. Moreover, increased use of qualitative methods could contribute to shed light on new practices among scholars for building reputation and professional identity.

Social network sites are increasingly becoming instruments for expression of personal identity and collective participation, especially for younger generations. Participatory practices of various kinds are frequently leading to contamination between the different spheres of youngsters' lives, including areas of formal and informal learning contexts. Alongside the benefits, however, there are also potential risks that must be taken into account. The acquisition of specific skills can help reduce these risks so that young people can make the most of the potential of these digital environments.

This issue seeks to explore the synergy between Student Voice approaches and digital technologies in creating a space for student voice.

I Social Media possono essere un potente volano per la trasformazione delle pratiche di insegnamento e apprendimento in senso aperto, interattivo e sociale. Tuttavia, un loro uso efficace e consapevole richiede il possesso di adeguate competenze digitali che facciamo riferimento alle seguenti dimensioni: tecnologica, cognitiva, sociale ed etica. In questo contributo verranno presentate alcune riflessioni teoriche e qualche esempio di attività che possano sostenere pratiche di media education e digital literacy finalizzate ad un uso consapevole degli strumenti del Web 2.0.

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In recent years, there has been increasing emphasis on the benefits of social media and social network sites to foster young people's participation in digital public spaces and their civic engagement. Using the principles of the Student Voice approach, this study investigated the use of a Facebook group to support secondary school students' voices and viewpoints on school quality and policy (N = 98). The results showed that students were reluctant to be active in the group for several reasons, such as mistrust of school policies and resistance to combining Facebook use with school-related issues. The low participation provided clues to reflect on the design of Student Voice projects to support civic engagement at school and to evaluate the use of digital sites to support Student Voice. Some considerations on the reasons for project failure and how to successfully reach student participation in a technology-enhanced environment at school that addresses power relations, authenticity and inclusion are provided.

Academic social network sites (ASNS) like ResearchGate and Academia.edu are digital platforms for information sharing and systems for open dissemination of scholarly practices that are gaining momentum among researchers of multiple disciplines. Although ASNS are increasingly transforming scholarly practices and academic identity, a unifying theoretical approach that analyses these platforms at both a systemic/infrastructural and at a personal/individual level is missing. Moreover, despite there is an increasing amount of studies on social media benefits for scholarly networking and knowledge sharing, very few studies have investigated specific benefits of ResearchGate and Academia.edu for scholars' professional development according to a networked learning perspective. This study focuses on academic social network sites as networked socio-technical systems and adopts a three-level analysis related to ASNS as platforms for digital scholarship and scholarly communication. The approach comprises: 1) a macro-level, which constitutes the socio-economic layer; 2) a meso-level, which comprises the techno-cultural layer; and 3) a micro-level, which constitutes the networked-scholar layer. The study reports on investigations into the technological features provided by ResearchGate and Academia.edu for networked learning that are based on the multilevel approach. The final aim is to exemplify how these digital services are socio-technical systems that support scholars' knowledge sharing and professional learning.

This study provides an updated critical review of the literature on Facebook as a technology-enhanced learning environment based on papers published between 2012 and 2015. It adopts a revised classification of the categories identified in a previous study, which emphasized three main Facebook affordances - mixing information and learning resources, hybridization of expertise and widening context of learning. The aim is to investigate to what extent studies using Facebook as a learning environment exploited these affordances. Literature has been also analysed according to three types of educational use of Facebook - formal use in formal learning settings (FUF), informal use in formal learning settings (IUF) and use in informal learning settings (UI) - to highlight if and how Facebook affordances have been exploited in these learning settings. Literature search identified 147 articles published in peer-reviewed journals. The results show that most of the articles can be classified as dealing with FUF (N = 69; 46.9%) or as IUF (N = 68; 46.3%); only a minority concerns the UI (N = 10; 6.8%). Overall, the study found that Facebook pedagogical affordances are still partially implemented, although different types of educational use of Facebook exploit these affordances to different degrees. It also provides indications for future research.

In recent years, interest in the potential of social media and social networking sites for young people's participation in public spaces has gained momentum. These media have been seen as adequate to support the development of participatory culture. However, some studies have questioned their participatory power and demonstrated that online participatory culture is still at an early stage. This chapter reports on a study involving 163 Italian youths with the aim of presenting the development of an instrument to evaluate participatory attitudes of teens (ePAAA, Assessing Adolescents' Attitudes towards e-Participation) and advance in our knowledge of how young people are appropriating social media. In the first part, the theoretical background is illustrated focusing on the different forms of participation and content creation, the notion of civic engagement and the role of social media. In the second part, the characteristics of the tool are described and the results of its administration are discussed, while considering its implications for education and citizenship. Indeed, since there are no deterministic links between social media usage and active engagement, the main conclusion of the chapter is that education, especially media education, should play a major role in supporting adolescents' civic engagement and empowerment.

Introduction: Despite the growing popularity of social network sites (SNS) among several sectors of the population, only a few studies have investigated how these digital environments can be powerful tools of social inclusion for disabled people. This study presents the results of an online survey administered to disabled people in Italy with the aim of investigating what SNS they mainly use and for what purposes, as well as their involvement in associations and groups related to disability and accessibility problems. Method: The survey tool, which was implemented in an online software program that meets accessibility and usability standards, was distributed to a number of mailing lists of associations for disabled persons and a few Facebook groups. One hundred and forty-four complete responses were collected from people with disabilities who use social network sites and primarily descriptive statistics were used to illustrate the characteristics, self-reported behaviours and experiences of use. Findings: The results show that the respondents mostly consider Facebook as their favourite SNS (92.4%), visit their favourite SNS at least once a day (81.3%) and joined it in the last 3-5 years (69.4%). While 24.3% reported having fewer than one hundred friends on the favourite site, 22.2% reported having more than 500 friends. A few of them (12.5%) reported that they did not have disabled friends among their SNS friends, while the majority reported they did. Regarding membership of groups related to disability issues, the distribution of respondents who were members and those who were not members was quite close (55.6% and 44.4%). Only 22.2% reported being a founder or administrator of a disability-related group, and 19.4% of non disability-related groups. The respondents were also asked to rate, on a Likert scale (from 1- never to 6- more than once a day), how often they engaged in a number of activities with their nondisabled or disabled friends and groups. In the first case, the most rated activities were those related to sending personal messages (M=3.6, SD=1.4), reading and receiving messages (M=4.1, SD=1.4), and hitting "like" on a friend's update (M=4.0, SD=1.5). With reference to disabled friends and groups, the most rated activities were sending personal messages (M=2.5, SD=1.4), reading and receiving messages (M=2.9, SD=1.6), and reading group updates (M=2.5, SD=1.6). As far as general experience of SNS is concerned, the majority of the respondents perceive SNS as an opportunity to find old friends (M=4.0, SD=0.8), as a means through which to be kept updated about news and events related to their disability (M=3.6, SD=1.1) or to exchange useful information with colleagues, schoolmates, etc. (M=3.6, SD=1.1). Lastly, the most reported problems in accessing and using SNS content are general problems of accessibility (M=3.3, SD=1.4) and Internet access (M=3.2, SD=1.4). Conclusions: Despite a significant number of responses being collected, compared to similar studies, participants were mainly recruited through disability associations and Facebook groups. This means that the experiences of SNS use by disabled people that are not members have been neglected. Future surveys should include additional channels to recruit participants, especially among younger and more marginalized persons.

The proliferation of social network sites (SNS) has been one of the most influential phenomena in the last decade especially among young people. Recent surveys that have investigated the use of these sites by teens reported that they go online daily and almost constantly, facilitated by the widespread availability of smartphones. However, the value of SNS for educational purposes has been questioned with contrasting positions. Despite the great amount of literature investigating students' opinions and attitudes in higher education, very few studies have focused on secondary school students' and teachers' opinions on the use of SNS at school. This study explores the experiences, attitudes and perceptions of SNS for education also in relation to previous educational practices based on active learning and participation at school. Five hundred Italian students and 353 teachers took part in two online surveys (one for the students and one for the teachers) through a snowball sampling technique during the period of June-September 2015. The two surveys include a vast number of questions and provided rich data for the comparison between the two samples. A mixed method approach was used for data analysis and descriptive statistics were used to compare students' and teachers' answers to the closed questions. The results show that both students and teachers expressed positive attitudes towards the use of SNS at school, although teachers were more positive than students. While students identified "sharing" as the major characteristic of these sites, teachers mostly reported "collaboration" as the main feature. At the same time, threats and challenges related to the use of SNS at school were pointed out, such as the risk to be influenced and distracted, privacy issues, or the lack of appropriate digital competence. Although results cannot be generalised, this study offers one of the first investigations about secondary school actors' attitudes towards SNS in the Italian context. It also provides a number of considerations on the involvement of students and on the importance of listening to their voices in relation to ideas of good educational practices at school.

Numero speciale della rivista Tecnologie didattiche dedicato al tema delle Tecnologie Invisibili

Contributo in volume