Becoming a Networked Teacher: A Case Study of the Aladin Project in Italy

The aim of this chapter is to discuss the possible conditions for the passage from traditional to "2.0" teaching, i.e. to a type of teaching based on the habitual (as opposed to occasional) use of 2.0 technologies in teaching/learning processes. After a brief analysis of the different attitudes which digital natives (last-generation students) and digital migrants (teachers) have towards 2.0 technologies, we will attempt to define a step-by-step programme for attracting teachers to the habitual use of these technologies. To this end we will be using the Aladin project conducted in the province of Bozen (South Tyrol), Italy, as a case study. As will be seen, the first step in this path is to make teachers aware of the potential of 2.0 technologies, above all of the advantage to be derived from them for their own professional development; the next step is to show how the use of these technologies can be effectively proposed to students in individual and collaborative learning activities.