ICT and Cultural Heritage Education: which added value? (Contributo in atti di convegno)

Type
Label
  • ICT and Cultural Heritage Education: which added value? (Contributo in atti di convegno) (literal)
Anno
  • 2008-01-01T00:00:00+01:00 (literal)
Http://www.cnr.it/ontology/cnr/pubblicazioni.owl#doi
  • 10.1007/978-3-540-87781-3_15 (literal)
Alternative label
  • Michela Ott; Francesca Pozzi (2008)
    ICT and Cultural Heritage Education: which added value?
    in FirstWorld Summit on the Knowledge Society, WSKS 2008, Athens, Greece, 24-26 September 2008
    (literal)
Http://www.cnr.it/ontology/cnr/pubblicazioni.owl#autori
  • Michela Ott; Francesca Pozzi (literal)
Pagina inizio
  • 131 (literal)
Pagina fine
  • 138 (literal)
Http://www.cnr.it/ontology/cnr/pubblicazioni.owl#titoloVolume
  • Emerging Technologies and Information Systems for the Knowledge Society (literal)
Http://www.cnr.it/ontology/cnr/pubblicazioni.owl#volumeInCollana
  • 5288 (literal)
Http://www.cnr.it/ontology/cnr/pubblicazioni.owl#note
  • Emerging Technologies and Information Systems for the Knowledge Society (literal)
Note
  • ISI Web of Science (WOS) (literal)
  • Scopu (literal)
Http://www.cnr.it/ontology/cnr/pubblicazioni.owl#affiliazioni
  • ITD-CNR (literal)
Titolo
  • ICT and Cultural Heritage Education: which added value? (literal)
Http://www.cnr.it/ontology/cnr/pubblicazioni.owl#isbn
  • 978-3-540-87780-6 (literal)
Http://www.cnr.it/ontology/cnr/pubblicazioni.owl#curatoriVolume
  • M.D. Lytras; J.M. Carroll; E. Damiani; R.D. Tennyson (literal)
Abstract
  • The present contribution aims at exploring how digital technologies can be fruitfully used in the field of Cultural Heritage for carrying out educational and awareness raising interventions. It is an attempt to underline the relevance of ex-tending the potential of Educational Technology tools and methods to Cultural Heritage Education, two fields that have not largely been in touch so far. The fact that cultural heritage artifacts, in particular those in the field of arts and archaeology, become “digital” certainly entails significant changes, both in the way they are represented (and, consequently, can be figured out), and in the way they are stored (and, consequently, can be accessed); what’s more, their new appearance also affects the way they can be taught (and, consequently, can be learnt). The pa-per aims at going beyond the idea that technology is a precious mean for offering closer/better view and easier access to cultural heritage artifacts; rather, by assuming a methodological perspective, the paper investigates the pedagogical impact that may derive by exploiting both technological tools and the related new educational models and approaches in the field of Cultural Heritage Education. (literal)
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