Web 2.0 technologies at school: formal and informal learning strategies

Main Article Content

Davide Parmigiani
Valentina Pennazio


This article presents a study focusing on the learning strategies of middle school students who are frequent users of Web 2.0 technologies. The study was structured around three basic questions. Do Web 2.0 and social networking technologies (a) help motivate students to study, (b) support them in planning and self-regulating their own learning processes, and (c) encourage them to adopt effective learning strategies? The study highlights some opportunities that Web 2.0 offers for promoting the uptake of effective learning strategies, provided that educators’ planning and teaching approaches are founded on problemsolving and action-research methods.

Article Details

Articles - General topics


Albanese O., Businaro N., Cacciamani S., De Marco B., Farina E., Ferrini T., Vanin L. (2010). Riflessione metacognitiva in ambienti online e autoregolazione nell’attività di studio nei corsi universitari, TD-Tecnologie Didattiche. 49, pp. 50-61.

Bonaiuti G. (2006). E-learning 2.0. Trento: Erickson.

Brown A.L., Campione J.C. (1994). Guided discovery in a community of learners. In K. Mc Gilly (ed.). Classroom lesson: integrating cognitive theory and classroom practice. Cambridge, MA: MIT Press, pp. 229-270.

Buchem I. (2011). Serendipitous learning: Recognizing and fostering the potential of microblogging. Form@re. 74 (3).

Buckingham D. (2007). Beyond technology. Cambridge: Polity Press.

Bullen M., Morgan T., Qayyun A. (2011). Digital learners in higher education: Generation is Not the Issue. Canadian Journal of Learning and Technology. 37 (1).

Calvani A. (2008). Connettivismo: nuovo paradigma o ammaliante pot-pourri?. Journal of e-Learning and Knowledge Society. 4 (1), pp. 121-125.

Calvani A. (2009). Teorie dell’istruzione e carico cognitivo. Trento: Erickson.

Calvani A. (2011). Principi dell’istruzione e strategie per insegnare. Roma: Carocci.

Calvani A., Ranieri M. (2011). Criticità e guideline per l’innovazione tecnologica. In A. Calvani, A. Fini, M. Ranieri (eds.). Valutare la competenza digitale. Trento: Erickson, pp. 25- 35.

Cook L.K., Mayer R.E. (1983). Reading strategies training for meaningful learning from prose. In M. Pressley, J.R. Levin (eds.). Cognitive strategy research. Educational applications. New York: Springer-Verlag, pp. 87-131. Cornoldi C., De Beni R., Gruppo MT (2001). Imparare a studiare 2. Trento: Erickson.

Cornoldi C., De Beni R. Zamperlin C., Meneghetti C. (2005). AMOS 8-15. Trento: Erickson.

De Beni R., Meneghetti C., Pezzullo L. (2010). Approccio metacognitivo e corsi universitari a distanza. TD-Tecnologie Didattiche. 49, pp. 21-28.

De Beni R., Moè A., Pazzaglia F (1995). Immagini mentali e memoria. In F.S. Marucci (ed.). Le immagini mentali. Teorie e processi. Roma: La Nuova Italia Scientifica, pp. 103-144.

De Beni R., Pazzaglia, F. (1995). La comprensione del testo. Modelli teorici e programmi di intervento. Torino: UTET.

Deng L., Yuen A.H.K. (2009). Blogs in higher education: implementation and issues. TechTrends. 53 (3), pp. 95-98.

Deng L., Yuen A.H.K. (2011). Towards a framework for educational affordances of blogs. Computers & Education. 56 (2), pp. 441-451.

Dickey M.D. (2004). The impact of web-logs (blogs) on student perceptions of isolation and alienation in a web-based distance- learning environment. Open Learning. 19 (3), pp. 279-291.

Ferri P. (2011). Nativi digitali. Milano: Bruno Mondadori.

Garrison D.R., Anderson T., Archer W (2000). Critical inquiry in a text-based environment. Computer conferencing in higher education. Internet and Higher Education. 2 (2-3), pp. 87- 105.

Gordon D.T. (2000). The digital classroom: how technology is changing the way we teach and learn. Cambridge: Harvard Education Letter.

Hall R.H., Hall M.A., Saling C.B. (1999). The effects of graphical postorganization strategies on learning from knowledge maps. Journal of Experimental Education. 67 (2), pp. 101- 112.

Jenkins H., Purushotma R., Weigel M., Robinson A. (2010). Culture partecipative e competenze digitali. Media education per il XXI secolo. Milano: Guerini.

Landow G.P. (2006). Hypertext 3.0. Critical Theory and New Media in the Era of Globalization. Baltimore: The Johns Hopkins University Press.

Legrenzi P. (1994). Prepararsi agli esami. Tecniche e strategie per superare gli esami universitari. Bologna: Il Mulino.

Lumbelli L (2009). La comprensione come problema. Roma- Bari: Laterza.

Marinelli A., Ferri P. (2010). Introduzione. In H. Jenkins, R. Purushotma, M. Weigel, A. Robinson (eds.). Culture partecipative e competenze digitali. Media education per il XXI secolo. Milano: Guerini, pp. 7-53.

Pettenò L., Tressoldi P., Cardinale M. (1990). Lo studente di successo. Pagus: Treviso.

Prenksy M. (2001). Digital natives, digital immigrants. On the Horizon. 9 (5), pp.1-6.

Pressley M., Borkowski J.G., O’Sullivan J. (1985). Children’s metamemory and the teaching of memory strategies. In D.L. Forrest-Pressley, G.E. MacKinnon, T.G. Waller (eds.). Metacognition, Cognition, and Human Performance. Orlando, FL: Academic Press, pp. 111-153.

Ranieri M (2005). E-learning: modelli e strategie didattiche. Trento: Erickson.

Rivoltella P.C., Ferrari S. (eds) (2010). A scuola con i media digitali. Milano: Vita e Pensiero.

Siemens G. (2005). Connectivism: A learning theory for the digital age, http://www.elearnspace.org/Articles/connectivism. htm (ultima consultazione 13/09/2011).

Sweller J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science. 12 (2), pp. 257-285.

Vaughan N., Garrison D.R. (2005). Creating cognitive presence in a blended faculty development community, Internet and Education. 8 (1), pp. 1-12.

Wenger E., McDermott R., Snyder W.M. (2002). Cultivating communities of practice, Boston, MA: HBS Press.

Zielke W. (1991). Le tecniche di lettura rapida. Milano, Franco Angeli.

Zimmerman B.J. (1990). Self-regulated learning and academic achievement, Educational Psychologist. 25 (1), pp. 3-17.