Our priorities

The most relevant priority of this project is to support digital competences development in schools, by testing and implementing innovative practices in the field, using participatory approaches and ICT based technologies and through the development of guidelines that are usable and useful on a European scale. The partnership of the project – 8 consortia of media education organizations with secondary schools – makes possible that schools of 8 European countries work together on such important thematic. We want to create complex didactical situations that challenge teachers and students alike, in line with their individual needs and expectations, and that value the media literacy competences on both sides. The technological skills of the students and their “Media-Cultures” (cfr. Genevieve Jacquinot), can be channeled to imagine new public services for citizens and new ways of creating knowledge and culture, for instance designing projects to transform reality and new developments of their local communities .

The project aims to transport extra school media practices of the students inside the school curricula, enabling so a transition of school extern solitary consumer relation with digital knowledge into collaborative productive processes that are capable of transforming learning actions inside the school, as well as the relation between school and society, through the design and implementation of projects for the community, supporting social development and innovation at the local level.

The project aims to implement new transversal methodologies that open a dialogue among students, schools and societies, promoting a development of the school as place to imagine, think and “test the future”. These new methodologies facilitate the valorization of the capacities of the single student, its creative potential that often stays out of the school, seeking to involve also those students most at risk of leaving school early.

The methodology we will spread around Europe is very appreciated in Italy for its educational attainment: to use the active methodologies of Alberto Manzi, teacher with great experience in using television and media (radio in Argentina), to promote literacy, in working with young detainees at the Aristide Gabelli in Rome or with disadvantaged students around Italy, and Bruno Munari, designer who invented a methodology for children’s atelier, are able to transform school teaching models offering new way to work both for students and teachers, more linked in the current technological opportunities and more close to the school success of students more disadvantaged.