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valid  support  for  teaching  and  from  those  who  consider  them  ineffective  or  even  harmful  for
            learning. scholastic learning.


            Some  argue  that  the  rapid  and  unplanned  shift  to  online  learning  will  result  in  less  useful
            experiences for children; others instead believe that this phase will constitute an opportunity for
            reflection to think about new hybrid models of education, with significant educational advantages.
            The introduction of new technologies in schools can in fact offer the opportunity for change, not
            only at the level of educational tools, but also of teaching approach, stimulating us to reflect on
            these processes and innovate them in a conscious and critical way.

            The guiding questions that should accompany those involved in education in this reflection are:


                       o  Are ICTs useful for supporting student learning? If so, how can they be effectively
                           integrated into teaching strategies?
                       o  Can the shift to online learning be the catalyst for creating a new and more effective
                           way to educate students?
                       o   Can the introduction of new technologies in schools allow us to reflect critically on
                           the learning and teaching processes and to innovate them in a conscious way?


            The results showed that, consistently with the hypothesis, the condition influenced the knowledge
            performance of the participants: the children who used the IWB (experimental group) showed a
            superior performance compared to the participants in the control condition (traditional teaching),
            demonstrating how the use of the IWB in the classroom promotes the learning of knowledge. This        52
            advantage may be due to the fact that, as stated in the literature, the IWB can improve student
            motivation (Davidovitch, & Yavich, 2017; Higgins, Beauchamp, & Miller, 2007; Morgan, 2012; Smith
            et al., 2005) and promote interest and concentration (Glover & Miller, 2007). Furthermore, it was
            found a significant main effect of metacognition: higher levels of metacognitive competence were

            associated with better learning. This result is consistent with the literature showing the powerful
            predictive role of metacognition on learning.

                             Why is relevant for adult educators and adult education centers?


                                     Why this case study is a success / best practice?

            A strong relationship between ICT and transversal skills is therefore confirmed, as emerged from a
            literature review (Cadamuro, Bisagno, Pecini, and Vezzali, 2019), which highlighted how technology-
            mediated learning favours the development of metacognitive skills that, in turn, can lead to better
            learning  outcomes.  Learning  performance,  therefore,  may  not  be  the  only  relevant  indices  to
            consider when developing or evaluating innovative learning environments. The latter could in fact

            act on motivation and/or transversal skills, such as metacognition, which in turn could produce
            indirect effects on learning.

            ICTs can support those who need it most, i.e. students with fewer transversal skills, to benefit from
            a traditional lesson, thus helping to reduce the gap between students with different metacognitive
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