• Institution: LUMSA University of Rome  
• Country: Italy
• Lecturer: Cristiana Cardinale

• Curriculum: Design and management of socio-educational services, education and media education
• Course level: BA
• Credits: 4 ECTS
• Number of students participating: 29

The course addresses a significant social problem: the early use of digital technologies from childhood. The starting point was a testimony from an educator, who described how, during school activities and placement interviews with parents, a disturbing reality emerges. Very often, children are left alone in front of the TV for long periods, or use tablets and video games that are not appropriate for their age range. This habit leads children to be less inclined to socialize and more dependent on digital devices. Parents, often unaware of the importance of regulating time spent on new technologies, allow their children to use digital devices without proper supervision. Thus, we asked ourselves: how can we promote the conscious and critical use of digital tools by involving families in the placement phase? 

Accordingly, the challenge of the class was to undertake an educational project that would involve both children and their families in a shared and conscious learning journey on the use of digital technologies. 

The partners of the project were preschools, educators of childcare services (0-6 years) and parents. The role of these partners was crucial to the success of the project, as they provided the necessary context and support for the implementation of the activities. 

Students, divided into small groups, initiated the project entitled “Good Practices for Conscious Use of Digital Media in Preschool – The Intervention with Families.” The activities carried out by the students included analyzing the problem and context, proposing interventions at the small group level, structuring an online questionnaire aimed at families, and disseminating this tool to preschools. Subsequently, the work was shared and the final questionnaire was developed collectively by the class. 

The practical experience was directly related to students’ academic learning. Through the project, students not only learned theoretical content, but also developed practical skills in designing and implementing real-world educational solutions. This enabled them to apply the knowledge they gained in class in a practical context, thus enhancing their understanding and competence in the use of educational technologies. 

Students engaged in reflection activities on the implicit responsibility of educators’ use of digital technologies. They participated in discussion sessions and kept reflective journals to document their learning and personal development. These reflection activities were essential in helping students consolidate their experiences and draw meaningful lessons from their activities. 

The course referred to digital empowerment in several ways. Students developed and disseminated an information tool with training and guidance purposes in digital format, learning how to write a questionnaire, formulate the right questions, and acquire computer skills. They also used LUMSA’s Moodle platform to support traditional teaching and include distance and blended learning initiatives. 

In this Research-based e-SL project, carried out in the Type III hybrid mode (Waldner et al., 2012), technology was the focus of the project according to the “instrumental objective” type of technology interaction (Culcasi et al., 2023). Students had to be digitally literate to effectively use technological tools in their service, thus demonstrating the importance of digital competence in the educational context. 

Participants’ experiences were varied and enriching. Parents, educators and experts were involved to address specific topics with the students or, in the case of the experts, to also assist them in the effective development of the research questionnaire. In terms of student participation, they initially worked in small groups, comparing and collaborating to develop a single group questionnaire. This experience allowed them to learn how to work together, share ideas, and improve the final questionnaire through mutual feedback. 

The lessons learned from this experience were many. Students understood the importance of teamwork, the healthy use of digital technologies, and the shared responsibility of educators in children’s digital education. They also learned about the importance of early prevention in the use of technologies, recognizing the crucial role that educators and parents can play in guiding children toward conscious and responsible use of digital technologies. 

Among the project’s conditions for success, students found satisfaction in the creation of a tool to support digital education. The meeting with Dr. Magda Di Renzo, an expert in developmental psychology, was particularly useful, as she provided valuable insights and advice that enriched the project and improved students’ skills, allowing the online questionnaire to be better structured. 

The project also encountered some difficulties. Working in a group was not always easy, and students faced challenges related to communication and collaboration. To avoid these difficulties in the future, it is important to develop teamwork skills and improve communication and collaboration skills among group members.