This research draws from an Erasmus+ project, aiming to recognise inclusive and creative teaching practices with ICT in schools of special difficulty. The main purpose of this article is to generate knowledge on the use of digital media to promote creative teaching practices in especially challenging educational contexts. The specific aim is to identify how teachers are using digital media in the classroom from an inclusive perspective and highlight their experiences and perceptions. In relation to the method, ethnographic research is carried out in a racially and culturally diverse school in a peri-urban area in north-eastern Italy. Participant observation, informal conversations and semi-structured interviews are used to collect information. Results show that teachers employed dif- ferent creative teaching practices that allowed students to use their voices, express their feelings, and enjoy learning. Digital media facilitated interaction among the students and increased their motivation. Dialogue and interaction are key to the transformation and creation of the student’s own knowledge. The discussion shows that incorporating students’ interests and life experiences is an important factor in achieving inclusive education in today’s society and education systems.
This research draws from an Erasmus+ project, aiming to recognise inclusive and creative teaching practices with ICT in schools of special difficulty. The main purpose of this article is to generate knowledge on the use of digital media to promote creative teaching practices in especially challenging educational contexts. The specific aim is to identify how teachers are using digital media in the classroom from an inclusive perspective and highlight their experiences and perceptions. In relation to the method, ethnographic research is carried out in a racially and culturally diverse school in a peri-urban area in north-eastern Italy. Participant observation, informal conversations and semi-structured interviews are used to collect information. Results show that teachers employed different creative teaching practices that allowed students to use their voices, express their feelings, and enjoy learning. Digital media facilitated interaction among the students and increased their motivation. Dialogue and interaction are key to the transformation and creation of the student’s own knowledge. The discussion shows that incorporating students’ interests and life experiences is an important factor in achieving inclusive education in today’s society and education systems.
An Ethnographic Research Project on the Use of Digital Media for Inclusion in a Challenging Diverse School Context
Ganino, G.Writing – Review & Editing
2026
Abstract
This research draws from an Erasmus+ project, aiming to recognise inclusive and creative teaching practices with ICT in schools of special difficulty. The main purpose of this article is to generate knowledge on the use of digital media to promote creative teaching practices in especially challenging educational contexts. The specific aim is to identify how teachers are using digital media in the classroom from an inclusive perspective and highlight their experiences and perceptions. In relation to the method, ethnographic research is carried out in a racially and culturally diverse school in a peri-urban area in north-eastern Italy. Participant observation, informal conversations and semi-structured interviews are used to collect information. Results show that teachers employed different creative teaching practices that allowed students to use their voices, express their feelings, and enjoy learning. Digital media facilitated interaction among the students and increased their motivation. Dialogue and interaction are key to the transformation and creation of the student’s own knowledge. The discussion shows that incorporating students’ interests and life experiences is an important factor in achieving inclusive education in today’s society and education systems.I documenti in SFERA sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
