Linda Bianchi
L. Bianchi - Mettere le mani in pasta: a scuola e sul campo
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First, a Bachelor in Primary Education, completed in 2024, followed by a Master of Advanced Studies (MAS) in Art Education in local schools. For Linda Bianchi, now a teacher of art, professional development is an ongoing process. Her career path has also involved numerous collaborations with the DFA/ASP, including workshops on curriculum planning and the management of mixed-age classes.
Linda, whilst you were studying at the DFA/ASP, you ran coding workshops (ed. programming) with the Laboratory media and MINT, aimed at primary school children. Could you tell us a bit about that experience?
During my second year of the DFA/ASP course, I took a module on technology and media, which also introduced the Scratch programme – a tool that teaches coding in a very inductive and experimental way. I was really fascinated by this programme and, once I discovered the opportunity to run and manage summer workshops on the subject, I signed up straight away. I found myself in a very diverse class: there were boys and girls who had never had any programming experience, and therefore needed more help in solving the problems that arose or in understanding which sets of blocks to combine to make a character move in a certain way, and others who knew even more than us teachers. Some students, for example, taught us how to use artificial intelligence to make a TV presenter’s lips move and make it seem as though she was saying exactly what the made-up story required. It was a challenging but very rewarding experience; creating a complete story from scratch, with original characters, voices and sounds, is a highly engaging creative exercise for both those involved and those guiding the work.
Robotics, programming, artificial intelligence: what are the key considerations for teachers today when introducing pupils to technology and integrating it effectively into the school environment?
I believe it is important not to assume that young people, having been born and raised in a digital world, are experts in all things relating to media and technology. One cannot be an expert without being aware of both the opportunities and the risks that technology entails. It is therefore necessary to guide pupils towards becoming responsible for the healthy and conscious use of technology, creating safe spaces within which they can experiment and be supported in what they do. The teacher has the dual task of, on the one hand, demonstrating what can be achieved with certain features, and on the other, highlighting the risks associated with the use of media and technological tools, by openly addressing issues such as cyberbullying, addiction and the existence of false information.
Following the coding workshops, have you had the opportunity to establish any further collaborations with the DFA/ASP?
Another project I am continuing this year is PLURITEC, an initiative focused on the effective management of mixed-age classes, i.e. classes comprising pupils from different year groups. The project involves collaboration with five classes in the Bellinzona and Tre Valli areas and two schools in Sicily, with the aim of creating an international network of teachers working in mixed-age classes and sharing best practices in management. In addition to documenting certain activities, there have been two exchange visits, one in Ticino and one in Sicily; in both cases, the teachers involved in the project were able to visit the classes, observe teaching methods and exchange ideas and insights. Part of the project also involves the use of technology to support multi-grade class management, such as interactive whiteboards or platforms like H5P and Learning Apps, as well as artificial intelligence that can assist teachers during the planning phase. It is very interesting to note that strategies designed to facilitate the management of multi-age classes can easily be used within regular classes as well to improve autonomy and the working atmosphere.
Which aspects of your studies at the DFA/ASP have been most significant for the teacher you are today?
There is no doubt that practical teaching experience has played a vital role. It is precisely during these opportunities that you get stuck in, designing lesson plans and then putting them into practice in the classroom, whilst also observing what works and what needs improving or adjusting. During my teaching placements, I was able to observe how teachers deliver their lessons, what materials they use, what strategies they employ to deal with specific situations, and how they utilise the classroom space; and gradually put all these elements into practice to experiment with my own teaching style in the classroom. I also find it very interesting and important to undertake placements in different schools and classrooms, so as to be exposed to different teachers who may have quite contrasting ways of working. In this way, it is possible to grasp a whole range of approaches and strategies that may or may not be used in classroom work once we become teachers.