RELATIONSHIP BETWEEN TECHNOLOGY AND HUMAN EXPERIENCE

RELATIONSHIP BETWEEN TECHNOLOGY AND HUMAN EXPERIENCE

Raffaella Cesarini,AS2B, 11/03/2026

Class

Liceo Scientifico in Rome

24 students

CEFR level

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Ninit, NAI

Cristiano, Socio-Economic and Cultural disadvantage

David, with Dyslexia

Tasfia, NAI

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Aims

Knowledge

By the end of the lessons, students will:

• understand the concept of the impact of Technology on our life;
• have learned specific vocabulary relating to the lexical field of technology/discoveries

By the end of the lessons, students will be able to:

• reflect critically on how technology impacts our life;
• design a creative manifesto for the ethical use of AI;

• present the project orally in English

Skills

Aims and frameworks of reference

The Council of the European Union

Council of Europe

ministero dell'istruzione e del merito

European Key Competences for lifelong learning 2018

Indicazioni nazionali per i licei DPR 89/2010

CEFR 2020

From Obiettivi specifici di apprendimento al termine della classe terza della scuola secondaria di primo grado: "Comprendere i punti essenziali di un discorso, a condizione che venga usata una lingua chiara e che si parli di argomenti familiari, inerenti alla scuola, al tempo libero, ecc."

4 out of 8 involved:

• Multilingual competence
• Citizenship

• Personal, social and learning to learn competence
• Digital

Materials

Ted Talks

Interactive WhiteBoard (IWB)

YouTube video

School computers

Online Dictionaries

Pre-requisites

Students will have basic awareness of Technology related issues

Students are frequent users of tools to design digital poster (e.g. Canva)

At the end of the lesson students are able to reflect on the topic through self-assessing Exit tickets or peer-assessing TAG forms

Description of procedures

Lesson 1

Lesson 2

The Social Dilemma: Does Technology connect us or isolate us?

How Technology Reshaped the Way We Live

120 mins

60 mins

Lesson 1 (ESA)

How Technology Reshaped the Way We Live

ENGAGE (10 minutes)

Schemata activation

Activity:

• Whole class discussion:

Teacher (T) shows images on the IWB. For each of them asks the students (SS): ...Any guesses? What are we looking at?Does anyone know which revolutionary invention or technology this is?

• Teacher elicits vocabulary related to discoveries, inventions (the wheel, DNA, vaccines, airplane, nuclear fission...)

Lesson 1 (ESA)

How Technology Reshaped the Way We Live"We shape out tools and then out tools shape us"

Inclusion

STUDY (35 minutes)

Activity: Dictogloss with video (TEDx Talks) Pre-listening. Teacher asks "How do you think some technological discoveries have revolutionized our lives?" Brief discussion and feedback.First listen. Teacher plays video (just a segment: 2' 47'') without subtitles. Students first listen for gist and - if able - take notes. After listening, they compare their understanding in pairs. Second/third listen. Students watch the video again (twice if needed), with subtitles. How much more do they understand now? Pair discussion, group discussion and teacher feedback. Optional: Teacher opens transcript and goes through difficult points with learners.

Lesson 1 (ESA)

How Technology Reshaped the Way We Live

ACTIVATE (15 minutes)

• The teacher shows the examples given in the video related to how Technology have rivoluzionized our lives.

• In group of 3, students think about the 6 pictures on the IWB and write down the innovations in order of importance in their own lives (6 points in total), justifying their choises. The teacher monitors and offers group feedback.

Lesson 2

60+60 mins

Does technology connect us or isolate us? "Social" dilemma and AI

ENGAGE (15 minutes)

"It's in your hands" Hwawei Commercial (Best Adv 2018, 1'41'') "Pause & Predict" Activity The teacher displays the video on the IWB, pausing it exactly at the 1' 23'' (just as the boy is looking at the photo on his phone with his finger over the "Share/Send" icon). Predict: the teacher asks the students "What will he do? Why? What is he thinking? If he shares the photo, what will happen to the creature? If he deletes it, what will he lose?"

Lesson 2

Does technology connect us or isolate us? "Social" dilemma and AI

STUDY (45 minutes)

Phase 1:

• Students get into 6 groups of 4 students. Each group reads a short text (100 words) about different dimensions of technology’s impact on human experience
• Students complete a brief True/False activity based on their text. The teacher then gives each group the answer key to check their answers and clarifies doubts.

Phase 2:

• 6 new groups of experts are formed, with one student from each original group. Together, the students fill in a worksheet and compare the key information from each group (Dimensions of AI impact on our lives): Friendship, Privacy, Memory, Work, Art, Health.
• Teacher collects their answers on the board and provide feedback.

Lesson 2

Does technology connect us or isolate us? "Social" dilemma and AI

ACTIVATE

Planning = Metacognitive learning

Project task: Design a manifesto of 10 "Golden Rules" for an ethical regulation of the use of AI and social media within their group.Planning Stage (30 min)Students get into new groups of 4 and prepare for the task "Design your own manifesto"The teacher explains the task instructions.Students will have to create and present a digital poster displaying:

• Logo
• Slogan
• 10 golden rules
• What's the aim? (e.g. from passive consumers of technology to active, ethical citizens of the digital world).

At this stage , each group decides on their draft ideas, chooses a platform to design the poster (e.g. Canva, Power Point, using school laptop) and plans person's role and responsabilities.

Lesson 2

Does technology connect us or isolate us? "Social" dilemma and AI

ACTIVATE (30 minutes)

Group Project Work

Project-based + Collaborative learning

Presentation and Assessment (30 minutes):

• each group presents their digital poster to the class (2-3 minutes X 6 group) on the interactive whiteboard. While listening, the other students make notes, aiming to answer whether they agree or not with the points raised and the sequence in which they are presented (first, second...).
• Final class survey: the class votes on

- The best slogan - The best logo

assessment

Summative Assessment

Formative Assessment

Teacher's Assessment

Where are we going?

Clarity is crucial: Students should always be advised when assessment is going on, whatever form it takes, assessment criteria

Peer- Assessment autonomy and cooperation, Self-Assessment metacognitive reflection

• Teacher's professional development
• student-centred learning environment
• Strengthens teacher relationships with SS

Thank you for your attention

Don Milani, Barbiana School, 1956

Anticipated problems and Inclusion Strategies:

Student with Dyslexia (L. 170/2010) Compensatory measures: extra-time, dyslexia-friendly text layout, spellcheck. Dispensatory measures: (PDP, L. 170/2010) No requirement for manual note-taking.

Direttiva MIUR 27/12/2012, so-called BES 2012 Law 107/2010 Italian PDP

Homework: self-assessment (Formative)

Summative Assessment