Abstract:

The introduction of new technologies in modern life has profoundly changed our habits and ways of living, even the teaching methods.
Technological innovations facilitate access to education and therefore should not hinder their use in this purview, but we never have to lose sight of the human factor of who supports the student.
In the past, the discovery of writing has allowed humans to increase their chances of communication but also of education, (schools of the Sumerians scribes in Mesopotamia in 3,000 BC or the schools of hieroglyphic writing of the ancient Egypt).
Now our kids take the opportunity to work on something that doesn’t "smell" of school, just think about their electronic devices (PC, tablet, smartphone....) where they can make searches, study, get information or other thing for their school interest, but with the same tool they can chat, write e-mails, see videos and other.
But if you just need a history book to read history, Youtube © is a useful tool to see the latest Madonna’s video or goals in the Premier League, but also to understand how the glass blowers in Murano work.
So the human presence of the teacher (I refer also to the parents who follow their children with homework) is essential, especially for one reason: the stimulus, we have to stimulate interest in learning.
Multimedia teaching offers a substantial difference, as a teaching one to many (in class), or a relationship between two (writer and reader), we go to a many to many teaching and so we are going to have so many sources of knowledge that increase the potential of the student.
The transition from “mono-media” (the book) to the multi-media (the CD-ROM, internet, social networks) has changed the traditional paradigms of reading: on the one hand, the ancient form of the printed book transmits experiences, ways of thinking, written images that evoke the senses of the real world, from other side the student has provided a set of information that are conjugated with sensory characteristics
For these reasons, in recent years no longer speak of pure and simple teaching, but the learning ambient, and this sphere is formed as well as places made by students and teachers as well by the various technological means.
The teacher is no longer the person that transmits knowledge, but he is the one who accompanies the student in its formative phase of growth and who accompanies not only leaves the other, you certainly knows the meaning of “to accompany”: the word comes from the medieval Latin word cum- panis (with-bread) that he who eats bread with another.
The use of technology also allows greater evaluation of the creativity of the student, in fact it permits to understand in a more complete way his ability to streamline the information gathering knowledge from many different sources and pour the in a final result modeled by himself.
The down side in the transposition of a myriad of information is that the student has to develop skills of selectivity for the arguments, the first checks to be made by the teacher is the abuse of the "copy-paste" with no avail.
If before we said that the having a plurality of sources is a positive matter, we must point out that for the same reason that the student is likely to be confused and get a result below his potential: sailing in the open sea is beautiful but it takes a good skipper with a fine compass!
The presence of the teacher has not diminished with the arrival of new technologies, rather it is amplified.

Keywords:

New technology, innovation, teaching innovation, multimedia teaching.