Integrating the use of educational software in primary school teaching by shaping learning itineraries

In this paper we argue how to improve the integration of educational software in elementary school by building "learning itineraries". This entails first of all a careful choice of software tools, based on the analysis of what cognitive tasks come into play in each exercise, and hence what cognitive abilities are implied. Then the selected activities must be organized into self-standing itineraries suitable for fulfilling the educational objectives posed and at the same time apt to facilitate learning. We exemplify our approach by making reference to an experience we carried out in a second grade of primary school.