Usare la fotografia in classe

[Autom. eng. transl.] This article aims to illustrate an educational experience from a case study in the context of a broader research. This research sought to shed light on the teaching practices that involved the use of photography, both from the point of view of fruition and production, starting from the assumption that knowing how to consciously integrate images into teaching today constitutes for the teacher at the at the same time a necessity, an opportunity and a challenge: a necessity, since the language of the image must have full citizenship on the special "cognitive keyboard" (Rivoltella, 2012a, p. 139) constituted by the complex of different languages; an opportunity, since in the instructional design operation (Laurillard, 2014) that sees him constantly engaged, the teacher can question himself with a certain systematic way about his own practices and pay attention to the research and selection phases of the resources already entered in Network or present on digital media adopted at school, testing its actual quality and effectiveness; finally, the teacher can take up the challenge of becoming an active producer and responsible for digital images aimed at learning, according to a logic that rewards personal sensitivity, didactic intention and attention to contexts.