The School and the LIM


The Taste of Learning is to be an important education intervention in the field of health education and healthy nutrition that is considered by the modern tools of communication, to intervene on the formation process, structuring new and wider dynamics of training and learning.

For this reason, the most evident example is given by the diffusion of the use of Internet for the teaching that, even though it introduces undeniable problems linked to the virtual experience and the spread of the so-called "fast thought", it allows to multiply quality and quantity of the messages and the incentives communicated through the multimedia.

A notable effort of the modernization of the educational tools by the public school started a few years ago. In this context, the LIM- Interactive Multimedia Blackboard- has assumed a particular importance. Its diffusion in the whole of Europe, thanks to significant government investments, has really reached considerable numbers.


Let's look at some data contained in the Technological Observatory run by MIUR referring to the 2014/2015 school year. There are 326,000 classrooms of over 33,000 "active" school complexes: the 70% are connected to the Internet in wired or wireless mode, the 41.9% are equipped with LIM and the 6.1% of interactive projectors. There is a total of 65,650 school laboratories, for an average of 7.8 per institution. Of these, the 82.5% are connected to the Internet in wired or wireless mode, the 43.6% have LIMs and the 16.9% of interactive projectors. A general estimate, adding the equipment of classrooms, laboratories and school libraries, indicates in about 1,300,000 units the technological equipment available to schools (605,000 in the laboratories, 650,000 in the classes and the remaining amount in the libraries). A brief summary of the technology / students ratio in the last year has seen a shift from a national average of 1 device for every 8.9 students to one for every 7.9 students: it is therefore a demonstration that the penetration of the digital school is a concrete fact.


The direct and specific intervention of the private initiative, assumes in this context great value and meaning, if it is not addressed to a general support of the training capacity, but a concrete contribution/support of the most modern part of the school. Prudent initiatives perfectly integrated in what is already being done by the school staff, will bring then significant results in view that teaching in enhancing the image of the “technological sponsor”.


The LIM is an opportunity for the teachers because it allows them to manage their work in the classroom more efficiently; it helps to make multimedia interactive materials not sharable in class, available to pupils. Besides, it is an opportunity to reduce the national digital discrepancy. They are still too many Italian students that don't possess the computer skills to take advantage at the new languages of information channels, essential to be aware and responsible citizens of the contemporary society and to access to the world of work.


Even sharing European teaching contents through the digital tool, can approach the various European cultures, contributing to the demolition of ideological barriers and seeking a least common denominator useful to establish an ample and shareable communicative model. The LIM, as all technologies, will be used if the teacher can count on the safety and on the functionality of the tool, otherwise they will prefer to use other ways, even less multimedia, but safer.

Digital competence can no longer be an option for the Italian teachers. The ministerial programs have, for some time, activated to respond to these problems, starting specific courses for the teachers.

On the net there are a series of non homogeneous contributions for the LIM, not listed and not standardized (with some rare exceptions) therefore, practically, not usable in a structured way, above all, by who doesn't have a lot of familiarity with the research tools. The school, therefore, has the tools (LIM) but not the structural contents for the necessary lessons to the various educational projects. Our proposal, as previously we had others, the others have been, is aimed at resolving the problems mentioned above.

Our staff of teachers and tutors has prepared a European working table aimed at drafting out a series of contributions and benefits especially studied and optimized for the world of the LIM. Just the preparation of these "lessons", specifically suited for the teachers demands, allows a big project exposure of this initiative, facilitating the insertion of it in the European scholastic program.

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