Integrating Cultural Heritage Activities in Education Process: Experiences and Perspectives through New Technologies

In this paper we first outline why pupils should be given the opportunity to visit and have direct contact with the cultural heritage. We then propose some 'didactic itineraries' organized by museums and other cultural institutes which are aimed at specific subjects and ages of pupils. We illustrate the main organizational aspects and the people involved in the various stages of the project. In particular, we refer to the Didactic Communicative Intermediator (DCI) who is the main person who guides the communicative, psychopaedagogical and cognitive needs of the pupils. Through the DCI, pupils can acquire the target concepts and notions of the itinerary and can integrate these with those developed in the normal classroom activity of the pupils.