The integration of digital technologies in the school system has been the object of international public and scientific debate for some years now; it has been at the heart of educational policies as a formative goal to guarantee greater social inclusion with respect to the difficulties and social, cultural and economic inequalities that characterise students’ daily life. However, the study of this matter is not limited to a simple assessment of the impact of its infrastructural and technological implementation, which represents one of the primary investments in the school system of the Italian Government. Its goal, indeed, is to promote a critical reflection on the entrenchment and dissemination of a digital culture, as it is recognised in the practices of teachers and school principals, and which calls for new ways of planning, communicating, and relating to students and the other individuals involved in the school system, as well as organizing classroom activities. In what ways do Digital Education methods and strategies currently adopted in schools rest on a methodological and pedagogical approach derived from the digital integration process? Are they able to guide the school vision, objectives and educational methods to inspire the action of every single teacher? This essay presents a reflection on the development of digital culture in the Italian education system after the first experimental years of the Piano Nazionale della Scuola Digitale (National Plan for a Digital School System) (2015), and it mainly focuses on testing the inclusion of digital skills into teachers’ daily teaching practises. Through the presentation of the first results obtained by the national survey "Verso la scuola digitale" (Towards a digital school), this essay offers a reflection on the digital skills gained by the interviewed teachers and on their ability to contextualise these skills and knowledge in their daily teaching activities.

Digital culture at school. A survey on digital skills of Italian teachers / Cortoni, Ida. - (2019), pp. 21-28. (Intervento presentato al convegno Contemporary approaches on Social Science researches tenutosi a Roma).

Digital culture at school. A survey on digital skills of Italian teachers

ida cortoni
Primo
2019

Abstract

The integration of digital technologies in the school system has been the object of international public and scientific debate for some years now; it has been at the heart of educational policies as a formative goal to guarantee greater social inclusion with respect to the difficulties and social, cultural and economic inequalities that characterise students’ daily life. However, the study of this matter is not limited to a simple assessment of the impact of its infrastructural and technological implementation, which represents one of the primary investments in the school system of the Italian Government. Its goal, indeed, is to promote a critical reflection on the entrenchment and dissemination of a digital culture, as it is recognised in the practices of teachers and school principals, and which calls for new ways of planning, communicating, and relating to students and the other individuals involved in the school system, as well as organizing classroom activities. In what ways do Digital Education methods and strategies currently adopted in schools rest on a methodological and pedagogical approach derived from the digital integration process? Are they able to guide the school vision, objectives and educational methods to inspire the action of every single teacher? This essay presents a reflection on the development of digital culture in the Italian education system after the first experimental years of the Piano Nazionale della Scuola Digitale (National Plan for a Digital School System) (2015), and it mainly focuses on testing the inclusion of digital skills into teachers’ daily teaching practises. Through the presentation of the first results obtained by the national survey "Verso la scuola digitale" (Towards a digital school), this essay offers a reflection on the digital skills gained by the interviewed teachers and on their ability to contextualise these skills and knowledge in their daily teaching activities.
2019
Contemporary approaches on Social Science researches
digital education, digital competences, teaching, digital literacy
04 Pubblicazione in atti di convegno::04b Atto di convegno in volume
Digital culture at school. A survey on digital skills of Italian teachers / Cortoni, Ida. - (2019), pp. 21-28. (Intervento presentato al convegno Contemporary approaches on Social Science researches tenutosi a Roma).
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11573/1340720
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