Il contributo del paradigma tecnologico-digitale alla formazione degli insegnanti specializzati per il sostegno. Esiti di un’indagine esplorativa

Although, as the today huge literature available reports, the technological paradigm has always been inherent to the processes of knowledge transmission’s construction and despite the fact that distance learning experiences have been present for over fifty years (from the first models of Distance Learning Training to the current advanced typology of e-learning experiences), only following the use of the so-called Distance Learning due to the restrictions caused by the Covid Pandemic, the question seems to have emerged from the maze of the experts, opening a public debate. Far from falling into the mesh of sterile contrasts that have unfortunately pervaded this discussion, the authors of this paper, like many colleagues, have treasured what was and is happening to experiment innovative solutions also in the context of paths intended teachers’ training (specifically involved into specialization for educational support activities for students with disabilities) and verify, through an exploratory survey, the impact that the organization and implementation of these courses, through the distance and according to the principles of the technological-digital paradigm, it also had on the teaching practice carried out in the classroom by the teacher-trainees and on the learning-performance of the students involved.