This contribution focuses on one of the three components of the DESI Index (Digital Economy and Society Index), human capital, through the presentation of the CAVE-Communication and Visual Education in Homeschooling project, funded by the European Commission through the National Agency for the Erasmus+ Program to the primary school teachers. The article presents the preliminary evaluation results of the CAVE project related to the digital skills of teachers acquired during the 2022-2023 experimentation. This study makes it possible to frame the type and level of knowledge and skills of primary school teachers in 5 European countries involved in the project (Italy, Spain, Lithuania, Romania and Poland), trying to emphasize at what moment in the professional life of digital teaching it is more domesticated to achieve professional goals than the main six areas of integration outlined in the European framework DIGCOMPEDU (Professional Engagement, Digital Resources, Teaching and Learning, Assessment, Empowering Learners and Facilitating Learners). In fact, this model represents one of the European Commission's main tools for investigating the human capital of educators at a European level, in a comparative key, in line with the criteria underlying the DESI INDEX, contextualised in the specific field of school.
Il presente contributo si sofferma su una delle tre componenti dell’Indice DESI (Digital Economy and Society Index), il capitale umano, attraverso la presentazione del progetto CAVE-Communication and Visual Education in Homeschooling, finanziato dalla Commissione Europea attraverso l’Agenzia Nazionale per l’Erasmus+ Programme e rivolto agli insegnanti della scuola primaria. Nell’articolo vengono presentati i risultati valutativi preliminari del progetto CAVE con specifico riferimento alle competenze digitali dei docenti acquisite durante la sperimentazione prevista per il trienni 2022-2023. Tale indagine consente di inquadrare il tipo e livello di conoscenze e abilità degli insegnanti di scuola primaria di 5 paesi europei coinvolti nel progetto (Italia, Spagna, Lituania, Romania e Polonia) cercando di enfatizzare in quale momento della vita professionale dell’insegnamento il digitale risulta maggiormente addomesticato per raggiungere obiettivi professionali rispetto alle principali sei aree di integrazione delineate nel framework europeo DIGCOMPEDU (Professional Engagement, Digital Resources, Teaching and Learning, Assessment, Empowering Learners e Faciliteting Learners). Tale modello rappresenta infatti uno dei principali strumenti della Commissione Europea per indagare a livello europeo, in chiave comparativa, il capitale umano degli educatori, in linea con i criteri alla base del DESI INDEX, contestualizzati nel campo specifico della scuola.
Valutare il capitale umano degli insegnanti attraverso il modello del DIGCOMPEDU. Il caso di studio del progetto CAVE-Communication and Visual education in Homeschooling / Cortoni, Ida; Parente, Giuliana. - In: RIV. RASSEGNA ITALIANA DI VALUTAZIONE. - ISSN 1826-0713. - 88-89:XXVIII(2024), pp. 162-187. [10.3280/RIV2024-088009]
Valutare il capitale umano degli insegnanti attraverso il modello del DIGCOMPEDU. Il caso di studio del progetto CAVE-Communication and Visual education in Homeschooling
IDA CORTONI
Primo
Writing – Original Draft Preparation
;Giuliana Parente
Secondo
Writing – Original Draft Preparation
2024
Abstract
This contribution focuses on one of the three components of the DESI Index (Digital Economy and Society Index), human capital, through the presentation of the CAVE-Communication and Visual Education in Homeschooling project, funded by the European Commission through the National Agency for the Erasmus+ Program to the primary school teachers. The article presents the preliminary evaluation results of the CAVE project related to the digital skills of teachers acquired during the 2022-2023 experimentation. This study makes it possible to frame the type and level of knowledge and skills of primary school teachers in 5 European countries involved in the project (Italy, Spain, Lithuania, Romania and Poland), trying to emphasize at what moment in the professional life of digital teaching it is more domesticated to achieve professional goals than the main six areas of integration outlined in the European framework DIGCOMPEDU (Professional Engagement, Digital Resources, Teaching and Learning, Assessment, Empowering Learners and Facilitating Learners). In fact, this model represents one of the European Commission's main tools for investigating the human capital of educators at a European level, in a comparative key, in line with the criteria underlying the DESI INDEX, contextualised in the specific field of school.File | Dimensione | Formato | |
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