Insegnanti e competenze digitali: quale formazione iniziale e in servizio nel post pandemia?

Abstract

The recent Covid-19 pandemic, especially in the phase of distance learning, forced the school system to make use of technology to guarantee an educational continuity. This contribution presents data from an exploratory research conducted with 242 primary school teachers (non-probabilistic sample) that investigated whether and how teachers' digital competence (framework DigCompEdu) improved between 2019 and 2021. The results remark an acceleration of the school’s digital transformation process which is observable both in the digital tools at teachers’ disposal, and in their use in daily teaching practice. The results also point out insecurities and struggles concerning the use of technologies, and identify the digital competences still not fully practiced by teachers. The contribution intends to present some reflections and operational proposals on the initial and in-service training of primary school teachers integrating digital competences in the curriculum (courses, laboratories, placement) and in professional trainings (shared reflection and exchange of best practices).