ICT training and inclusive education teachers: a study on the TPACK model

Abstract

This study, based on the growing need to introduce technologies in schools, explores the effectiveness of an ICT training aimed at inclusive education teachers, with the objective of assessing the improvement of the skills required to integrate ICT into teaching design. The theoretical framework adopted is the TPACK model (Technological, Pedagogical, and Content Knowledge), which highlights the need for a synergy between disciplinary, pedagogical, and technological knowledge for effective teaching. The sample consists of 76 participants enrolled in the 8^th cycle of the specialization course for teaching support to students with disabilities, who completed the TPACK.xs-IT (Magnanini, Morelli, Sánchez Utgé, 2023) self-report questionnaire at both the beginning (PRE) and the end (POST) of the workshop. Statistical analysis, conducted using the Wilcoxon signed-rank test, confirmed significant differences between PRE and POST (p˂0.01), indicating that the workshop significantly contributed to improving participants' perceived knowledge, fostering greater awareness of ICT integration in inclusive instructional design.