Vol 8 (2020): Learning, Competencies and Human Resources
EMEMITALIA2019 Peer Reviewed Papers

Practices, training and skills needs of digital teachers. A comparative research

Emanuela Proietti
Università degli Studi Roma Tre
Published January 13, 2020
Keywords
  • digital innovation,
  • ICT,
  • learning and teaching process,
  • educational agencies,
  • digital skills
How to Cite
Proietti, E., De Angelis , M. C., & Capogna, S. (2020). Practices, training and skills needs of digital teachers. A comparative research. Reports on E-Learning, Media and Education Meetings, 8(1), 117-122. Retrieved from http://www.je-lks.org/ojs/index.php/R-EMEM/article/view/1135142

Abstract

The European Commission (2013) recalls the educational agencies to a great challenge: developing appropriate digital skills in learning-teaching practices through lifelong wide learning policies, aimed at recovering the digital gap in comparison with the international players, which hold the leadership in this sector. With the reviewed European framework Key competences for lifelong learning (2018), the European institutions underline the need to develop attitude and skills throughout life, so that citizens can have a personal development and an active participation in society, but, above all, to face demands of an ever-changing world of work. The essay intend to review both social and organization innovation and pedagogical-methodological approaches.The essay is part of a wider qualitative and quantitative research realized by Universities and VET providers participated in research, coming from Italy, England, Finland, Romania and Spain. It focuses on the most important results gathered by an exploratory comparative survey, concerning practices, training and skills needs of teachers.

References

  1. Accornero, A. (1997). Era il secolo del lavoro. Bologna: Il Mulino.
  2. Boccia Artieri, G. (2012). Stati di connessione. Milano: Franco Angeli.
  3. Bourdieu, P. (1980). Le Sens pratique. Structures, habitus, pratiques. Éditions de Minuit, Paris. Trad. it. (2005). Il senso pratico. Roma: Armando Editore.
  4. Callon, M. (1975). L’opération de traduction symbolique. Incidence des rapports sociaux sur le développement scientifique et technique. Paris: MSH.
  5. Callon, M. (1984). Some Elements of a Sociology of Translation: Domestication of the Scallops and the Fishermen of St Brieuc Bay. The Sociological Review, Vol. 32 (1), 196-233.
  6. Carretero Gomez S., Vuorikari R., Punie Y. (2017). DigComp 2.1: The Digital Competence Framework for Citizens. With eight proficiency levels and examples of use. Luxembourg: Publications Office of the European Union.
  7. Cocozza, A. (2014). Organizzazioni. Culture, modelli, governance. Milano: Franco Angeli.
  8. Cooper R., Fox S. (1990). The texture of organizing. Journal of Management Studies, 27 (6).
  9. Cyert R., March J. (1963). A Behavioral Theory of the Firm. Englewood Cliffs, NJ: Prentice-Hall.
  10. European Commission (2010). A Digital Agenda for Europe. COMMUNICATION FROM THE COMMISSION TO THE EUROPEAN PARLIAMENT, THE COUNCIL, THE EUROPEAN ECONOMIC AND SOCIAL COMMITTEE AND THE COMMITTEE OF THE REGIONS. Brussels, 19.5.2010. COM(2010)245 final.
  11. European Commission (2013). Adult and continuing education in Europe. Using public policy to secure a growth in skills. Luxembourg: Publications Office of the European Union.
  12. European Commission (2018). COUNCIL RECOMMENDATION of 22 May 2018 on key competences for lifelong learning (Text with EEA relevance) (2018/C 189/01). Official Journal of the European Union.
  13. Foray, D. (2006). L’economia della conoscenza. Milano: Il Mulino.
  14. Gherardi S. (2006). Organizational Knowledge: The Texture Of Workplace Learning. Oxford: Blackwell.
  15. Gherardi, S., Strati, A. (1997). Il tessuto organizzativo di un dipartimento universitario. In Moscati R., Chi governa l’università? Napoli: Liguori.
  16. Holland, J. H. (1975). Adaptation in Natural and Artificial Systems. Ann Arbor, MI: University of Michigan Press.
  17. Landri, P., Viteritti, A. (2010). Tracing socio-materiality in education. Paper for Conference Theorising Education. First International Theorising Education Conference, Stirling Management Centre, University of Stirling, UK, June 24-26.
  18. Latour, B. (1987). Science in action: How to follow scientists and engineers through society. Cambridge: Harvard University Press, MA.
  19. Latour, B. (1999). On recalling Ant. The Sociological Review, 47 (1_suppl), 15–25. Oxford: Blackwell Publishers.
  20. March, G. J. (1991). Exploration and Exploitation in Organizational Learning. In Organization Science, 2(1), Special Issue: Organizational Learning: Papers in Honor of (and by) James G. March (1991), 71-87.
  21. Morcellini, M. (2013). Comunicazione e media. Milano: Edea.
  22. OECD (2013a). An International Perspective on Teaching and Learning. TALIS 2013 Results. Paris: OECD.
  23. OECD (2013b). Education at a Glance 2013: OECD Indicators. Paris: OECD.
  24. Pinch, T.F., Bijker, W.E. (2003). The Social Construction of Facts and Artifacts. In Scharff R., Dusek V. (Eds.). Philosophy of Technology: The Technological Condition: an Anthology. Malden: Wiley-Blackwell, 221-232.
  25. Prensky, M. (2001). Digital Natives, Digital Immigrants, Part II: Do They Really Think Differently? On the Horizon, 9(6), 15-24.
  26. Redecker C., Punie Y. (2017). European Framework for the Digital Competence of Educators. DigCompEdu. Luxembourg: Publications Office of the European Union.
  27. Sennet, R. (2001). L’uomo flessibile. Milano: Feltrinelli.
  28. Sørensen, E. (2009). The Materiality of Learning Technology and Knolewdge in Educational Practice. Cambridge: Cambridge University Press.