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The Rhetoric of Digitalization in Italian Educational Policies: Situating Reception among Digitally Skilled Teachers

TitleThe Rhetoric of Digitalization in Italian Educational Policies: Situating Reception among Digitally Skilled Teachers
Publication TypeJournal Article
Year of Publication2019
AuthorsSalmieri L
Secondary TitleItalian Journal of Sociology of Education
Date Published02/2019
PublisherPadova University Press
Place PublishedPadova, IT
ISSN Number2035-4983
Keywordsdigital competence, digital teaching and learning, ICTs, italian policies in education, Teachers

The author presents and discusses findings from qualitative research on the Italian reception of the European Framework for the Digital Competence of Educators, a document stressing the relevance of digital competences for teaching. Textual analysis is conducted on that and other relevant discourses on digitalization that are part of a general process of Europeanization of the educational space (Lawn & Lingard; 2002; Dale & Robertson, 2009; Grek, 2010; Lawn & Grek, 2012; Nordin, 2015). The research also observes practices and representations enacted by a selected group of digitally skilled teachers from Italian primary and lower secondary schools. The main findings are: 1) there is no clear definition of teachers’ digital skills either provided by national educational authorities or unambiguously laid out in teachers’ interpretations; 2) nevertheless, pro-active mobilization and attitudes toward teachers’ individual upgrading of digital skills seems to be a cornerstone of the Italian rush to digitalization; 3) at the moment, the pressure to digitalize from European recommendations and supranational, reform-promoting bodies do not seem to succeed in grasping unseen factors such as teachers’ situated negotiations and practices.