The Rhetoric of Digitalization in Italian Educational Policies: Situating Reception among Digitally Skilled Teachers
Title | The Rhetoric of Digitalization in Italian Educational Policies: Situating Reception among Digitally Skilled Teachers |
Publication Type | Journal Article |
Year of Publication | 2019 |
Authors | Salmieri L |
Secondary Title | Italian Journal of Sociology of Education |
Volume | 11 |
Issue | 1 |
Pagination | 162-183 |
Date Published | 02/2019 |
Publisher | Padova University Press |
Place Published | Padova, IT |
ISSN Number | 2035-4983 |
Keywords | digital competence, digital teaching and learning, ICTs, italian policies in education, Teachers |
Abstract | 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. |
URL | http://ijse.padovauniversitypress.it/2019/1/8 |
DOI | 10.14658/pupj-ijse-2019-1-8 |