Digital competence and the knowledge of the new technologies are among the strategies that allow the didactic design according to the specific characteristics of the students (art. 4 of Lgs. D. n. 66/2017). This article presents the results of a survey carried out with the students (44 enrolled for primary school and 61 the secondary school of the first grade) at the Specialization Course for Support, VI Cycle, a. y. 2020-2021 of the University of L’Aquila. During the course, which includes training in the use of ICT information and communication technologies (75 hours of internship, M.D. of 30 September 2011), a mixed questionnaire was proposed, completed in assisted form, with which students were asked for a self-assessment on incoming ICT skills, for those learned during the course attendance, and finally about their ability to use them in schoolwork with pupils and during the training internship. Through this work, we wanted to record, also for the purpose of a future design of the ICT internship, the experience of learners engaged in Special Educational Needs (BES) about the inclusive function of technologies in reaching specific didactics. The results largely reproduce those of the national literature, although with interesting interpretations of them in particular with respect to secondary school.

Tecnologie (TIC) per inclusione: un’indagine tra i futuri insegnanti di sostegno della Scuola Primaria e Secondaria Technologies (ICT) for inclusion: a survey among future Primary and Secondary School support teachers

MV Isidori;A. SAntelli;C. Referza
2021-01-01

Abstract

Digital competence and the knowledge of the new technologies are among the strategies that allow the didactic design according to the specific characteristics of the students (art. 4 of Lgs. D. n. 66/2017). This article presents the results of a survey carried out with the students (44 enrolled for primary school and 61 the secondary school of the first grade) at the Specialization Course for Support, VI Cycle, a. y. 2020-2021 of the University of L’Aquila. During the course, which includes training in the use of ICT information and communication technologies (75 hours of internship, M.D. of 30 September 2011), a mixed questionnaire was proposed, completed in assisted form, with which students were asked for a self-assessment on incoming ICT skills, for those learned during the course attendance, and finally about their ability to use them in schoolwork with pupils and during the training internship. Through this work, we wanted to record, also for the purpose of a future design of the ICT internship, the experience of learners engaged in Special Educational Needs (BES) about the inclusive function of technologies in reaching specific didactics. The results largely reproduce those of the national literature, although with interesting interpretations of them in particular with respect to secondary school.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11697/195446
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