The paper describes a study conducted during a training intervention aimed at secondary school teachers on the subject of digital skills. This theme has been a central topic in Europe for many years, amplified and made more urgent by the COVID-19 epidemic which has transformed traditional teaching into distance learning (DAD). The study was created with the aim of reflecting on teaching practices and their models, in particular on the epistemological paradigms that guide secondary school teachers in the use of educational technologies. The assumption is that technologies, if used according to methodologies based on scientific evidence and pedagogically oriented, can make a contribution to distance teaching and learning processes. The aim of the study was to know the impact of the training intervention on the technological knowledge of the teachers involved through the administration of two questionnaires, pre and post intervention. The analysis highlighted some misconceptions regarding e-learning that seem more related to the degree held than to the type of in-service training received.

(2021). Effect of Online Training on Teachers' Technological Knowledge. The Concept of E-Learning . Retrieved from http://hdl.handle.net/10446/205440

Effect of Online Training on Teachers' Technological Knowledge. The Concept of E-Learning

Agrati, Laura Sara;
2021

Abstract

The paper describes a study conducted during a training intervention aimed at secondary school teachers on the subject of digital skills. This theme has been a central topic in Europe for many years, amplified and made more urgent by the COVID-19 epidemic which has transformed traditional teaching into distance learning (DAD). The study was created with the aim of reflecting on teaching practices and their models, in particular on the epistemological paradigms that guide secondary school teachers in the use of educational technologies. The assumption is that technologies, if used according to methodologies based on scientific evidence and pedagogically oriented, can make a contribution to distance teaching and learning processes. The aim of the study was to know the impact of the training intervention on the technological knowledge of the teachers involved through the administration of two questionnaires, pre and post intervention. The analysis highlighted some misconceptions regarding e-learning that seem more related to the degree held than to the type of in-service training received.
Ganino, Giovanni; Agrati, Laura Sara; Tedesco, Ines
File allegato/i alla scheda:
File Dimensione del file Formato  
7 Ganino Agrati effect 2021.pdf

accesso aperto

Versione: publisher's version - versione editoriale
Licenza: Creative commons
Dimensione del file 563.24 kB
Formato Adobe PDF
563.24 kB Adobe PDF Visualizza/Apri
Pubblicazioni consigliate

Caricamento pubblicazioni consigliate

Aisberg ©2008 Servizi bibliotecari, Università degli studi di Bergamo | Terms of use/Condizioni di utilizzo

Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10446/205440
Citazioni
  • Scopus ND
  • ???jsp.display-item.citation.isi??? ND
social impact