Information and communication technologies, which have taken on the strategic role of knowledge mediators, are increasingly used in the fields of education and in particular in daily teaching. Starting from this consideration, in the present work it is highlighted the need for a more suitable preparation by teachers so that they can scientifically integrate technologies and digital media in educational practices. It is, therefore, pointed out as they are continually called to update their professional profile and develop, as required by the European framework of the European Union of 2007, digital skills and methodologies useful to make the processes of teaching and learning appropriate to the needs of a fluid and ubiquitous society. Furthermore, it is analyzed the relationship between communication, technology, education and training, and stated the principle according to which communication and technology are strictly functional to the purposes of education and training. It is also underlined the importance of teaching professionalism based on teaching skills, as well as on digital ones, because teachers are able to use technology not only as a mean to support their performance, but also, and especially, as an educational device able to support pupils in their individual path of learning and training, focusing strongly on thinking operations that are possible thanks to teachers adequate skills, supported by a corresponding digital competence.
Le tecnologie dell’informazione e della comunicazione, che hanno assunto il ruolo strategico di mediatori della conoscenza, sono sempre più utilizzate negli ambiti scolastici e in particolare nell’attività didattica quotidiana. A partire da tale considerazione, nel presente lavoro è messo in evidenza la necessità di una sempre più adeguata preparazione da parte dei docenti, affinché possano scientificamente integrare tecnologie e media digitali nelle pratiche educative. Viene, quindi, fatto rilevare come questi siano continuamente chiamati ad aggiornare il loro profilo professionale e a dotarsi, come richiesto dal Quadro di riferimento europeo del 2007 dell’Unione Europea, di competenze digitali e metodologiche utili a rendere i processi di insegnamento-apprendimento appropriati alle necessità dell’attuale società fluida e ubiqua. Viene, pertanto, analizzato il rapporto esistente tra comunicazione, tecnologie, educazione e formazione, ed affermato il principio secondo cui comunicazione e tecnologie sono strettamente funzionali al perseguimento delle finalità dell’educazione e della formazione. È sottolineata l’importanza di una professionalità docente fondata sulla competenza didattica, oltre che su quella digitale, affinché gli insegnanti siano in grado di usare le tecnologie non solo come strumenti a supporto delle loro prestazioni, ma anche, e soprattutto, come dispositivi edu-formativi capaci di sostenere gli alunni nel loro individuale percorso di apprendimento e di formazione, puntando decisamente sulle operazioni di pensiero che un’adeguata competenza didattica dei docenti, supportata da una corrispondente competenza digitale, rende possibili agli alunni.
Competenze digitali e professionalità docente
DE PIETRO, Orlando
2015-01-01
Abstract
Information and communication technologies, which have taken on the strategic role of knowledge mediators, are increasingly used in the fields of education and in particular in daily teaching. Starting from this consideration, in the present work it is highlighted the need for a more suitable preparation by teachers so that they can scientifically integrate technologies and digital media in educational practices. It is, therefore, pointed out as they are continually called to update their professional profile and develop, as required by the European framework of the European Union of 2007, digital skills and methodologies useful to make the processes of teaching and learning appropriate to the needs of a fluid and ubiquitous society. Furthermore, it is analyzed the relationship between communication, technology, education and training, and stated the principle according to which communication and technology are strictly functional to the purposes of education and training. It is also underlined the importance of teaching professionalism based on teaching skills, as well as on digital ones, because teachers are able to use technology not only as a mean to support their performance, but also, and especially, as an educational device able to support pupils in their individual path of learning and training, focusing strongly on thinking operations that are possible thanks to teachers adequate skills, supported by a corresponding digital competence.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.