How is digital culture at school shaped? How do teachers perceive the use of ICT in education and, more specifically, in the teaching activities they arrange? This paper describes a research inspired to Opeka. This is a Finnish project realized by the University of Tampere since 2004 and aimed at grasping the teachers’ perception on ICT in education through a 106-items questionnaire. By this first research, it emerged that four different factors (Leadership and Management, Time and Motivation, Resources and Access to Resources, Confidence and Competence) compose the teachers’ digital culture. We translated the questionnaire from Finnish to Italian and administered it to the participants in the TFA program at the University of Foggia (IT). We then run Principal Component Analysis, and two Independent t-test and Manova test to grasp the differences of the factors in relation to some demographics. Results show that, in the Italian sample, the factors imply components about both rules and contribution of the educational community in the mediated learning activities. Several significant differences emerged in relation to demographics on the different factors. However, probably these differences can be culturally mediated.

Underequipped skilled educators. The case of Southern Italian high school teachers for students with special educational needs / Dipace, Anna; FEDELA FELDIA, Loperfido; Viteli, Jarmo; Caposeno, Katia; Scarinci, Alessia. - (2018), pp. 96-103. (Intervento presentato al convegno ATEE Winter Conference 2018 tenutosi a Utrecht nel 15,16 Febbraio 2018).

Underequipped skilled educators. The case of Southern Italian high school teachers for students with special educational needs

Anna Dipace;
2018

Abstract

How is digital culture at school shaped? How do teachers perceive the use of ICT in education and, more specifically, in the teaching activities they arrange? This paper describes a research inspired to Opeka. This is a Finnish project realized by the University of Tampere since 2004 and aimed at grasping the teachers’ perception on ICT in education through a 106-items questionnaire. By this first research, it emerged that four different factors (Leadership and Management, Time and Motivation, Resources and Access to Resources, Confidence and Competence) compose the teachers’ digital culture. We translated the questionnaire from Finnish to Italian and administered it to the participants in the TFA program at the University of Foggia (IT). We then run Principal Component Analysis, and two Independent t-test and Manova test to grasp the differences of the factors in relation to some demographics. Results show that, in the Italian sample, the factors imply components about both rules and contribution of the educational community in the mediated learning activities. Several significant differences emerged in relation to demographics on the different factors. However, probably these differences can be culturally mediated.
2018
ATEE Winter Conference 2018
Utrecht
15,16 Febbraio 2018
96
103
Dipace, Anna; FEDELA FELDIA, Loperfido; Viteli, Jarmo; Caposeno, Katia; Scarinci, Alessia
Underequipped skilled educators. The case of Southern Italian high school teachers for students with special educational needs / Dipace, Anna; FEDELA FELDIA, Loperfido; Viteli, Jarmo; Caposeno, Katia; Scarinci, Alessia. - (2018), pp. 96-103. (Intervento presentato al convegno ATEE Winter Conference 2018 tenutosi a Utrecht nel 15,16 Febbraio 2018).
File in questo prodotto:
File Dimensione Formato  
atee_proceeding.pdf

Accesso riservato

Dimensione 522.97 kB
Formato Adobe PDF
522.97 kB Adobe PDF   Visualizza/Apri   Richiedi una copia
Pubblicazioni consigliate

Licenza Creative Commons
I metadati presenti in IRIS UNIMORE sono rilasciati con licenza Creative Commons CC0 1.0 Universal, mentre i file delle pubblicazioni sono rilasciati con licenza Attribuzione 4.0 Internazionale (CC BY 4.0), salvo diversa indicazione.
In caso di violazione di copyright, contattare Supporto Iris

Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11380/1165603
Citazioni
  • ???jsp.display-item.citation.pmc??? ND
  • Scopus ND
  • ???jsp.display-item.citation.isi??? ND
social impact