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dc.contributor.authorRanieri, Maria
dc.date.accessioned2022-09-15T20:07:17Z
dc.date.available2022-09-15T20:07:17Z
dc.date.issued2022
dc.identifierONIX_20220915_9788855185875_84
dc.identifier.issn2704-5870
dc.identifier.urihttps://library.oapen.org/handle/20.500.12657/58288
dc.languageItalian
dc.relation.ispartofseriesStrumenti per la didattica e la ricerca
dc.subject.classificationthema EDItEUR::J Society and Social Sciences::JN Educationen_US
dc.subject.otherdigital competence
dc.subject.otherDigCompEdu
dc.subject.otherteacher professional development
dc.subject.otherteacher
dc.subject.otherschool
dc.titleChapter Le competenze digitali degli insegnanti
dc.typechapter
oapen.abstract.otherlanguageOver the last years, the interest in teachers’ digital competence has become the object of increasing attention. The progressive digitalization of our societies led the European legislator, in 2006, to reformulate the framework of key competences, introducing digital competence among the new knowledge that school has to promote. Of course, both future and in-service teachers need to be prepared to favour students’ digital skills. This brought the European Commission to release in 2017 the DigCompEdu framework. In this chapter, we will first review some of the main conceptual models inspiring the reflection and research around teachers’ knowledge and digital skills. Then, we will focus on the DigComEdu framework, to illustrate its main areas of competences and the operational values.
oapen.identifier.doi10.36253/978-88-5518-587-5.6
oapen.relation.isPublishedBybf65d21a-78e5-4ba2-983a-dbfa90962870
oapen.relation.isbn9788855185875
oapen.series.number222
oapen.pages12
oapen.place.publicationFlorence


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