La competenza digitale dell'insegnante

[Autom. eng. transl.] This contribution intends to present and discuss the work of building synthetic indicators for the profiling of the teacher's digital competence. The research work is part of a work process started in 2007 as part of the monitoring activity, which the CREMIT team conducted on behalf of Indire in relation to national teacher training projects. Through a questionnaire (24,645 teachers) an attempt was made to systematize teaching practices by framing them in profiles of competences. Clustering was determined by the level of appropriation of technology, for which a frequent use of technology as a workspace and communication was found in the Pioneer profile (2.45%), in the Neophyte a more instrumental use and often not included in teaching (33 , 25), in the Practitioner a direct use in teaching, but without the use of communication tools (61.2%). The profiling work was updated in the light of cultural-technological changes and revised in the following years in what has become established as a research standard of CREMIT: in 2013 the MOTUS action research (95 compilations), in 2015 the SMART project FUTURE (65 compilations), in the two editions of the TFA at UCSC (2012, 2014) and PAS (2015) 126 compilations. This standard is based on a series of indicators, of which we mention only a few here: the communication tools used, from e-mail to the use of digital environments; the teaching methodologies associated with them, from the laboratory lesson, to the online discussion or case study. The frequency of use of web applications and digital environments to animate their teaching. In addition to the personal and professional practices, the questionnaire investigates the representations of technology connected to the three profiles (Rivoltella 2014.). The resulting technological profiling questionnaire was administered as a final, but not definitive, analysis in the SET.UP intervention-research: Sixth digital (2017). The questionnaire addressed first-cycle teachers from seven comprehensive schools (385 compilations, 60% of the sample). In this latest version of the questionnaire, the variable "ICT Profile" has been included, identified on the basis of research standards that have emerged from 2007 to date. The questionnaire thus made it possible to highlight, following statistical analysis, which indicators of practices and representations of the technology characterize the three profiles. In particular, some variables have shown a significant correlation to the Chi-squared test with the variable "ICT Profile": the use of cloud services, e-learning platforms, knowledge and use of web applications vary in the three profiles. It is interesting to note that another variable discriminating the three profiles does not belong to the category of technologies, but to the methodological one: the variable "Laboratory lesson" (for example, the% of attendance increases in Pioneers). Identified which variables characterize the practices of the three profiles, the representations connected to them have been deepened: for example, the image that identifies technology as a toolbox was chosen in 54% of cases by the Pioneers, while the image of the computer 53% of the Neophytes chose it as a synonym for danger and danger. These and other data allow us to highlight which indicators are statistically significant in reconstructing what could be a synthetic index of digital competence.