Políticas, modelos e práticas educacionais sobre competências digitais para o desenvolvimento profissional docente: o caso italiano

Over the last few 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 introduce the Italian context by referring to the initiatives that have been promoted by the Ministry of Education to promote the introduction of digital technologies in school. Then, we will present DigCompEdu, the European framework that has been developed to frame teachers’ competences in the area of digital education . In this perspective, two experiences of teacher education and training in the area of and that has been adopted in the European countries, including Italy, as a main reference for teachers’ digital competence development. The chapter concludes with some practical experiences on teacher training in this sector, that has involved the University of Florence. The first experience is e-MEL that has developed free training resources available to teachers, while the second is DETECT which contributed to the definition of a framework for the critical digital literacy and to the production of educational resources (MOOC and Toolkit).