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This paper examines the measures taken by the Italian Government to enhance the digital competencies of pre-service and in-service teachers so as to promote educational innovation in Italy’s schools. The study discusses these measures within the framework of TPACK (Technology, Pedagogy and Content Knowledge), a model that outlines the knowledge domains underpinning teaching/learning processes in which technology plays a substantial role. The results show that, in spite of the well-established international conversation around TPACK, the Italian education system has not yet officially adopted this model, either for pre-service or for in-service teacher training. At the same time, however, a number of government actions have actually paved the way towards possible adoption of the model itself, both from a theoretical and a methodological point of view.


TPACK, School; University; Digital Competence; Government legislation; Educational Technology; Technology Enhanced Learning (TEL)

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Copyright (c) 2018 Nicoletta Di Blas, Manuela Fabbri, Luca Ferrari

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Italian Journal of Educational Technology (IJET) | ISSN (print) 2532-4632 | ISSN (online) 2532-7720