The TPACK model and teacher training in digital skills. Italian legislation and pedagogical implications

Main Article Content

Nicoletta Di Blas
Manuela Fabbri
Luca Ferrari


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 wellestablished 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, anumber 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.

Article Details

Articles - Special Issue
Author Biographies

Manuela Fabbri, University of Bologna

Department of Education Studies "Giovanni Maria Bertin"

Luca Ferrari, University of Bologna

Department of Education Studies "Giovanni Maria Bertin"


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