https://ijet.itd.cnr.it/issue/feed Italian Journal of Educational Technology 2021-04-15T19:10:46+02:00 Italian Journal of Educational Technology (IJET) ijet@itd.cnr.it Open Journal Systems <h2>Since 1993, a four-monthly journal on educational technology</h2> <p>The<strong> Italian Journal of Educational Technology (IJET) </strong>(formerly <strong>TD Tecnologie Didattiche</strong>) is a refereed, open-access journal that publishes theoretical perspectives, review articles, methodological developments, empirical research and best practice in the field of education and technology. The journal targets scholars and practitioners and welcomes contributions in English on any aspect of technology-enhanced learning in formal, non-formal and informal learning contexts, from early years through to technical, vocational and higher education, professional development and corporate training, in any subject domain.</p> <p>All contents of the Italian Journal of Educational Technology (IJET) are licensed under a <a href="http://creativecommons.org/licenses/by-nc/4.0/" target="_blank" rel="license noopener">Creative Commons Attribution-NonCommercial 4.0 International License</a>. Readers have free online access to the contents of all issues of the journal.</p> <p><a href="http://creativecommons.org/licenses/by-nc/4.0/" rel="license"><img title="Creative Commons Attribution-NonCommercial 4.0 International License" src="https://i.creativecommons.org/l/by-nc/4.0/88x31.png" alt=""></a></p> <p>A print edition of IJET is also available for purchase, either on a subscription or single-issue basis. Please go to "<a href="/index.php/td/about#subeng" target="_blank" rel="noopener">Subscriptions</a>" to read more.</p> <p>Italian Journal of Educational Technology has been recognised as Classe A journal in the assessment carried out by&nbsp;<a href="https://www.anvur.it" target="_blank" rel="noopener">ANVUR</a>, the agency designated by Italy's Ministry of Education and Research for evaluating research institutions and scientific output.&nbsp; <a href="/about" target="_blank" rel="noopener">Keep reading in About</a>.</p> <h3>TOPICS</h3> <p>Topics covered concerns any aspect of educational technology, including:</p> <ul> <li>Theoretical aspects of educational technology and technology-enhanced learning</li> <li>Innovative learning environments</li> <li>Open and online education</li> <li>Collaborative learning</li> <li>Design of learning environments</li> <li>Evaluation and assessment</li> <li>Mobile technologies and social media</li> <li>Game-based learning</li> <li>Formal, non-formal and informal learning</li> <li>Digital literacy</li> <li>Technology for inclusive learning</li> <li>Digital contents and educational resources</li> <li>Research methods in educational technology</li> <li>Policies for innovation in educational systems</li> </ul> <h3>PEER REVIEW POLICY</h3> <p>Manuscripts undergo a double-blind peer-review process involving at least two reviewers and the editor of each issue.</p> https://ijet.itd.cnr.it/article/view/1240 Editorial 2021-04-15T17:12:15+02:00 Stefania Manca manca@itd.cnr.it <p>This issue of the Italian Journal of Educational Technology includes four articles that tackle a range of different research topics and one short paper in the Field Experiences section.</p> 2021-03-03T00:00:00+01:00 ##submission.copyrightStatement## https://ijet.itd.cnr.it/article/view/1146 METHODS, ACTIONS AND TECHNOLOGIES TO SUPPORT HYBRID CLASSROOM 2021-04-15T17:12:14+02:00 Vincenza Benigno benigno@itd.cnr.it Chiara Fante fante@itd.cnr.it Giovanni Caruso caruso@itd.cnr.it Fabrizio Ravicchio ravicchio@itd.cnr.it <p>Hybrid Learning Spaces represent an innovative solution for inclusive education aimed at students with chronic illness. The goal of the TRIS project was the implementation of methodological approaches and technological settings to support an "inclusive hybrid class" for homebound pupils. This study presents the results reached by qualitative analyses of the interviews conducted with teachers and students involved in the experimentation. The aim of this paper is to report and discuss the elements necessary to support the new hybrid classroom.</p> 2021-01-21T00:00:00+01:00 ##submission.copyrightStatement## https://ijet.itd.cnr.it/article/view/1161 DIFFERENCES BETWEEN TEACHER-FOCUSED TWITTER HASHTAGS AND IMPLICATIONS FOR PROFESSIONAL DEVELOPMENT 2021-04-15T17:12:15+02:00 Spencer P. Greenhalgh spencer.greenhalgh@uky.edu <p>Twitter hashtags may serve as valuable means for teachers' professional development. However, given the diversity of hashtag spaces and teacher needs, teachers must assess a given hashtag and compare it to their learning needs and preferences before determining whether it would be helpful. To support this reflection, I examine data associated with 60 Regional Educational Twitter Hashtags (RETHs) during the first six months of 2016 to begin describing the variety of teacher learning-focused Twitter spaces and make distinctions between them. My results indicate that these RETHs vary according to their relative focus on sharing, intimacy of personal connection, and volume of activity, each of which has implications for professional development. The dimensions resulting from this study may prove helpful for teachers, teacher educators, and hashtag coordinators.</p> 2020-06-23T00:00:00+02:00 ##submission.copyrightStatement## https://ijet.itd.cnr.it/article/view/1165 INNOVATIVE ASPECTS AND EVALUATION METHODS IN A TEACHERS’ CONTINUOUS PROFESSIONAL DEVELOPMENT TRAINING EXPERIENCE 2021-04-15T17:12:15+02:00 Laura Carlotta Foschi lauracfoschi@gmail.com <p>This paper analyses the innovative aspects and evaluation methods of an experience in teachers’ Continuous Professional Development training examines the results obtained. After introducing the panorama in which Continuous Professional Development (CPD) takes place and highlighting the relevance it assumes in the Italian context, the paper describes the content and structural features of training, as well as providing a descriptive narrative of an activity example. The training is analysed according to areas and attributes of innovation, and key elements of effective teacher CPD. The training evaluation methods adopted, both traditional and innovative, are examined, and the results obtained discussed. The analyses carried out show that the training achieved encouragingly positive results.</p> 2020-05-05T00:00:00+02:00 ##submission.copyrightStatement## https://ijet.itd.cnr.it/article/view/1185 SOCIAL MEDIA FOR STUDENTS’ EMPLOYABILITY SKILLS 2021-04-15T17:12:16+02:00 Busuyi Francis Olowo, Mr. olowo4404@gmail.com Babatunde Akinwande Akinguloye, Mr. akingunloy@gmail.com Omobola Oyinlade Gambo, Mrs. bolagambo@gmail.com Olujoke Emily Jembola, Mrs. jembolaolujoke@gmail.com <p>Social media may be an important tool for students to develop and improve their employability skills. This paper reports the results of a survey conducted in Osun State Technical Colleges (Nigeria) that investigated the use of social media (LinkedIn, YouTube, WhatsApp, Facebook, and Twitter) and their influence on students’ employability skills. The study adopted a quantitative design approach and involved a sample of 354 randomly selected students. An instrument called “Use of Social Media Platform and Students’ Employability Skills Questionnaire (SMSESPQ)” was used for the purpose. Data were analyzed using multiple regression statistics. The findings showed that the use of YouTube, LinkedIn, Facebook, WhatsApp, and Twitter contributed significantly to students’ employability skills, and that students perceived this same benefit of social media.</p> 2021-01-14T00:00:00+01:00 ##submission.copyrightStatement## https://ijet.itd.cnr.it/article/view/1190 EXPLORING FORCE CONCEPT THROUGH A LEARNING PROJECT USING DESMOS 2021-04-15T17:12:14+02:00 Valentina Bologna valentina.bologna@phd.units.it Elisabetta Giachin elisabettagiachin@gmail.com Francesco Longo francesco.longo@ts.infn.it <p>Teachers have been asked to integrate new technologies with didactic education as it happened during COVID-19 times; this has been a real opportunity to review disciplinary and methodological approaches and to enhance features that usually traditional teaching does not use. The learning and the epistemological constructions are promoted also by the use of targeted software that may support the conceptual difficulties in Physics Education through high level of students’ interaction. Our work proved to be quite successful in achieving this support in learning: during the first lockdown period, we proposed a learning unit on the concept of force according to the Newtonian Dynamics using the Desmos software to students in the secondary school. The technological integration is crucial to complete the educational project and it could also be promoted in a non-emergency teaching setting.</p> 2021-01-28T00:00:00+01:00 ##submission.copyrightStatement## https://ijet.itd.cnr.it/article/view/1243 List of Reviewers 2020 2021-04-15T19:10:46+02:00 Caterina Roseo roseo@itd.cnr.it 2021-04-15T17:08:24+02:00 ##submission.copyrightStatement##