Italian Journal of Educational Technology <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 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="" 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="" rel="license"><img title="Creative Commons Attribution-NonCommercial 4.0 International License" src="" 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>TD Tecnologie Didattiche (now Italian Journal of Educational Technology) has been recognised as Classe A journal in assessment carried out by&nbsp;<a href="" 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.&nbsp;In 2016 the rejection rate was 36%.</p> Edizioni Menabò - Menabò srl en-US Italian Journal of Educational Technology 2532-4632 <p><span>Authors who publish with this journal agree to the following terms:</span></p><ol><li><span>Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under </span>a <a href="" rel="license">Creative Commons Attribution-NonCommercial 4.0 International License</a>.</li><li>Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.</li><li>Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See <a href="" target="_blank">The Effect of Open Access</a>)</li></ol> EDITORIAL. TECHNOLOGIES AS ASSESSMENT CHANGE AGENTS Valentina Grion Anna Serbati David Nicol ##submission.copyrightStatement## 2019-01-04 2019-01-04 27 1 3 4 10.17471/2499-4324/1098 EVALUATIVE JUDGEMENT OF WORKING PRACTICES: <p>Research into sustainable assessment highlights that students must not only learn to evaluate their final products and performances but also the processes of learning they engage in while producing these final outputs. However, what is missing in this research is a focus on practices – the specific activities that are undertaken in completing tasks – and on how these are adapted to different, increasingly technologically-mediated environments. The capacity to improvise, to work around or subvert formal or expected procedures, and effectively adjust working practices, is critical for learning to operate across different situations, with different combinations of people, technologies and systems. Drawing on examples from sociomaterial research in educational and clinical environments, we argue that developing evaluative judgement of working practices will help students to overcome some of the challenges of moving between university and professional settings. To this end, we propose a reconfiguration of assessment to encourage visibility, ...</p> Tim Fawns Clara O'Shea ##submission.copyrightStatement## 2019-01-04 2019-01-04 27 1 5 18 10.17471/2499-4324/1027 A SYSTEMATIC REVIEW OF THE USE OF TECHNOLOGIES FOR THE ASSESSMENT OF MOVEMENT IN PHYSICAL EDUCATION <p>This study presents a systematic review of the literature on the use of digital technologies to support the assessment or evaluation of student movement in physical education. Overall, twelve studies were included in the review after an appropriate screening process. The results show that the technologies used can be divided into three categories: video, wearable sensors and exergames. The overall analysis indicates how their use, even if still limited in extension, seems to provide validity, objectivity and reliability in the processes of evaluating fundamental movement and sporting skills. In addition, it encourages the development of teaching programs that strictly adhere to the development level of each pupil and/or each class group.</p> Francesco Sgrò Roberto Coppola Salvatore Pignato Mario Lipoma ##submission.copyrightStatement## 2019-04-01 2019-04-01 27 1 19 35 10.17471/2499-4324/1016 USING COMPUTER LAB TRACE ANALYTICS TO SUPPORT LEARNERS' ENGAGEMENT IN LABORATORY ACTIVITIES <p class="TDCAbstractKeywordsText">Laboratory based learning activities constitute an important part of students’ learning experiences today. As a consequence, it is interesting to investigate how to better support such activities using digital technologies. In this paper, the authors present a practical approach based on the use of Microsoft Families and artificial neural networks to analyse computer traces of students’ lab activities to identify students encountering difficulties and at risk of failure, and flag tutors for further corrective actions on demand. This work demonstrates how artificial neural networks allow the analysis of the traces of students’ work even outside of a Learning Management System and with no clue of possible algorithmic relationships between the traces and the students’ performance.</p> Antonio Marzano Sergio Miranda Demetrios G. Sampson ##submission.copyrightStatement## 2019-04-01 2019-04-01 27 1 36 48 10.17471/2499-4324/1008 QUIS IUDICABIT IPSOS IUDICES? ANALYSIS OF SKILL DEVELOPMENT IN A TEACHER TRAINING COURSE THROUGH PEER- AND SELF-ASSESSMENT <p>This study examines the level of agreement between peer-assessments, self-assessments and assessments from course trainers regarding lesson plans produced by in-service teachers involved in a training course. This comparison allows us to investigate the development of assessment skills in relation to the methodological approach proposed in the training course. &nbsp;In addition, it permits us to validate these assessment procedures in a field where they are little explored, namely in-service teacher training. In this paper, the following aspects are illustrated: the topic, teaching methods and aims of the training course; the peer- and self-assessment processes and potential of the digital tools adopted (Peergrade); the statistical analysis performed; and the results obtained. The results show substantial and excellent levels of agreement between the teachers’ peer- and self-assessments, and those from their trainers, and the implications of these outcomes are discussed.</p> Laura Carlotta Foschi Graziano Cecchinato Filippo Say ##submission.copyrightStatement## 2019-04-01 2019-04-01 27 1 49 64 10.17471/2499-4324/1019 DIGITAL COMPETENCE ASSESSMENT IN AN INFORMAL ONLINE ENVIRONMENT: <p class="IJETCAbstractKeywordsText">This article presents a university teaching experience related to digital competence acquisition and assessment through the creation and editing of Wikipedia entries. The concept of digital competence is based on the European Framework DigComp 2.1. The process of creating entries has been monitored in its various forms across formal and informal learning contexts. The aim is to create a true knowledge building environment that favours authentic, situated and participatory evaluation through regulatory interventions from teacher and tutors, and via feedback from other Wikipedia users.</p> Corrado Petrucco ##submission.copyrightStatement## 2019-04-01 2019-04-01 27 1 65 81 10.17471/2499-4324/1035