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 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="" 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>Italian Journal of Educational Technology has been recognised as Classe A journal in the 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.</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 <p>Writing the editorial of a general issue is usually harder than writing that of a special issue. In fact, the connection between the papers risks to be rather loose, with the only common denominator being the journal scope. This time, however, I was lucky, as four out of the six papers that were accepted for this general issue seem to be connected by a common thread: &nbsp;teachers, their professional identity, and their relationship with technology. I believe there are good reasons for this. More than ever, the crucial role of educators’ competence has come to the forefront, with particular focus on digital competence, including the ability to use technology in an effective way in educational settings, be them face-to-face, hybrid or online.</p> <p>The main reason for this increased awareness has been under our eyes since the COVID-19 pandemic and the consequent distancing measures have forced educators around the world to use technology to “surrogate” face-to-face teaching. Unfortunately, in most cases, the verb “surrogate” turns out to be the correct one: too often technological environments have been used merely as a (sub-optimal) substitute of the usual physical environment, due to the lack of time and competence needed to redesign teaching from scratch, taking advantage of the full potential of technology. In addition, other important challenges are playing the role of a litmus test for teachers’ need for continuous professional development. One of all is the need to ensure that all learners can develop their potential in a context where students’ cultural diversity is increasing and, at the same time, nationalist sentiments and lack of tolerance continue to fester among the population. Our only chance to build the bases for a peaceful world is through so-called global education, and this makes teachers’ competence in inclusive education and informed use of technology of paramount importance. &nbsp;However, luckily, some institutions have been working in this direction even before the pandemic [...]</p> Donatella persico ##submission.copyrightStatement## 2022-07-25 2022-07-25 30 2 2 3 10.17471/2499-4324/1293 ACADEMIC STAFF PERSPECTIVES ON AN INSTITUTION-WIDE SHIFT TO ACTIVE BLENDED LEARNING <p>This study identified barriers and enablers of a university-wide pedagogic shift to Active Blended Learning (ABL). ABL is an approach to learning and teaching that promotes student centredness through teaching in small groups, with a focus on sense-making activities and interactions in and outside the physical or virtual learning space. Data gathered through a survey of academic staff, followed by in-depth interviews, were analysed using thematic analysis. The normalisation and effective embedding of digital technology and small group teaching were two major enablers of pedagogic transformation to ABL. Inconsistent teaching practices and the lack of student engagement with learning activities emerged as two of the main barriers. An in-depth understanding of effective, student-focused higher education teaching is a cornerstone of large-scale pedagogic change processes. Recommendations are put forward for higher education institutions considering changes to their learning and teaching strategies.</p> Virginia Teixeira Antunes Alejandro Armellini Robert Howe ##submission.copyrightStatement## 2021-09-27 2021-09-27 30 2 4 29 10.17471/2499-4324/1248 SMART WELFARE: THE WORK OF THE EDUCATOR AT THE TIME OF COVID-19 <p>The field of socio-educational services is focused on the value of relationships, proximity, support and intervention on site, at home or in users’ facilities, and all those elements are difficult to convert digitally. Nevertheless, during the period of the Covid-19 pandemic, smart working also became part of the everyday life of social educators. This study discusses the role of technology in the work of the educator during the pandemic period and possible future developments. The study offers an insight into the influence of Covid-19 on socio-educational services, focusing on the function of technology both in maintaining contact with the users where the service was suspended and in reshaping the assistance that continued to be provided. The research study highlights that, despite the challenges and the initial disorientation faced by educators, digital technologies can constitute important working tools to assure the continuity of the pedagogical relationship also in the socio-educational and care contexts.</p> Elena Gabbi Cristina Gaggioli Maria Ranieri ##submission.copyrightStatement## 2021-08-13 2021-08-13 30 2 30 44 10.17471/2499-4324/1247 TEACHERS’ PERSPECTIVES ON ENHANCING PROFESSIONAL DIGITAL COMPETENCE BY PARTICIPATING IN TEACHMEET <p>This study examines teachers’ experiences in fostering professional digital competence (PDC) by participating in TeachMeet. TeachMeet are bottom-up professional development events where teachers meet to share pedagogical ideas about teaching and learning using digital technology. The study also examines how this participation may nurture teachers’ transformative digital agency as competent digital practitioners. The study employs qualitative methods, drawing on data from open-ended questionnaire answers (n=36) and five in-depth interviews. Thematic analysis is performed by taking an inductive approach to identify themes and drawing on the Norwegian PDC Framework for Teachers as the analytical lens. The findings reveal that the teachers consider participation in TeachMeet useful for the development of their PDC and participation may nurture teachers’ transformative digital agency. These findings have implications for facilitating teachers’ continuing professional development by focussing not only on their pedagogical and technological competencies but also their agentic capacities.</p> Stine Brynildsen Ilka Nagel Irina Engeness ##submission.copyrightStatement## 2022-06-20 2022-06-20 30 2 45 63 10.17471/2499-4324/1252 PREDICTING AND EXPLAINING PRE-SERVICE TEACHERS’ SOCIAL NETWORKING TECHNOLOGY ADOPTION <p>This research study examined pre-service teachers’ (N=250) intentions to adopt Twitter for professional development. The study used the Technology Acceptance Model to test research hypotheses grounded in the literature. The data were collected with a survey questionnaire and analyzed with Structural Equation Modelling. Findings indicated that ease of use, subjective norms, and perceived connectedness explained the variability in intentions to use Twitter. Perceived mobility, mediated through perceived behavioral control, explained participant differences in the perceived ease of use. Implications for stakeholders include highlighting the role subjective norms and mobile applications play in facilitating the ease of use and connectedness because both variables appear to positively impact behavioral intentions to use Twitter for professional development. Supporting pre-service teachers with self-efficacy, resources, and positive social media subjective norms will positively influence Twitter adoption for cross-cultural collaboration and professional learning. Technology adoption mediates global collaboration among educators in heralding innovation and creativity.</p> Nandita Gurjar Stephen Sivo ##submission.copyrightStatement## 2022-01-26 2022-01-26 30 2 64 81 10.17471/2499-4324/1245 MOOCS IN ITALY: AN OPEN AND FRAGMENTED LANDSCAPE <p>If we look at the short but widely analyzed history of Massive Open Online Courses (MOOCs), it is evident that these courses, which were created and are still often acclaimed as ‘open’, have been progressively losing most of their openness. A substantial – and probably increasing – number of MOOCs are in fact not based on Open Educational Resources. Moreover, they are not continuously available for access. Recognizing that many openness declinations exist in the MOOC panorama, this article seeks to expand global knowledge about such variances by focusing on the characteristics of MOOCs in Italy. It claims that even if the Italian MOOC ecosystem has some similarities with those of other European countries, it is distinctive for two reasons: first, MOOCs produced by Italian universities seem to be more open than those in comparable countries in terms of both content licenses and accessibility; second, the Italian MOOC ecosystem seems to suffer from a rather high degree of fragmentation. By combining a literature review with a set of interviews with key stakeholders in the Italian MOOC panorama, the article provides insights on the factors and mechanisms that have generated such a particular configuration of the Italian MOOC landscape.</p> Valentina Goglio Fabio Nascimbeni ##submission.copyrightStatement## 2021-06-07 2021-06-07 30 2 82 96 10.17471/2499-4324/1233 “SHOULD I BECOME A COMPUTER ENGINEER?” USING AN IMMERSIVE EXPERIENCE WITH UPPER SECONDARY STUDENTS TO SUPPORT FACULTY CHOICE <p>Universities often carry out initiatives to assist upper secondary students in their choice of university faculties and courses. However, most of such initiatives are transmissive, and do not offer students hands-on experiences or opportunities for peer interaction. This paper instead presents an immersive, team-based experience on educational robotics offered to prospective students in Computer Engineering (N=88). Evaluation of the activity focused on: (1) improvements in students’ awareness when it comes to pick a faculty and a course; (2) improvements in basic Computer Sciences knowledge; (3) prospective students’ interactions and community-building. The results suggest that students' knowledge and skills are improved at the end of the experience and that this has a positive effect on their attitude towards the choice of a specific faculty and/or course. Student interactions proved to be more critical, as most teams displayed a low quality of social interactions.</p> Armando Tacchella Marco Oreggia Marcello Passarelli Francesca Pozzi Carlo Chiorri ##submission.copyrightStatement## 2022-08-02 2022-08-02 30 2 97 110 10.17471/2499-4324/1272