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 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> en-US <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> (Italian Journal of Educational Technology (IJET)) (Luca Bernava) Tue, 11 Dec 2018 17:11:37 +0100 OJS 60 EDITORIAL. TECHNOLOGY AS A SUPPORT TO TRADITIONAL ASSESSMENT PRACTICES <p class="IJETNNormal">Assessment in education is under pressure to change. Some drivers for change result from new ways of thinking about assessment and its educational purposes. Other drivers are external and are the result of wider changes in society. Technology falls into this second category. This special issue is concerned with change at the intersection of assessment and technology in education.</p> Valentina Grion, Anna Serbati, David Nicol ##submission.copyrightStatement## Mon, 24 Dec 2018 00:00:00 +0100 THE EFFECTIVE INTERACTION BETWEEN ASSESSMENT AND TECHNOLOGIES: FINDINGS FROM A SYSTEMATIC REVIEW <p class="IJETCAbstractKeywordsText">Assessment is a widely discussed topic in educational research, due to its key role in learning processes. An emerging theme in the current debate is the need to adopt approaches more consistent with the pedagogical, cultural and technological developments concerning and determining teaching and learning activities. In this context, the interest in the relationship between assessment and technologies keeps growing. In order to investigate this relationship, this paper reviews the literature, researching ways in which digital technologies are used in schools and higher education contexts, trying to find elements of novelty, in comparison with traditional assessment practices. The findings highlight some important affordances of digital technologies in the assessment processes at different educational levels as well as in different subjects. Furthermore, the results showcase a large number of significant elements and new assessment scenarios, which are difficult to implement without the use of technologies.</p> Denise Tonelli, Valentina Grion, Anna Serbati ##submission.copyrightStatement## Mon, 24 Dec 2018 00:00:00 +0100 THE INFLUENCE OF THE ELECTRONIC CLASS LOGBOOK ON EVALUATION PROCESSES <p class="IJETCAbstractKeywordsText">This paper analyses the effect of the electronic class logbook on how teachers mentally frame student assessment and conceptualise assessment processes. To what extent do the register’s features, constraints and affordances affect the evaluation processes performed in school? The investigation considers three aspects of the relationship between the  instrument’s characteristics and the resultant didactic implications: the artefact’s rigidity and modelling of the teacher’s attitude to the evaluation process; the influence of the register’s numeric ‘language’ on the summative/formative assessment dichotomy; shifting the assessment process from daily documentation and teacher-student exchange to an interpersonal narrative chiefly directed towards the family. This analysis is framed by Rabardel’s construct of object technique (1995).</p> Maila Pentucci ##submission.copyrightStatement## Mon, 24 Dec 2018 00:00:00 +0100 ASSESSMENT-AS-LEARNING FOR COGNITIVE ACTIVATION. ISSUES FOR EFFECTIVE USE OF LEARNING TECHNOLOGIES IN THE CLASSROOM <p class="IJETCAbstractKeywordsText">The introduction of digital technologies in the classroom (especially tablets, mobile devices and personal computers) can provide interesting learning opportunities. However, these gains are not automatic: teachers and learners need to learn how to take advantage of these possibilities with a view to improving cognitive activation. This article argues against the separation of teaching and evaluation in favour of an integrated perspective: assessment-as-learning. This is a form of evaluation that integrates learning and evaluation activities. In order to exemplify the concept and promote its application in the classroom, the article presents models for the design of assessment as learning tasks, together with examples of protocols for debriefing and for monitoring the development of students’ abilities.</p> Roberto Trinchero ##submission.copyrightStatement## Mon, 24 Dec 2018 00:00:00 +0100 ON PAPER OR ON SCREEN? A STUDY ON THE PERCEPTIONS OF DIGITAL TESTS IN HIGHER EDUCATION <p class="IJETCAbstractKeywordsText">This paper explores the potentialities and limitations of Computer-Based Testing (CBT) compared to traditional Paper-Based Testing (PBT). The aim is to verify whether, and to what extent, an electronic mode of assessment can become a suitable alternative to PBT, allowing the evaluation process to be managed more efficiently, especially within large higher education classes. The paper reports a study carried out at the University of Florence in 2016-17 involving 606 students, 443 of whom opted for CBT using their own devices, while 163 preferred PBT. Three hundred and seventy-two participants who experienced CBT also answered a questionnaire on their perceptions, preferences, and level of satisfaction. The results show that the students responded very positively to the digital system, especially the possibility to receive immediate feedback. Some critical issues emerged relating to on-screen reading, which suggests the need for careful design of testing tools.</p> Maria Ranieri, Andrea Nardi ##submission.copyrightStatement## Mon, 24 Dec 2018 00:00:00 +0100 ONLINE PEER ASSESSMENT TO IMPROVE STUDENTS’ LEARNING OUTCOMES AND SOFT SKILLS <p class="IJETCAbstractKeywordsText">A central objective in the university context is to promote innovative teaching activities that increasingly see students as an active part of the learning process, fostering their learning outcomes, knowledge, and soft skills. The use of online technologies has the potential to support and innovate frontal teaching lessons, also solving problems associated with lack of time and space in the standard lesson environment. To achieve the above objective, we included the collaborative activity of peer assessment within the online Genomics laboratory as a formative process for the second consecutive year. This experimental procedure was conducted entirely online, using the Moodle e-learning platform. The results reported in this paper are based on qualitative and quantitative analysis of the peer assessment process and on a questionnaire on the students’ subjective perception of this collaborative activity.</p> Daniela Amendola, Cristina Miceli ##submission.copyrightStatement## Mon, 24 Dec 2018 00:00:00 +0100