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>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="" 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> 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) Thu, 15 Apr 2021 17:12:16 +0200 OJS 60 Editorial <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> Stefania Manca ##submission.copyrightStatement## Wed, 03 Mar 2021 00:00:00 +0100 METHODS, ACTIONS AND TECHNOLOGIES TO SUPPORT HYBRID CLASSROOM <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> Vincenza Benigno, Chiara Fante, Giovanni Caruso, Fabrizio Ravicchio ##submission.copyrightStatement## Thu, 21 Jan 2021 00:00:00 +0100 DIFFERENCES BETWEEN TEACHER-FOCUSED TWITTER HASHTAGS AND IMPLICATIONS FOR PROFESSIONAL DEVELOPMENT <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> Spencer P. Greenhalgh ##submission.copyrightStatement## Tue, 23 Jun 2020 00:00:00 +0200 INNOVATIVE ASPECTS AND EVALUATION METHODS IN A TEACHERS’ CONTINUOUS PROFESSIONAL DEVELOPMENT TRAINING EXPERIENCE <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> Laura Carlotta Foschi ##submission.copyrightStatement## Tue, 05 May 2020 00:00:00 +0200 SOCIAL MEDIA FOR STUDENTS’ EMPLOYABILITY SKILLS <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> Busuyi Francis Olowo, Mr., Babatunde Akinwande Akinguloye, Mr., Omobola Oyinlade Gambo, Mrs., Olujoke Emily Jembola, Mrs. ##submission.copyrightStatement## Thu, 14 Jan 2021 00:00:00 +0100 EXPLORING FORCE CONCEPT THROUGH A LEARNING PROJECT USING DESMOS <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> Valentina Bologna, Elisabetta Giachin, Francesco Longo ##submission.copyrightStatement## Thu, 28 Jan 2021 00:00:00 +0100 List of Reviewers 2020 Caterina Roseo ##submission.copyrightStatement## Thu, 15 Apr 2021 17:08:24 +0200