Un framework metodologico per lo studio dell’integrazione di TPACK nelle attività educative che utilizzano le TIC ad uso dei futuri insegnanti della prima infanzia
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Abstract
Questo articolo propone un framework metodologico per studiare come il modello della conoscenza tecnologico-pedagogico-disciplinare (TPACK) viene integrato nella progettazione e implementazione di attività educative. Il framework proposto è stato elaborato e applicato nel contesto di un corso nell’ambito del quale gli studenti di un programma universitario per la formazione iniziale di insegnanti della prima infanzia integrano il TPACK nella progettazione e implementazione di attività che usano le tecnologie della comunicazione e dell’informazione (TIC) e il grado in cui lo fanno. Lo specifico framework metodologico è stato progettato tenendo in considerazione, per ciascuna parte del corso (insegnamento, progettazione, implementazione), le componenti costitutive su cui si fonda TPACK e per analizzare e ricombinare queste componenti attraverso l’uso di metodi e strumenti appropriati, come l’analisi tematica per l’elaborazione qualitativa e l’analisi dei dati multidimensionale. I risultati mostrano che, applicando il nostro approccio metodologico iniziale, diversi elementi, per esempio le caratteristiche e le specificità particolari di ogni materia dell’educazione prescolare, devono essere rivisitati.
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