Strategies to implement innovative ICT based approaches to teach Sciences at Secondary school level.
The guidelines aim at providing science secondary school teachers with the competences to make an effective use of ICT based science teaching learning objects.School Directors’ and Policy Makers’ Guidelines
3 Recommendations to Encourage Professional Development in the Integration of ICT in Science Teaching
3.1 Priority Areas: Policy Makers and School Directors role in CPD in ICT for Teachers
3.1 Priority Areas: Policy Makers and School Directors role in CPD in ICT for Teachers
3.1.2 Italy
Highly digitally equipped and connected schools have (among other features) a high provision of digital equipment (laptops, computers, cameras, whiteboards) per number of students and a high broadband speed. In Italy, compared to the European average, there are slightly less highly digitally equipped and connected schools at ISCED level 2 and more highly digitally equipped and connected schools at ISCED levels 1 and 3.
Recommendation: While the ISCED level 3 schools score 86% in terms of being highly equipped there is room for greater provision at levels 1 and 2.
Schools with a strong policy, strong support have (among other features) existing school strategies in place to use digital technologies in teaching and learning and strongly promote teachers’ professional development. In Italy at all ISCED levels there is higher than EU average policy and support.
Recommendation: Continue to encourage the high levels of support.
Digital competence is defined according to the DigComp framework, as detailed in the section on Sweden. There is slightly lower confidence of teachers in Italy at all ISCED levels in all digital competence areas compared to the European average.
Recommendation: Provide appropriate CPD at all levels to nurture digital competence in teachers.
Types of ICT related professional development courses undertaken by teachers in the years 2017-18 have been surveyed in three pillars as in Sweden. At all ISCED levels in Italy, there was a higher share of subject specific training on learning applications compared to the European average (except courses on the pedagogical use at ISCED level 2).
Recommendation: Continue to provide ICT related professional development courses to this standard.
Recommendation: While the ISCED level 3 schools score 86% in terms of being highly equipped there is room for greater provision at levels 1 and 2.
Schools with a strong policy, strong support have (among other features) existing school strategies in place to use digital technologies in teaching and learning and strongly promote teachers’ professional development. In Italy at all ISCED levels there is higher than EU average policy and support.
Recommendation: Continue to encourage the high levels of support.
Digital competence is defined according to the DigComp framework, as detailed in the section on Sweden. There is slightly lower confidence of teachers in Italy at all ISCED levels in all digital competence areas compared to the European average.
Recommendation: Provide appropriate CPD at all levels to nurture digital competence in teachers.
Types of ICT related professional development courses undertaken by teachers in the years 2017-18 have been surveyed in three pillars as in Sweden. At all ISCED levels in Italy, there was a higher share of subject specific training on learning applications compared to the European average (except courses on the pedagogical use at ISCED level 2).
Recommendation: Continue to provide ICT related professional development courses to this standard.
