Abstract
School is increasingly protagonist of a process of renewal that is realized by rethinking the educational and training spaces according to principles supported by technological changes. In this context, a relevant program is the Programma Operativo Nazionale (PON) per la scuola “Competenze per l’apprendimento” (The Italian National Operational Program “For School” – Skills and Learning Environments)) in that it promotes the upgrading of technology facilities and school learning environments, the strengthening of all key competences, and the adoption of innovative didactic approaches through a strong integration of investments funded by the European Social Fund (ESF) for training and skill improvement and the ERDF (European Regional Development Fund) for infrastructure interventions. In this chapter, we present a qualitative and quantitative analysis aiming to understand the dimensions that make it possible to set up a smart teacher training within the Italian small school context. The quantitative analysis will take into consideration the efficacy perceived by the training paths promoted by PON PNSD. Then, a qualitative study was conducted through group interviews administered to teachers of four schools – selected among those who had taken part in the training actions – so as to investigate those elements in the educational path that promote innovation, sustainability, and replicability.
Sections 1, 4, 5 were written by Giuseppina Mangione.
Sections 2,3 Conclusions were written by Samuele Calzone.
In the framework of the European Structural Funds 2014-2020, and in the specific context of the National Operational Programme “Per la Scuola - Competenze e Ambienti per l’apprendimento”, this contribution is the result of a scientific cooperation involving two actions: (i) “Monitoraggio, ricerca e supporto didattico (GPU 2014- 2020)” - project code 4.1.4 A-FSEPON-INDIRE-2015-2, and (ii) “Piccole Scuole”, project code 10.1.8.A1-FSEPONINDIRE-2017-1.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsNotes
- 1.
- 2.
The actions are described in Avviso Ambienti Digitali (Digital Environments Notice) n. prot. 12810/2015, pg 4.
- 3.
Digital environments notice n. prot. 12810/2015, pg. 6.
- 4.
All data on the participation of schools and teachers, as well as on the results of the training satisfaction survey questionnaires were collected through GPUs 2014–2020, a system for the governance of the National Operational Programme – PON, http://pon20142020.indire.it/.
- 5.
Avviso Snodi Formativi Territoriali (Regional Education Hubs Notice) n. prot. 6076/2016, pg 4.
- 6.
The PON 2014–2020 “for school”, which is addressed to the entire national territory, is divided into three macro-areas: less developed, transition and more developed areas. The table (Fig. 1) shows a subdivision of regions by macro-areas.
- 7.
The evaluation plan is provided by Regulation (EU) No 1303/13 art. 114.
- 8.
The expression “before the course starts” means to administer the questionnaire on the first day of class, while “after the course is finished,” means the questionnaire is administered during the last class hour.
- 9.
The Digital Competence Framework for Citizens 2.1, 2017, JRS.
- 10.
The high number of teachers involved is due to the fact that the small schools are located within larger schools; it must be considered that such a broad involvement of teaching staff in these types of training activities has an impact in terms of dissemination of training results, even in places identified as small schools.
- 11.
DigCompEdu (Digital Competence Framework for Educators) is the acronym used by the European Commission working group and aimed at teachers/educators at all levels of education (including university and adult education) but, more gene to anyone working in the educational field, even in non-formal contexts.
Bibliography
Alpe, Y., & Fauguet, J. L. (2008). Enseigner dans le rural: un «metier» à part?. Travail et formation en éducation, (2).
Bouck, E. C. (2004). How size and setting impact education in rural schools. Rural Educator, 25(3), 38–42.
Calzone, S., & Chellini, C. (2016). Teachers’ training: An empirical study on training needs and digital skills. Form@re – Open Journal per la formazione in rete., 16(2), 32–46.
Cerini, Giancarlo (2017) C’è anche il VISITING per i docenti neoassunti. Available at: http://neoassunti.indire.it/2018/files/VISITING_per_i_docenti_neo-def.pdf
Darling-Hammond, L. (2005). Teaching as a profession: Lessons in teacher preparation and professional development. Phi delta kappan, 87(3), 237–240.
Ferri, P. (2013). La scuola 2.0. Verso una didattica aumentata dalle tecnologie. Parma, OH: Spaggiari.
Glaser, B., & Strauss, A. (1967). The Discovery of grounded theory. Hawthorne, NY: Aldine Publishing Company.
Khan, A. R., Hadi, R. S., & Ashraf, M. M. (2013). The Impact of ICT on Education: A Study on Rural Schools. Communications in Information Science and Management Engineering, 3(8), 367.
Kvalsund, R., & Hargreaves, L. (2009). Reviews of research in rural schools and their communities: Analytical perspectives and a new agenda. International Journal of Educational Research, 48(2), 140–149.
Mangione, G. R. (2018). Il Laboratorio nel curricolo formativo dei Neoassunti. FORMAZIONE & INSEGNAMENTO. Rivista internazionale di Scienze dell’educazione e della formazione, 15(3), 71–92.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017–1054.
MIUR, Ministero dell’Istruzione, dell’Università e della Ricerca (The Italian Ministry of Education, University and Research). (2015). Avviso Ambienti Digitali (Digital environments) Notice n. 12810/2015. http://www.istruzione.it/pon/avviso_ambienti-digitali.html
MIUR, Ministero dell’Istruzione, dell’Università e della Ricerca (The Italian Ministry of Education, University and Research). (2015). Piano Nazionale Scuola Digitale (The Italian national plan for a digital school). http://www.istruzione.it/scuola_digitale/allegati/Materiali/pnsdlayout-30.10-WEB.pdf
MIUR, Ministero dell’Istruzione, dell’Università e della Ricerca (The Italian Ministry of Education, University and Research). (2016). Avviso Snodi Formativi Territoriali (Regional education hubs) Notice n. 6076/2016. http://www.istruzione.it/pon/avviso_formazione.html
Mottet, G. (1992). Les ateliers de formation professionnelle: une proposition pour les IUFM. Recherche & Formation, 11, 93–106.
Ravotto, P. (2017). DigComp versione 2.1 e DigCompEdu, BRICKS – ANNO 7 – NUMERO 3. http://www.rivistabricks.it/wp-content/uploads/2017/09/SET2017_15_Ravotto.pdf
Redecker, C., & Punie, Y. (2017). Digital competence framework for educators (DigCompEdu). Brussels, BE: European Union.
Tarozzi, M. (2008). Che cos’è la grounded theory. Roma: Carocci.
Vayola, P. (2016). I rischi e le opportunità del digitale a scuola. Spunti di riflessione per progettare la formazione dei docenti. Form@re – Open Journal per la formazione in rete, 16(2), 180–193.
Zhu, Z., Yu, M., & Riezebos, P. (2016). A research framework of smart education. Smart Learning Environments, 3(1). https://doi.org/10.1186/s40561-016-0026-2
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Switzerland AG
About this chapter
Cite this chapter
Mangione, G.R.J., Calzone, S. (2019). The Italian Small School Toward Smart Pedagogy. A Cross-Reading of Opportunities Provided by the National Operational Program (PON) “For Schools 2014–2020 – Skills and Learning Environments”. In: Daniela, L. (eds) Didactics of Smart Pedagogy. Springer, Cham. https://doi.org/10.1007/978-3-030-01551-0_12
Download citation
DOI: https://doi.org/10.1007/978-3-030-01551-0_12
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-01550-3
Online ISBN: 978-3-030-01551-0
eBook Packages: EducationEducation (R0)