DIGITAL COMPETENCES FOR EDUCATORS IN THE ITALIAN SECONDARY SCHOOL: A COMPARISON BETWEEN DIGCOMPEDU REFERENCE FRAMEWORK AND THE PP&S PROJECT EXPERIENCE

Abstract

Schools are facing a new challenge in their approach to education, due to the spreading of digital technologies. New tools and new ideas take shape at an increasing rate. Educators and teachers at all levels need to be trained and keep up to date with technological opportunities. Some help comes from official EU documents providing directions, guidelines, and reference framework. This is the case of the DigCompEdu, a resource about digital competences for educators, which lists 22 digital competences divided into six main areas equally important for the development of good practices in digital education. In this paper, we want to observe the list of competences in the "Problem Posing and Solving" project, an Italian experience with teachers in STEM disciplines , supported by the Italian ministry of Education; this project makes use of digital technologies of different kinds and innovative methodologies that enhance teaching and learning in secondary schools. We will analyze the competency framework from the point of view of teachers and students participating to the project.