A new educational ecosystem in italian primary schools: Innovation and educational practices
DOI:
https://doi.org/10.60923/issn.1970-2221/20827Keywords:
ecosystem, technology, inclusion, training, innovationAbstract
This study analyzes the perceptions and practices of 381 primary school teachers in Italy, exploring how the integration of digital technologies influences teaching processes and student learning. The primary objective of the research is to understand how these tools can support a more inclusive and interactive pedagogy, enhancing student engagement and fostering innovative practices. The investigation, conducted through questionnaires, reveals a generally positive attitude among teachers toward using technology as a support for instruction, while also highlighting significant challenges, particularly concerning the need for technical support and continuous training. The findings underscore the importance of collective reflection and educational policies that can provide adequate structural support for a mindful and sustainable adoption of technologies, promoting an integrated pedagogy that meets the demands of an increasingly digitalized educational environment.
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