Tecnologie per la didattica: nuove prospettive di formazione e apprendimento inclusivo

Letteri, Barbara

The overall objective (addressed in the research discussion) is to understand whether the use of technologies and online communities of school professionals promotes learning, personalisation, inclusion, awareness and self-assessment of one's own educational activities. Based on these premises, the various chapters of the thesis were developed, retracing the history, theories and regulations that have contributed to the concept of inclusion, analysing digital tools and innovative teaching methodologies, addressing the dynamics of teacher training and online learning communities, and finally projecting possible future perspectives. After this introductory chapter, the thesis is divided into thematic chapters: the first deals with the analysis of literature and reflections on the history of inclusion and national and international reference frameworks; the second shifts the focus to learning technologies in inclusive processes and the evolution of their use during the pandemic; The third chapter goes into detail about the motivation and research questions. It also explains the methodology and tools used for research and data analysis and reflection. The fourth chapter deals with innovative methodologies, ICT in general and assistive technologies, software and artificial intelligence, their definition and classification in the field of education. The fifth and final chapter deals with teachers' digital skills, continuing education and online professional communities. Finally, there will be a concluding chapter with the results and impact of the research and a reflection on the possible limitations of the research, ideas for improvement and future developments.

The overall objective (addressed in the research discussion) is to understand whether the use of technologies and online communities of school professionals promotes learning, personalisation, inclusion, awareness and self-assessment of one's own educational activities. Based on these premises, the various chapters of the thesis were developed, retracing the history, theories and regulations that have contributed to the concept of inclusion, analysing digital tools and innovative teaching methodologies, addressing the dynamics of teacher training and online learning communities, and finally projecting possible future perspectives. After this introductory chapter, the thesis is divided into thematic chapters: the first deals with the analysis of literature and reflections on the history of inclusion and national and international reference frameworks; the second shifts the focus to learning technologies in inclusive processes and the evolution of their use during the pandemic; The third chapter goes into detail about the motivation and research questions. It also explains the methodology and tools used for research and data analysis and reflection. The fourth chapter deals with innovative methodologies, ICT in general and assistive technologies, software and artificial intelligence, their definition and classification in the field of education. The fifth and final chapter deals with teachers' digital skills, continuing education and online professional communities. Finally, there will be a concluding chapter with the results and impact of the research and a reflection on the possible limitations of the research, ideas for improvement and future developments