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Supportare e accompagnare i processi di autonomia nei settori dell’istruzione e della formazione nell’era digitale

  • Pierpaolo Infante

The COVID-19 pandemic is still impacting education and training systems. Under extremely challenging circumstances, it accelerated digital transformation and triggered rapid, large-scale change. Developments that would otherwise have taken years, were possible in only a few weeks. Today we are facing both challenges and opportunities. This means that we need to help teaching, step up our efforts and gradually move from temporary, emergency-focused distance education to more effective, sustainable and equitable digital education, within the framework of creative, flexible, modern and inclusive education and training. The education and training system is increasingly part of the digital transformation and it can take advantage of the benefits and opportunities of this ongoing change.

  • Keywords:
  • Digital,
  • Education,
  • Innovation,
  • Skills,
  • Training,
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Pierpaolo Infante

University of Florence, Italy - ORCID: 0000-0003-3945-1653

  1. Bennett, Randy E. 2015. “The Changing Nature of Educational Assessment.” Review of Research in Education 39 (1): 370-407.
  2. Carretero Gomez, Stephanie, Vuorikari Riina, and Yves Punie. 2017. DigComp 2.1: The Digital Competence Framework for Citizens with Eight Proficiency Levels and Examples of Use. Luxembourg: Publications Office of the European Union.
  3. Commissione europea Annual Report 2016 al 2020. Luxembourg: Publications Office of the European Union.
  4. Commissione europea. 2017. Documento di lavoro dei servizi della Commissione Europea Digital Progress Report. SWD (2017) 160. <https://ec.europa. eu/transparency/regdoc/rep/10102/2017/EN/SWD> (2022-12-15).
  5. Commissione europea. “Digital Education Plan (2021-2027)” <https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en> (2022-12-15).
  6. Morin, Edgar. 2012. La via. Per l’avvenire dell’umanità. Milano: Raffaello Cortina.
  7. Shuler, Carly, Winters Niall, and Mark West. 2013. The Future of Mobile Learning: Implications for Policy Makers and Planners. Paris: UNESCO. <https://unesdoc.unesco.org/ark:/48223/pf0000219637> (2022-12-15).
  8. USR Toscana. DAD. Ufficio per le politiche di supporto all’autonomia scolastica. “Monitoraggio conclusivo a.s.2019/2020.” <https://www.dad-usrtoscana.it/monitoraggi/> (2022-12-15).
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  • Publication Year: 2022
  • Pages: 227-230
  • Content License: CC BY 4.0
  • © 2022 Author(s)

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  • Publication Year: 2022
  • Content License: CC BY 4.0
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Chapter Information

Chapter Title

Supportare e accompagnare i processi di autonomia nei settori dell’istruzione e della formazione nell’era digitale

Authors

Pierpaolo Infante

Language

Italian

DOI

10.36253/979-12-215-0081-3.26

Peer Reviewed

Publication Year

2022

Copyright Information

© 2022 Author(s)

Content License

CC BY 4.0

Metadata License

CC0 1.0

Bibliographic Information

Book Title

Esercizi di ricerca

Book Subtitle

Dottorato e politiche per la formazione

Editors

Vanna Boffo, Fabio Togni

Peer Reviewed

Number of Pages

278

Publication Year

2022

Copyright Information

© 2022 Author(s)

Content License

CC BY 4.0

Metadata License

CC0 1.0

Publisher Name

Firenze University Press

DOI

10.36253/979-12-215-0081-3

ISBN Print

979-12-215-0094-3

eISBN (pdf)

979-12-215-0081-3

eISBN (xml)

979-12-215-0082-0

Series Title

Studies on Adult Learning and Education

Series ISSN

2704-596X

Series E-ISSN

2704-5781

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