The aim of this research was to compare the level of digital competence of future pedagogical staff (students of pedagogical faculties) in Italy and Poland. The research was conducted using original measurement tools and knowledge tests. The triangulation of techniques and research tools made possible the determination of the level of knowledge of the positive and negative features of the development of the information society, as well as the proficiency and frequency of use of the most popular websites and software. The research was conducted in the first half of 2022 using stratified sampling in both countries (N = 1209, IT = 604, PL = 605). Based on the data collected, it was noted that: (1) Pre-service teachers most often use software such as word processors and presentation creation tools; (2) This group very rarely uses software to create web pages, create visual material, or edit video; (3) The least problematic software that students use are word processors and multimedia presentations; (4) Among the typical ICT mediated activities that cause problems are: searching for and installing freeware (PL), installing and configuring parental control software (PL, IT), creating websites (PL, IT), searching for freely licensed images, and identifying plagiarism (PL); (5) Polish students have more theoretical knowledge about e-risks and the possibilities of the digital world than their Italian counterparts; (6) In most domains, the Italian future teachers rate their competences higher; (7) 53.81% of the respondents in IT and 38.68% in PL received lower results in competence tests, and handling ICT in selected areas causes problems for these students; (8) Both in PL and IT the frequency of ICT use and its seamless integration are predictors for assessing the effectiveness of ICT use in education.
Covid-19 pandemic has increased the use of technology in the educational field. While previous literature has demonstrated the benefits of using technology in educational environments, the risks related to problematic digital behaviors have been less investigated. Digital resilience represents a protective factor for students’ learning outcomes and emotional wellbeing. The main aim of this study was to explore Italian university students’ digital resilience levels and their psychological wellbeing in terms of stress and psychological resilience. 94 students (F=57.4%) aged 19-57 (M=31.11, SD=9.04) completed an ad-hoc questionnaire on digital resilience which included the Perceived Stress Scale, the KOP-26, and the Brief Resilience Scale. Descriptive statistics, item analysis, and bivariate correlations were performed. Results showed that Italian students reported higher levels of stress (M=21.53, SD=6.92) than the Italian normative sample. In addition to this, they perceived good levels of both psychological and digital resilience: they reported being aware of potential strategies for preparing for and responding to cyber threats and how to face negative online experiences. These results could usefully inform interventions aimed at helping them to recognize and manage risks and threats when online
Il presente contributo mira a indagare le percezioni e gli effetti che la Didattica a Distanza ha prodotto sugli individui con Disturbi Specifici dell’Apprendimento (DSA) e Bisogni Educativi Speciali (BES). Durante l’ultimo anno, l’emergenza epidemiologica da COVID-19 ha promosso una rimodulazione repentina delle metodologie didattiche e degli ambienti di apprendimento verso l’ubiquitous learning. Tuttavia, già da diversi anni, si avvertiva l’impellente necessità di innovare il fare pedagogico attraverso l’applicazione di nuove tecnologie inclusive e l’accomodamento della didattica al funzionamento cerebrale del singolo alunno. A tal fine, si riflette sulla prevenzione delle difficoltà cognitive e si evidenziano le statistiche scolastiche, riferite all’a.s. 2019/2020, circa le misure compensative adottate per fronteggiare i DSA e BES.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.