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Teacher Training and Digital Paths. Revolution in the School: A Project for Lifelong Learning

Teacher Training and Digital Paths. Revolution in the School: A Project for Lifelong Learning

Pierpaolo Limone, Rosaria Pace
Copyright: © 2016 |Volume: 7 |Issue: 1 |Pages: 18
ISSN: 1947-3494|EISSN: 1947-3508|EISBN13: 9781466692305|DOI: 10.4018/IJDLDC.2016010101
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MLA

Limone, Pierpaolo, and Rosaria Pace. "Teacher Training and Digital Paths. Revolution in the School: A Project for Lifelong Learning." IJDLDC vol.7, no.1 2016: pp.1-18. http://doi.org/10.4018/IJDLDC.2016010101

APA

Limone, P. & Pace, R. (2016). Teacher Training and Digital Paths. Revolution in the School: A Project for Lifelong Learning. International Journal of Digital Literacy and Digital Competence (IJDLDC), 7(1), 1-18. http://doi.org/10.4018/IJDLDC.2016010101

Chicago

Limone, Pierpaolo, and Rosaria Pace. "Teacher Training and Digital Paths. Revolution in the School: A Project for Lifelong Learning," International Journal of Digital Literacy and Digital Competence (IJDLDC) 7, no.1: 1-18. http://doi.org/10.4018/IJDLDC.2016010101

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Abstract

Innovative practices in schools are the outcome of a combination of factors, including the teacher's primary role in directing methodological and technological innovation. In order to make this happen, the teacher – as an expert and educational leader – needs a repertoire of specific skills that allow for critical and situated adoption of tools, processes and learning resources. This paper describes the educational structure and features of some online and blended courses intended for initial and continuous teacher training. These courses are designed to support teachers in acquiring strategic competences for their work. Starting from the experience of the University of Foggia, the authors intend to offer their perspective on the prominence of teacher training within the framework of school innovation.

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