Digitizing disciplinary contents: A case-study on sub-track competence
Pages 633 - 641
Abstract
Teachers are required a range of digital skills including the ability to adapt the learning contents in order to 'personalizing' the teaching intervention and to support learning processes of students. This 'sophisticated' competence is assumed as the ability to select/modify/manage existing digital resources - linked to a specific area/topic of learning - but, above all, to adaptat/transform/create 'new' didactic resources.
After having focused the ability to adapt resources within the digital competences of the teacher based on the DigCompEdu Framework and clarified the component of the 'personalization' of the intervention - 'Creating and modifying digital resources' (2.2.); 'Differentiation and personalization' (5.2) - the paper reports a case study aimed at describing how 4 teachers in a technological-mechanical course at a vocational-trade school have digitally adapted a disciplinary content ('millimeter measurement'), in order to promote learning of students with different and special needs.
A single case-study has been structured through the Yin's procedures for multiple-case-study protocol: definition of the units of analysis, selection of the comparable 'entities', data analysis and triangulation.
The visual material has been analyzed on three 'units of analysis': content; disciplinary content; digitalized disciplinary content. The study also provides ideas to reflect on the digitized disciplinary contents and rethink the explanatory model of TPCK in the perspective of personalization and adaptation, as well as the construct of rapport au savoir - 'relationship with one's knowledge'.
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DOI:10.1145/3362789
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