The TPACK model and teacher training in digital skills. Italian legislation and pedagogical implications

This paper examines the measures taken by the Italian Government to enhance the digital competencies of pre-service and in-service teachers so as to promote educational innovation in Italy’s schools. The study discusses these measures within the framework of TPACK (Technology, Pedagogy and Content Knowledge), a model that outlines the knowledge domains underpinning teaching/learning processes in which technology plays a substantial role. The results show that, in spite of the well-established international conversation around TPACK, the Italian education system has not yet officially adopted this model, either for pre-service or for in-service teacher training. At the same time, however, a number of government actions have actually paved the way towards possible adoption of the model itself, both from a theoretical and a methodological point of view.