About this paper:
Appears in: ICERI2019 Proceedings
Publication year: 2019
Pages: 4582-4591
ISBN: 978-84-09-14755-7
ISSN: 2340-1095
doi: 10.21125/iceri.2019.1138
Conference name: 12th annual International Conference of Education, Research and Innovation
Dates: 11-13 November, 2019
Location: Seville, Spain
The process of integrating technological innovation into teaching has long been the subject of various investigations, in fact, despite the economic investment of many countries in ICT (Information Communication Technology) and the belief in the importance they have in the social and economic context, we still observe them modest adoption in the daily activities of teachers.
The difficulty to integration seems to be due to external or, so-called interpersonal, factors and internal or intrapersonal factors
In particular, the competences in the use of technologies represent a critical variable that influences the integration in the didactic activity. In general, skills seem to affect the use of ICTs and represent one of the most widespread and important barriers (Bingimlas, 2009).
Considering these issues, in this paper an exploratory study will be presented which has the objective of evaluating the effectiveness and satisfaction, perceived by the teachers, at the participation of Experiential Lab oriented to the development of digital skills.

Participants and procedure:
Then an Experiential Lab was set up consisting of eight workshops (presence/distance) for teachers work at the hospital from kindergarten to secondary school, aiming to increase the teachers’ skills in the use of web 2.0 technologies and their sense of self-efficacy.
The Experiential Lab was developed starting from the perspective of social learning (Bandura, 1977) and the Cognitive apprenticeship model (Collins et al., 1989) and has provided for the alternation of phases in the presence and at a distance.
In the first phase (modelling and coaching) in presence, the teachers observe the realization by an expert of a technological artifact.
In the second phase (internalization/scaffolding) at distance, teachers are invited to develop a technological artifact individually. For the development they have at their disposal: ad hoc videos that show step by step how to develop the technological resource, distance tutors, feedback on what has been achieved.
The third phase consists in a shared reflection on what is produced; while in the fourth phase of application teachers are stimulated to identify educational situations where they can use the technological resource.

Two questionnaires were used before the beginning of the training course. The first is the ITIS Questionnaire by Niederhauser and Perkmen (2008), adapted in Italian by Benigno and colleagues (2013), it detects the beliefs and attitudes of teachers regarding the use of Information and Communication Technologies (ICT) in the integration of these tools in different educational contexts. The second questionnaire is informative and explores the areas of personal profiling, teaching organization in the hospital and personal use of the teacher's technologies.
At the end of the training a questionnaire was used to assess the satisfaction of training laboratories.

Analysis and conclusions:
The preliminary analyses show a high level of satisfaction of the teachers with the training laboratories and therefore with the pedagogical model developed. The first results seem to confirm, also in this study, the fundamental role of teachers' self-efficacy in the use of ICT.

This contribution could therefore represent a training model aimed at increasing the self-efficacy of teachers in the use of web 2.0 technologies.
Technology self-efficacy, Cognitive apprenticeship model, Hospital School, Web 2.0.