Abstract:

The need to promote a solid understanding of the digital world and to support the development of digital and relational skills within the school community has been reinforced by the Covid-19 crisis and the school’s digital transformation. Technology-mediated lessons are challenging teachers' professional self-esteem, even though their professional expertise and curiosity about new technologies support them in their daily work. In this new scenario, teachers' personal emotional involvement presents new challenges: everything at school seems different from before, and the educational profession has had to be rethought. Our research focused on the impact of technology on teaching, with the aim of understanding the emerging needs and critical issues in the digital transformation of schooling. To achieve this, we conducted a needs analysis of the advantages and disadvantages experienced by teachers when using digital technology in the classroom, as well as the current practices and digital strategies employed in European schools. Our exploratory study involved 99 European teachers from five different countries, who were asked to complete a questionnaire about their perceptions of the digital transformation of schooling. This questionnaire is part of a wider survey initiated by the Erasmus+ START-DS project, which is funded by the European Community.

It explored four macro-areas of teachers' experience at school:
- digital expertise and its impact on teaching;
- learning style transformations generated by digital schooling;
- schooling and communication transformations favourite by technology at school;
- new affective needs in teaching and learning (changes in group dynamics and conflicts management).

The results show that the majority of teachers in the sample feel that they have a good general knowledge of digital technologies and how they can be applied in teaching. While technology offers new teaching opportunities and transforms learning styles, it does not necessarily improve learning outcomes for adolescents. However, almost all teachers agree that technology is an excellent tool for supporting students with specific needs. Digital media can inspire teachers, encouraging them to design innovative, personalised activities and lessons and facilitating collaboration with colleagues. All teachers agree that technology has changed the way people live and communicate at school, leading to a greater need for an educational emphasis on respect for others and the role of emotions in education. Indeed, most participants report deteriorating group dynamics due to smartphone use at school, as well as greater difficulty in managing conflict constructively. Teachers who actively use technology in teaching observe its constructive impact on digital schooling. Finally, all teachers agree that it is important to involve children in planning positive uses of digital technology within the school. These results could support various stakeholders in the school community during the complex transition to digital schooling by favouring the targeted integration of digital technology to improve educational quality, create engaging learning environments, facilitate collaboration and expand connections. Integrating technology into teaching and learning can be an active professional endeavour that enhances relational aspects rather than impoverishing them.

Keywords:

Teachers, school digital transformation, educational challenges, technology.