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M. De Rossi, E. Restiglian

University of Padua (ITALY)
In the world of education, ICT can play a prominent role. Frameworks ICT-TPCK (Angeli & Valanides, 2009) have been developed to describe the kind of knowledge needed for a successful adoption of technology in education. Among soft skills which must be developed in addition to content knowledge, the promotion of digital literacy is important to make students active knowledge producers through the use of ICT for personal, social and cultural development (Ala-Mutka, 2011). Attention focuses on their use as useful tools on the cognitive level (for research, production, revision and interaction with regard to the system of knowledge), as well as on the socio-cultural one (to promote the communication, development, sharing and exchange processes). Among these, the most relevant is the Recommendation of the European Parliament (2007) introducing digital skills as one of the eight key competences for lifelong learning that are useful for personal fulfilment and development, active citizenship, social inclusion and employment. The goal here should be the structured transfer of pilot projects for the teaching of ICT skills into university syllabuses, and, in general, in the formative paths of teachers and educators, so as to renew the teaching of digital skills and promote the confident use of ICT by new education and training professionals. However, the most interesting feature is the "contamination" that reaches also outside of the classes that teach the technologies, which promotes the practical experimentation with didactic models inspired by the cross-sectional integration of ICT with the contents. The experience described below is an example of an interdisciplinary workshop that joins two teachings (Instructional design and assessment; Methodologies, Didactics and Technologies for teaching) not based on the knowledge of technologies, but which have integrated the training potential of technology to develop cross-sectional competences (the competence about documentation). We will describe what can be defined as a "pilot" best practice for university didactics, so as to explain better the type of formative approach that is aimed at promoting the so-called digital skills in education. Educational documentation is a fundamental element for teachers to characterize the instructional design and connected didactic processes. In this sense documentation acquires both professional biographical and autobiographical characteristics regarding the actors in the process, and communication characteristics with regard to the wider community of people who make use of the experience. The most recent studies attribute great importance to the narrative methodologies used as means for the development of learning and as documentation tools for the empowerment of developing subjects and communities (McDrury & Alterio 2003). The technological development process has facilitated the passage from a single medium to multiple media, from traditional narrative forms, which are by nature sequential, linear and closed, to a sensory, linguistic and technological integration of words, sounds and images. An excellent example of this is the Digital Storytelling (DST) technique, which entails the use of digital media to create media-rich stories to be told, shared and preserved (Lambert, 2007). The result is a brief story (maximum 5-8 minutes long), created with digital tools, that make it possible to express emotions and points of view with regard to a significant event.