ICT FOR CHANGE: A TRANS-PROCESSUAL TRAINING MODEL FOR PRISON TEACHER

Cristiana Cardinali

Abstract


The restrictions imposed by Covid-19 provided an opportunity, also in prison, to be confronted with technology. The use of digital technology, however, should not be a transitional solution, but rather it should be maintained and strengthened in the prison system as an integrated and permanent resource within the re-educational treatment and school activities. In the perspective of this consolidation, this research, through an analysis of the relationship between teachers’ beliefs and attitudes towards Information Communication Technology (ITIS - Intrapersonal Technology Integration Scale) and the perception of knowledge domains (content, pedagogy and technology) involved in teaching and learning processes in which technology plays a substantial role (TPACK - Technological Pedagogical Content Knowledge), proposes an in-service training model that is an expression of that possible trans-processuality of schooling, education and creativity and that enhances the figure of the teacher in their role as an agent of change.

Keywords


Prison teacher; Attitudes; Information Communication Technology (ICT); In-service training

Full Text:

PDF (Italiano)

References


Albion P.R. (2001). Some factors in the development of self-efficacy beliefs for computer use

among teacher education students. Journal of Technology and Teacher Education, 9, 321–347.

Associazione Antigone (2021). Il carcere al tempo del coronavirus. XVII Rapporto sulle condizioni di detenzione. Roma. https://www.rapportoantigone.it/diciassettesimo-rapporto-sulle-condizioni-di-detenzione/scuola/

Awang, H., Aji, Z. M., Mohd Yakoob, M. F., Osman, W. R. S., Mukminin, A., & Habibi, A. (2018). Teachers’ intention to continue using Virtual Learning Environment (VLE): Malaysian context. Journal of Technology and Science Education, 8(4), 439–452

Bagaric, M., Hunter, D., & Wolf, G. (2018). Technological incarceration and the end of the prison crisis. The Journal of Criminal Law and Criminology (1973-), 108(1), 73-135.

Benelli, C., & Mancaniello, M. R. (2014). Professionista dell’educazione penitenziaria vs funzionario giuridico pedagogico: alcune proposte per superare le criticità e sviluppare i potenziali della professionalità educativa in carcere. Lifelong Lifewide Learning, 10(23), 39-49.

Benigno V., Chiorri C., Chifari A., & Manca S. (2013). Adattamento italiano della Intrapersonal Technology Integration Scale. Uno strumento per misurare gli atteggiamenti degli insegnanti nei confronti delle ICT. Giornale italiano di psicologia, XL(4), pp. 815-835.

Buabeng-Andoh, C. (2012). Factors influencing teachers’ adoption and integration of information and communication technology into teaching: A review of the literature. International Journal of Education and Development using Information and Communication Technology, 8(1), 136.

Calvani A. (2000). L’impatto dei nuovi media nella scuola; verso una saggezza tecnologica. Roma: Convegno Nazionale FIDAE.

Castells, M. (1996). The space of flows. The rise of the network society, 1, 376-482.

Champion, N., & Edgar, K. (2013). Through the gateway. How Computers Can Transform Rehabilitation. London: Prison Reform Trust.

Chen, X., Shu, D., & Zhu, Y. (2021). Investigating in-service foreign language teachers’ beliefs about using information and communication technology. The Asia-Pacific Education Researcher, 30(1), 59-70.

Costelloe, A., Langelid, T., & Wilson, A. (2012). Survey on prison education and training in Europe. PDF). Europa. OCLC, 953824641.

Dana, N. F., & Yendol-Hoppey, D. (2014). The reflective educator’s guide to classroom research: Learning to teach and teaching to learn through practitioner inquiry. Thousand Oaks, CA: Corwin Press.

Di Blas, N., Fabbri, M., & Ferrari, L. (2018). I docenti italiani e la formazione alle competenze tecnologiche. Form@ re, 18(2).

Dozza L. (2020). Il carcere. Ora, Istituto di prevenzione e pena: quale rieducazione? In Cerrocchi L., Dozza L. (Eds.), Contesti educativi per il sociale. Progettualità, professioni e setting per il benessere individuale e di comunità. Milano: Franco Angeli.

Ertmer P. (2005). Teacher pedagogical beliefs: the final frontier in our quest for technology

Frazier, D. K., Trekles, A. M., & Spores, J. M. (2019). The Second Year with iPads. What Have we Learned? Computers in the Schools, 36(1), 19–37.

Gui M. (2010). L’uso didattico delle ICT. In A. Cavalli, G. Argentin (Eds.), Gli insegnanti italiani: come cambia il modo di fare scuola. Terza indagine dell’Istituto IARD sulle condizioni di vita e di lavoro degli insegnanti italiani (pp. 1-17). Bologna: Il Mulino.

Hennessy S., Ruthven K., & Brindley S. (2005). Teacher perspectives on integration ICT into subject teaching: Commitment, constraints, caution, and change. Journal of Curriculum Studies, 37, pp. 155-192.

Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223–252.

Hughes, E. (2012). Education in prison. Studying through Distance Learning. Farnham Surrey: Ashgate Publishing Limited.

integration. Educational Technology, Research and Development, 53, 25-40.

Iori, V. (2009). Quaderno della vita emotiva (pp. 1-187). Franco Angeli.

Järveläinen, E., & Rantanen, T. (2021). Incarcerated people’s challenges for digital inclusion in Finnish prisons. Nordic Journal of Criminology, 22(2), 240-259.

Jenkins, H. (2010). Culture partecipative e competenze digitali. Media Education per il XXI secolo. Milano: Guerini e Associati.

Jewkes, Y., & Reisdorf, B. C. (2016). A brave new world: The problems and opportunities presented by new media technologies in prisons. Criminology & Criminal Justice, 16(5), 534–551.

Jimoyiannis A., & Komis V., (2007). Examining teachers’ beliefs about ICT in education: Implications of a teacher preparation programme. Teacher development, 11(2), pp. 149-173.

King, J. (2019). Review of European Prison Education Policy and Council of Europe Recommendation (89) 12 on Education in Prison. Scotland, United Kingdom: EuroPris.

Lai, T. L., & Lin, H. F. (2018). An investigation of the relationship of beliefs, values and technological pedagogical content knowledge among teachers. Technology, Pedagogy and Education, 27(4), 445-458.

Levin, T., & Wadmany, R. (2008). Teachers’ views on factors affecting effective integration of information technology in the classroom: Developmental scenery. Journal of Technology and Teacher Education, 16(2), 233.

Lizzola I. (2017). Fare scuola, rendere giustizia. La scuola in carcere: ritrovare persone, ritessere legami. In I. Lizzola; S. Brena; A. Ghidini, La scuola Prigioniera. L’esperienza scolastica in carcere. Milano: Franco Angeli.

McDougall, C., Pearson, D. A. S., Torgerson, D. J., & Garcia-Reyes, M. (2017). The effect of digital technology on prisoner behavior and reoffending a natural stepped-wedge design. Journal of Experimental Criminology, 13, 455–482.

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers college record, 108(6), 1017-1054.

Mumtaz, S. (2000). Factors affecting teachers’ use of information and communications technology: A review of the literature. Journal of Information Technology for Teacher Education, 9(3), 319–342.

Niederhauser D.S., Perkmen S. (2010). Beyond self-efficacy: Development of the instructional technology outcome expectations scale. Computers in Human Behavior, 26, 436-442.

Norris, E., Shelton, N., Dunsmuir, S., Duke-Williams, O., & Stamatakis, E. (2015). Teacher and pupil perspectives on the use of virtual field trips as physically active lessons. BMC Research Notes, 8(1), 7.

Oddone, F., & Maragliano, A. (2016). Il focus group: un duplice strumento per la ricerca educativa e la formazione docenti. Italian Journal of Educational Technology, 24(3), 156-156.

O’Neal, L. J., Gibson, P., & Cotten, S. R. (2017). Elementary school teachers’ beliefs about the role of technology in 21st-century teaching and learning. Computers in the Schools, 34(3), 192–206.

Pike, A., & Adams, A. (2012). Digital exclusion or learning exclusion? An ethnographic study of adult male distance learners in English prisons. Research in Learning Technology, XX(4), 363–376.

Pillera, G. C. (2017). Dal muro alla rete. Trattamento dei detenuti e innovazione tecnologica nell’istruzione e nella formazione penitenziaria. Profili comparativi europei, italiani e spagnoli. Catania: CUECM.

Pillera, G. C. (2020). ICTs in European prison education: national frameworks and guidelines. In G. D’Aprile & R. C. Strongoli (Eds.), Lo stato in luogo dell’EducAzione. Ambienti, spazi, contesti (pp. 209-220). Lecce: Pensa MultiMedia.

Pillera, G. C. (2021). ICT in prison during the Covid-19 pandemic: a case study. Form@ re-Open Journal per la formazione in rete, 21(3), 88-104.

Pondee, P., & Srisawasdi, N. (2020). Pre-service Science Teachers’ Motivational Factors associated Technology Integration Competency: An Exploration of TPACK Confidence and Beliefs about Technology in Education. Journal of Education Khon Kaen University, 43(4), 17-33.

Riva, M. G. (2004). Il lavoro pedagogico come ricerca di significati e ascolto delle emozioni. Milano: Guerini.

Rivoltella P.C. (2006). Screen generation. Milano: Vita e Pensiero.

Rivoltella, P.C. (2008). Digital Literacy. Herschey: IGI Groups.

Roussinos, D., & Jimoyiannis, A. (2019). Examining primary education teachers’ perceptions of TPACK and the related educational context factors. Journal of Research on Technology in Education, 51(4), 377-397.

Sandholtz, J. H., & Reilly, B. (2004). Teachers, not technicians: Rethinking technical expectations for teachers. Teachers College Record, 106(3), 487–512.

Selwyn, N. (2004). Reconsidering political and popular understandings of the digital divide. New Media & Society, 6(3), 341–362.

Suriano, G. (2011). E-learning in carcere: leva per il programma rieducativo trattamentale e per l’inserimento sociale dei detenuti ed ex detenuti. In T. Minerva & L. Colazzo (Eds.), Connessi! Scenari di Innovazione nella Formazione e nella Comunicazione (pp. 821-830). Milano: Ledizioni.

Taugerbeck, S., Ahmadi, M., Schorch, M., Unbehaun, D., Aal, K., & Wulf, V. (2019). Digital Participation in Prison-A Public Discourse Analysis of the Use of ICT by Inmates. Proceedings of the ACM on Human-Computer Interaction, 3(GROUP), 1-26.

Toreld, E. M., Haugli, K. O., & Svalastog, A. L. (2018). Maintaining normality when serving a prison sentence in the digital society. Croatian Medical Journal, 59(6), 335–339.

Torlone, F., & Vryonides, M. (Eds.). (2016). Innovative learning models for prisoners (Vol. 4). Firenze University Press.

Voogt, J., Fisser, P., Tondeur, J., & van Braak, J. (2016). Using theoretical perspectives in developing an understanding of TPACK. Handbook of technological pedagogical content knowledge (TPACK) for educators, 33.

Wade, W., Bohac, P., Platt, J. (2013). Technology-Based Induction: Professional Development Strategies for Correctional Education. Journal of Correctional Education, (64)3, September, p. 22.

Wong, E. M., & Li, S. C. (2008). Framing ICT implementation in a context of educational change: A multilevel analysis. School Effectiveness and School Improvement, 19(1), 99–120.

Wozney, L., Venkatesh, V., & Abrami, P. C. (2006). Implementing computer technologies: Teachers’ perceptions and practices. Journal of Technology and Teacher Education, 14(1), 173.

Zizioli, E. (2014). Essere di più. Quando il tempo della pena diventa il tempo dell’apprendere. Firenze: Le Lettere.




DOI: https://doi.org/10.32043/gsd.v6i1.575

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Giornale Italiano di Educazione alla Salute, Sport e Didattica Inclusiva

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Italian Journal of Health Education, Sports and Inclusive Didactics 
ISSN printed: 2532-3296