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This paper focuses on one of the aspects most investigated and monitored in recent years by the Digital Economy and Society Index on the digitisation process in Europe—human capital, with an in‐depth focus on primary school teachers. Human capital is one dimension underlying school digital capital, closely related to integrating digital into daily practices. Starting from this framework, the paper will present the results of a survey on the digital competencies of teachers from five European countries (Italy, Spain, Lithuania, Romania and Poland), carried out in the framework of the European project Erasmus+ CAVE (Communication and Visual Education in homeschooling). This survey is preparatory to a training intervention and didactic experimentation on digital education, foreseen in the project, and used as a theoretical framework of reference for the DigCompEdu survey, promoted by the European Commission. The teachers' profiles, as the output of the research, will be able to give stakeholders a picture of the investment of schools and teachers, in terms of the application of digital competencies on different educational processes: classroom teaching, assessment, professional training, preparation of teaching materials for the lesson and the implementation of competencies, including digital ones, of students. [ABSTRACT FROM AUTHOR]

This contribution focuses on one of the three components of the DESI Index (Digital Economy and Society Index), human capital, through the presentation of the CAVE-Communication and Visual Education in Home- schooling project, funded by the European Commission through the National Agency for the Erasmus+ Program to the primary school teachers. The article presents the preliminary evaluation results of the CAVE project related to the digital skills of teachers acquired during the 2022-2023 experimentation. This study makes it possible to frame the type and level of knowledge and skills of primary school teachers in 5 European countries involved in the project (Italy, Spain, Lithuania, Romania and Poland), trying to emphasize at what moment in the professional life of digital teaching it is more domesticated to achieve professional goals than the main six areas of integration outlined in the European framework DIGCOMPEDU (Professional Engagement, Digital Resources, Teaching and Learning, Assessment, Empowering Learners and Facilitating Learners). In fact, this model represents one of the European Commission's main tools for investigating the human capital of educators at a European level, in a comparative key, in line with the criteria underlying the DESI INDEX, contextualised in the specific field of school. [ABSTRACT FROM AUTHOR]

The European Digital Agenda represented a priority of the Europe 2020 strategy for smart growth of the European Union, towards the objectives of Europe 2030. The article outlines the regulatory framework on the digital strategy in Europe and Italy, proposing a theoretical-methodological discussion on the evaluation of policies on digitalization. The national results are presented in relation to the DESI INDEX, the main European tool for the observation of socio-cultural changes resulting from investments in digitalization, in the pre and post COVID period, discussing on the current state of evaluation practice in the implementation of Digital Agenda in Italy. The policy cycle outlined by the EU 2021-2027 programming and by the Recovery Plan on the topic of digital transition leads to a discussion of the main challenges of the evaluation practice, evidence of the structural complexity of the policies on digitization, stressing the need for multifocal and pluralistic evaluative perspectives of programs. [ABSTRACT FROM AUTHOR]

Starting with the concept of digital capital in social sciences, this article presents the key findings of the "Global Kids Online" nationally representative survey of primary and high school teachers' digital skills and practices that was conducted in Montenegro with Unicef's support in 2018. Digital capital, as any other form of capital within Bourdieu's perspective, has a sociological validity only in correlation with other forms of capital - such as economic, cultural and social - in a limited context and according to a multi-dimensional approach which goes from a macro- to a micro-social perspective (Pandolfini, 2016). This article identifies and discusses three perspectives of digital capital - macro, meso-social and micro - and their material (technologies, digital services and school experiments with devices) and non-material resources (digital competencies). Analysis of data from the Montenegrin research relating to this perspective shows that the daily practice of using digital technology in classrooms seems to be marginal, even though most teachers have access to the internet in their schools. Currently the majority of teachers are using the internet at school mostly just for checking information online. Their digital competencies are not generally advanced: on average, social and operational skills are the most developed, while their creative skills are least developed. Therefore, to support the development of children's media literacy through formal education, further investments towards the strengthening of teachers' digital competencies need to be made and the research shows that the demand for digital pedagogy courses already exists among most teachers. In other words, the Montenegrin research points to the need to invest more in education and experimentation related to the meso- and micro-social perspectives of digital capital. [ABSTRACT FROM AUTHOR]

Starting with the concept of digital capital in social sciences, this article presents the key findings of the "Global Kids Online" nationally representative survey of primary and high school teachers' digital skills and practices that was conducted in Montenegro with Unicef's support in 2018. Digital capital, as any other form of capital within Bourdieu's perspective, has a sociological validity only in correlation with other forms of capital - such as economic, cultural and social - in a limited context and according to a multi-dimensional approach which goes from a macro- to a micro-social perspective (Pandolfini, 2016). This article identifies and discusses three perspectives of digital capital - macro, meso-social and micro - and their material (technologies, digital services and school experiments with devices) and non-material resources (digital competencies). Analysis of data from the Montenegrin research relating to this perspective shows that the daily practice of using digital technology in classrooms seems to be marginal, even though most teachers have access to the internet in their schools. Currently the majority of teachers are using the internet at school mostly just for checking information online. Their digital competencies are not generally advanced: on average, social and operational skills are the most developed, while their creative skills are least developed. Therefore, to support the development of children's media literacy through formal education, further investments towards the strengthening of teachers' digital competencies need to be made and the research shows that the demand for digital pedagogy courses already exists among most teachers. In other words, the Montenegrin research points to the need to invest more in education and experimentation related to the meso- and micro-social perspectives of digital capital. [ABSTRACT FROM AUTHOR]

Starting with the concept of digital capital in social sciences, this article presents the key findings of the "Global Kids Online" nationally representative survey of primary and high school teachers' digital skills and practices that was conducted in Montenegro with Unicef's support in 2018. Digital capital, as any other form of capital within Bourdieu's perspective, has a sociological validity only in correlation with other forms of capital - such as economic, cultural and social - in a limited context and according to a multi-dimensional approach which goes from a macro- to a micro-social perspective (Pandolfini, 2016). This article identifies and discusses three perspectives of digital capital - macro, meso-social and micro - and their material (technologies, digital services and school experiments with devices) and non-material resources (digital competencies). Analysis of data from the Montenegrin research relating to this perspective shows that the daily practice of using digital technology in classrooms seems to be marginal, even though most teachers have access to the internet in their schools. Currently the majority of teachers are using the internet at school mostly just for checking information online. Their digital competencies are not generally advanced: on average, social and operational skills are the most developed, while their creative skills are least developed. Therefore, to support the development of children's media literacy through formal education, further investments towards the strengthening of teachers' digital competencies need to be made and the research shows that the demand for digital pedagogy courses already exists among most teachers. In other words, the Montenegrin research points to the need to invest more in education and experimentation related to the meso- and micro-social perspectives of digital capital. [ABSTRACT FROM AUTHOR]

The essay aims to reflect on the assessment of the informative quality of infographic communication at the time of COVID 19, presenting the results of a survey on transmedia storytelling during the emergency period (January-June 2020), realized in the within of the LM in Design, visual communication and multimedia of the Sapienza University of Rome. Data, like visual data, have implications in terms of perception and interpretation of reality, as well as on the social behaviour of individuals. Evaluating the quality of visual languages is, therefore, important to ensure correct communication information and provide the citizen with adequate cognitive tools for a critical interpretation of reality. The essay therefore intends to provide a photograph of the visual representation of COVID19, using storytelling as a key and recalling a reflection on the quality of visual information. [ABSTRACT FROM AUTHOR]

In the current contexts in which the accountability purpose of the evaluation is emphasized, communicating the results of the evaluation research is a priority, so that all stakeholders can understand its processes and results. Also with regard to social accountability, the digitalization process opens up new scenarios for methods, tools and communicative languages able to optimize the communication opportunities provided by technologies. The paper aims to foster a first reflection on a issue that has not yet been adequately addressed, combining models of communicative languages based on Infographic and Data Visualization, already experimented in Information Design, and problematic aspects of evaluation. The paper, therefore, aims to be an opportunity to discuss about innovative ways of communicating the evaluation, investigating how they can contribute to spread a culture of evaluation and to legitimize it as a cognitive tool to improve practices and processes. [ABSTRACT FROM AUTHOR]

This paper proposes a methodological and sociological reflection on the relationship between digital skills and social capital of families, through the description of the activated procedures to assess the digital competency and the analysis of the first results of a pilot survey (already in progress) on a sample of pre-teens in Rome. Specifically, this paper presents the analysis of two of three main objectives of the survey: namely, 1. Planning a methodological path of mapping and systematization of all dimensions and all levels of digital competencies, through the planning and the testing of the first sociological research tool, according to the international and national policies for the digital agenda. 2. Giving back the first picture on the digital competencies of a preteens sample in the informal environment. 3. Deepening the relationship between clusters of digital competencies and the types of social capital connected to them. [ABSTRACT FROM AUTHOR]

The proposal talks about the quality assurance through the description of the quality system for monitoring and evaluation to educational policies. It was planned and tested by Sapienza for public administration in 2011. The European framework is the transparency system of the EQF through the identification of standard criteria. The proposal is focused on the description of the system structure, that is composed by 4 dimensions of quality: promised one, delivered, evaluated and expected. During the experimentation, sociological tools and methods of research have been used to analyse the quality and have been translated in digital mechanisms. These last can be considered the innovation to test new digital systems for the self-assessment of the learning outcomes and the accountability through ICT. [ABSTRACT FROM AUTHOR]

The European Commission considers the development of digital competences a strategic action to spread and to develop a more active digital participation of citizens. The objective is to increase the level of digital competence in the European citizens up to 2015 and to reduce the number of those who don't use new technologies and don't surf the net. According to the European policies on sustainable socio-economic growth in a digital market, "the enhancing digital literacy, skills and inclusion" is one of the seven pillars of the Europe 2020 strategy, to guide the program of action of the Member States of the European Union. This context is the background of the reflection of this paper on the evaluation of digital skills, understood as a system of cognitive requirements of citizenship, against which aim to achieve two main objectives: 1. building a theoretical conceptual and innovative model for the evaluation of digital competences based on a preliminary survey of models developed at national and international level; 2. proposing the use of a specific methodology for the evaluation of digital skills using the tool of evaluation rubrics. [ABSTRACT FROM AUTHOR]