Teacher training on the use of ICT in teaching and the integration of AI and GAI: A critical analysis between the past and future perspectives

The integration of educational technologies has been a central theme in Italian school policies since the 1980s, with a significant relaunch through the National Recovery and Resilience Plan (PNRR). However, the innovations promoted have often yielded results below expectations: while ICT has enhanced individual instructional design, its direct impact on classroom learning has remained modest, despite being credited with increasing student motivation. The uneven introduction of technologies ‒ driven by limited resources and local decision-making ‒ combined with inadequate teacher training, has contributed to widening the digital divide, which became particularly evident during the pandemic. The absence of operational frameworks and concrete training pathways has fostered mistrust toward emerging technologies, including Artificial Intelligence and Generative Artificial Intelligence, which are often perceived as disconnected from actual educational needs, despite their transformative potential, as exemplified by ChatGPT. Overcoming these challenges requires the development of integrated guidelines that align pedagogical and technological dimensions, promoting a more conscious and structured adoption of digital innovations in schools.

Keywords: ; Instructional Innovation; Educational Technologies; Generative Artificial Intelligence (GAI); Teacher Training - Instructional-Pedagogical Frameworks

Daniela Marzano, La formazione degli insegnanti sull’uso delle TIC nella didat-tica e l’integrazione di AI e GAI: un’analisi critica tra passato e prospettive future in "EDUCATION SCIENCES AND SOCIETY" 1/2025, pp 358-392, DOI: 10.3280/ess1-2025oa19817