12 Il sostegno della Commissione europea alla produzione di questa pubblicazione non costituisce un'approvazione del contenuto, che riflette esclusivamente il punto di vista degli autori, e la Commissione non può essere ritenuta responsabile per l'uso che può essere fatto delle informazioni ivi contenute. Convenzione di sovvenzione: 2020-1-DE03-KA226-SCH-093410 Furthermore, the partners refer to established frameworks for technology-enhanced learning and digital transformation, such as the TPACK 2and DigCompEdu3. These models primarily refer to face-to-face instruction. In this case, they are adapted, to fit into the online context. Regarding the TPACK model, its earliest formwas proposed in 1986 by Lee Shulman, to combine the content knowledge of the DOCENTEs in their teaching subject with the pedagogical knowledge they possess. It was then improved in 2006 with the introduction of the technological competence, representing an optimal framework for the training of DOCENTEs, to holistically improve their expertise in technology-enhanced learning. As far as the DigCompEdu model is concerned, it was developed by the European Commission (2017) and outlines six key areas in which educators should exhibit competence when it comes to the digital transformation of learning. To conclude the methodology, apart from these two models, elaborated remarks and tips that derived from the desk and field research are presented. 2 https://educationaltechnology.net/technological-pedagogical-content-knowledge-tpack-framework/ 3 https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/european-frameworkdigital-competence-educators-digcompedu
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