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This paper presents an overview of a large scale research project involving teachers and students across eight European countries and involving eleven partner organizations. The project was focused on helping equip students with key transversal skills and competencies. We used integrated STEM as a site to ground the development of these interdisciplinary ways of thinking, being and doing and digital tools as ways to help teachers deepen and enhance their formative assessment practice. We present here an out line of research conducted to develop a framework for conceptualising integrated STEM skills and their assessment via digital tools. This framework identified a number of core competencies and ways to both design and assess for these skills using digital t ools. We also give an account of subsequent professional development with teachers and the piloting of developed teaching methods in schools. The next phase was the conduct of evaluations of our work according to a research methodology which aimed to ident ify best practices for scalable teaching. Some emergent findings and lessons learned along the way from two countries, Ireland and Sweden, are presented as examples here as we complete the analysis stage of the project. This paper aims to contribute to the conversations around interdisciplinary and integrated STEM skills, how they can be digitally assessed and to give an account of the workings of the associated large scale research project. Keywords: STEM, Integrated STEM, inservice teacher education, transversal skills

This paper aims at describing one of the possible Italian teachers induction paths, which is called “TFA”. Then, we grasp how Southern Italy participants in a TFA course aimed at educate to teach students with special educational needs shape their own digital culture. All of the participants are in an induction process related to teaching students with special educational needs; however, some of them are already experienced teachers about other teaching fields (different from the one related to special educational needs). So, we first run Principal Component Analysis to detect what factors compose the participants’ digital culture. Then we run independent samples t-test to observe differences between males and females, and experienced and not experienced teachers. Results show that two of the four detected factors are similar to those proposed by literature. The other two, instead, differ from them. Furthermore, it emerged that, on average, males have higher scores than females on the factors; these differences are significant on three factors. Last but not the least, experienced teachers have, on average, higher scores than not experienced participants. However, these differences are not significant., Journal of e-Learning and Knowledge Society, Vol 14 No 2 (2018): Journal of e-Learning and Knowledge Society - Focus on: Teacher Induction: what can we learn from International Practices?

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