From digital immigrant to digital citizen: a psico-pedagogical intervention to foster digital skills in teachers


Prensky (2001) coined the term digital immigrant indicating one who resists digital change. The European Digital Agenda since 2014 has defined various measures and allocated resources to reduce the phenomenon of the digital divide (AgID) . Today, it is increasingly urgent to develop a new skill in trainees, namely Digital Citizenship, which is related to artificial intelligence (Wong 2019). This relationship requires individuals to be critical and aware digital citizens (Isman & Gungoren, 2014) who can express and enhance themselves, using digital tools in an autonomous and responsible way, detecting any deviated Artificial Intelligences (Zanetti et al. 2020). The teacher has the responsibility to act on the digital divide starting from him- or herself. It is thus presented a proposal for an experimental psycho-educational intervention aimed at teachers, which acts on specific digital skills, critical thinking and resistance to change.