Conference Program

Background and objectives

Despite various initiatives aimed at promoting digital technology integration in Italian schools over recent years, a significant gap persists between the availability of tools and their effective integration into curricular teaching. While teachers demonstrate theoretical knowledge of STEAM approaches, practical implementation remains limited. This study presents the development and experimentation of a co-created design protocol with teachers to facilitate the planning of hands-on STEAM activities in primary and lower secondary schools.

Theoretical-methodological framework

The research integrates three complementary paradigms: Design-Based Research (McKenney & Reeves, 2019), participatory co-design (Sanders & Stappers, 2008), and action research (Carr & Kemmis, 1986). This approach repositions teachers from implementers to "Teachers as Designers" (Brennan, 2015), valorizing professional competencies through the creation of a community of practice (Wenger, 1998). The theoretical framework is rooted in social constructivism (Vygotsky, 1978) and "learning by making" (Papert, 1980), connecting the maker culture ecosystem and FabLab pedagogical models (Blikstein, 2013; Halverson & Sheridan, 2014) to formal schooling contexts.

Research structure

The two-year project was articulated in four iterative phases: (1) Context analysis and identification of primary stakeholders through a questionnaire validated on constructs of readiness and self-efficacy; (2) Co-design of the protocol through online meetings with teacher stakeholders, using collaborative platforms to define shared parameters related to objectives, competencies, and tools; (3) Classroom experimentation of the protocol in primary school classes with participant observation by the researcher; (4) Analysis through teacher logbooks and post-experience questionnaire.

Main findings

The co-created protocol functioned as an enabling constraint, providing a flexible structure adaptable to specific contexts. Analysis of teacher logbooks revealed the emergence of hidden competencies among teachers (problem-solving management, cooperative group coordination) not initially recognized as "technological" competencies but essential for STEAM activities. The collaborative dimension of the process was identified as an "intellectual partnership" that transformed professional isolation into a shared resource. The protocol supported the transition from descriptive reflection to critical and transformative reflection (Schön, 1983; Elliott, 1991). The main barriers identified remain systemic in nature (management of school time) rather than related to individual competencies.

Implications for teacher education

The study demonstrates that effective training does not eliminate difficulties but changes their nature: from "not knowing what to do" (pedagogical block) to "not having functional tools" (logistical block). The co-design process is configured as a scalable model of professional development that overcomes traditional vertical training, creating spaces of design freedom where teachers become active co-researchers. The experience suggests the need to establish some permanent educational fablabs as methodological hubs external to consolidated school dynamics, to support interdisciplinary communities of practice.

The research contributes to the field of teacher professional development by demonstrating how participatory design methodologies can effectively bridge the gap between theoretical knowledge and practical implementation of STEAM education. By positioning teachers as designers rather than mere consumers of educational innovation, the study offers a replicable model for sustainable integration of technology-enhanced learning in formal education contexts. The iterative nature of the research allowed for continuous refinement of the protocol based on authentic classroom experiences, ensuring ecological validity and practical applicability.