Technology-Enhanced Learning as a Driver of Inclusive Approaches: A Cross-Case Analysis of Teacher Training Programmes

A cross-case study is presented to discuss the dimensions of efficacy of the Information and Communication Technology course (henceforth referred to as ICT) run within the “Special Needs Teacher Training Specialization Course” developed by the University of Macerata (Italy) in the academic years 2016- 2017, 2018-2019 and 2019-2020. Specifically, the focus of the analysis will be the role of digital technology and the design choices applied by the course professor in the different editions of the course in terms of integration of the Universal Design for Learning (UDL) construct. An analytical focus is dedicated to technology-enhanced learning (TEL) and the last edition of the ICT course where trainees (Primary School teachers) had to experience their learning path entirely online. The study will underline how the online teaching/learning ecosystem represented an opportunity to approach, practice and activate meta-reflection processes on UDL learning significance.