Needs analysis in classroom digitalization projects

In recent years a growing number of Italian schools have launched digitalization projects, integrating new technologies into their classrooms. Due to underfunding, these schools have accepted grants placing contractual restrictions on project features. The aim of this study was to analyse a number of digital classroom models with a view to identifying how and when needs analysis had been implemented and how this was related to outcomes in terms of problematic aspects, success factors and common/ad hoc project features. The research group conducted systematic observation of four macro-project models encompassing the design of 59 individual digital classrooms (31 primary school, 20 middle school and 8 high school) currently being implemented in Northern Italian schools. Due to differences between the various projects and contexts, three alternative methods were used to collect data, namely project documents, interviews with teachers during project consultancy/review of the classroom environment and quantitative surveys. On the basis of the data analysis, we identified the following digitalization project models shaped by grant-imposed restrictions: one-to-one models (Penuel, 2006), technology-driven models and ad hoc models freely designed by the teaching staff. The results showed overall lack of involvement of the teaching staff, excessively technology-driven training, lack of training and lack of technical assistance to be amongst the critical aspects giving rise to uncertain outcomes. However, the most important factor contributing to classroom management issues was inadequate or inexistent needs analysis (Quaglino, Carrozzi, 1981).