Initial teacher training and digital skills: a possible interpretation of the reforms underway Formazione iniziale insegnanti e competenze digitali: una possibile lettura delle riforme in atto

In the wake of media education and research in the field of experimental pedagogy, this paper traces the regulatory stages, theories and empirical applications that are involved in Information and Communication Technologies (ICT), with a focus on the inclusion of these tools in the educational context and the related repercussions on the learning and training of teachers in service, particularly after the health emergency of COVID-19, which still casts a shadow of uncertainty on the future prospects of the school. The new training system launched with the recent law no. 79 aims to develop digital skills from initial teacher education. Furthermore, therecent PNRR reforms have also given rise to a series of structural reforms that provide teacher training with the technological substrate through TLC, digital learning center for the development and consolidation of digital skills. The purpose of this article is also to investigate the teaching methodologies that can find fertile ground in newborn training centers and specifically the introduction of Digital Storytelling (DST) as an ante/post pandemic teaching methodology, as well as the use of the Tangible User Interface (TUI) in teaching practice and in the construction of multimedia narratives based on the best practices that emerged from an exploratory investigation of the sources.