Stefania Capogna, Maria Chiara De Angelis and Flaminia Musella

This paper illustrates the outcomes of an exploratory research on the motivations, needs and expectations of teachers in relation to the use of new information and communication technologies in teaching and their development and accompaniment needs. The initial hypothesis is that the personal teachers’ beliefs and motivations with respect to the uses and usefulness of digital resources and tools in classrooms are decisive in relation to the type of didactic practices that pass through the “hidden” curriculum in the intangible dimensions of the educational process and context. Through the analysis of the results of a quantitative research conducted through an online survey, the essay illustrates the tensions that accompany the difficult transition.