Abstract

The essay proposes a reflection on digital capital at school, paying particular attention to the use of media in daily educational activities and digital skills of teachers. Through the presentation of main results of a national survey of Sapienza University of Rome in 2018, which involved 32 secondary schools and 708 teachers, the essay intends to analyse the degree and type of spread of digital capital of the Italian schools, starting from the conceptual theoretical framework shared at European level, DigComp, and proposing a sociological reinterpretation of the DigCompEdu pattern (2017), devised by the European Union to provide all member countries with indications of analysis, research and educational political investment on digital sources.