LA “SCUOLA DIGITALE” È STATA L’UNICA POSSIBILE DURANTE L’EMERGENZA: ORA SI TRATTA DI “AUMENTARE DIGITALMENTE” LA SCUOLA ITALIANA
Article Sidebar
Published:
Aug 6, 2021
Keywords:
Teaching/Learning, Digital Learning Technologies, Virtual Learning Environments, School, Emergency Remote Education, Technology Enhamced Learning (TEL)
Main Article Content
Abstract
This article combines a theoretical approach to the analysis of original research data and data from secondary sources in order to: analyze the digital divide in Italy, specifically regarding schools and formal education, focusing on the gap with the rest of Europe in digital infrastructure and teaching methodologies; highlight the main distance education issues that the Italian school system has faced during the pandemic; identify the lessons learned and provide indications about how to deal with the challenges of “digitally augmented” education in an emergency period.
Article Details
Section
Articles - Special Issue
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons CC BY 4.0 Attribution 4.0 International License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access)
References
AGCOM (2019). Educare digitale. Retrieved from https://www.agcom.it/documents/10179/14037496/Studio-Ricerca+28-02-2019/af1e36a5-e866-4027-ab30-5670803a60c2?version=1.0
Bates, T. (1993). Theory and practice in the use of technology in distance education. In D. Keegan (Ed.), Theoretical Principles of Distance Education. New York, NY, US: Routledge. doi: 10.1016/j.chb.2020.106424
Beaunoyer, E., Dupéeré, S., & Guitton, M. J. (2020). COVID-19 and digital inequalities: Reciprocal impacts and mitigation strategies. Computers in Human Behavior, 111, 106424. doi: 10.1016/j.chb.2020.106424
Bonk, C. J., & Graham, C. R. (2006) Handbook of blended learning: Global Perspectives, local designs. San Francisco, CA, US: Pfeiffer.
Calvani, A., & Trinchero, R. (2019). Dieci falsi miti e dici regole per insegnare bene. Firenze, IT: Carocci
Calvani, A. (2004). Che cos'è la tecnologia dell'educazione. Roma, IT: Carrocci editore 2004.
Dengel, A. (2016). Digital Co-Creation and Augmented Learning. In Proceedings of the The 11th International Knowledge Management in Organizations Conference on The changing face of Knowledge Management Impacting Society. Hagen, DE: ACM. doi: 10.1145/2925995.2926052
Di Palma, D., & Belfiore, P. (2020). Tecnologia e innovazione didattica nella scuola ai tempi del covid-19. Rivista Internazionale di Scienze dell’educazione e della Formazione, 18(2). 169-179. doi: 10.7346/-fei-XVIII-02-20_15
EC (2020). Digital Economy and Society Index (DESI) 2020. Retrieved from https://ec.europa.eu/digital-single-market/en/desi
Ferri, P. (2008). La scuola digitale. Milano. IT: Bruno Mondadori.
Ferri, P., & Moriggi, S. (2016). Destrutturare l’aula, ma con metodo: spazi e orizzonti epistemologici per una didattica aumentata dalle tecnologie. Journal of Educational, Cultural, and Psychological Studies, 13, 143-161. doi: 10.7358/ecps-2016-013-ferr
Ferri, P. (2019). Mooc, digital university teaching and learning analytics. Opportunities and Perspectives. Italian Journal of Educational Research, 13-26. Retrieved from https://ojs.pensamultimedia.it/index.php/sird/article/view/3455
Galli della Loggia, E. (2019). L’aula vuota. Come l’Italia ha distrutto la sua scuola. Bologna, IT: Il Mulino.
Gui, M. (2019). Il digitale a scuola. Rivoluzione o abbaglio?. Bologna, IT: Il Mulino.
Gui, M., & Gerosa, T. (2019). Strumenti per apprendere o oggetti di apprendimento? Una rilettura critica della digitalizzazione nella scuola italiana. Scuola Democratica, 3, 481-501. doi: 10.12828/95945
Hodges, C., Moore, S., Lockee, B., Trust, & T., Bond, A. (2020, March 27). The difference between emergency remote teaching and online learning. EDUCAUSE Review. Retrieved from https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
Istat (2020). Spazi in casa e disponibilità di computer per bambini e ragazzi. Retrieved from https://www.istat.it/it/files//2020/04/Spazi-casa-disponibilita-computer-ragazzi.pdf
Kampylis, P., Punie, Y., & Devine, J. (2015). Promoting Effective Digital-Age Learning - A European Framework for Digitally-Competent Educational Organisations. JRC Working Papers JRC98209, EU Joint Research Centre. doi: 10.2791/54070
Laurillard, D. (2012). Teaching as a design science. Building pedagogical patterns for learning and technology, New York, NY, US: London Routledge. [Tr. it.] Insegnamento come scienza della progettazione. Costruire modelli pedagogici per apprendere con le tecnologie, Franco Angeli, Milano, 2015.
Mantovani, S., Picca, M. Ferri, P., Bove, C., & Manzoni, P. (2020). Bambini e lockdown. La parola ai genitori. Report di ricerca. Università degli Studi di Milano Bicocca. Retrieved from https://www.unimib.it/comunicati/bambini-durante-lockdown-vulnerabili-ma-resilienti
Maragliano, R. (2020, April 29). Didattica a distanza, perché è un’etichetta sbagliata: due lezioni e un compito. Agenda digitale. Retrieved from https://www.agendadigitale.eu/scuola-digitale/didattica-a-distanza-perche-e-unetichetta-sbagliata-due-lezioni-e-un-compito
McLuhan, M. (1962). The Gutenberg galaxy: the making of typographic man. Toronto, CA: Toronto University of Toronto Press tr. it. La Galassia Gutenberg: nascita dell’uomo tipografico Feltrinelli, IT: Milano 1998.
MIUR (2020). Linee guida per la didattica digitale integrata. Retrieved from https://www.miur.gov.it/documents/20182/0/ALL.+A+_+Linee_Guida_DDI_.pdf/f0eeb0b4-bb7e-1d8e-4809-a359a8a7512f?t=1596813131027
Nonaka, I., & Takeuchi, H. (1995). The knowledge creating company: how Japanese companies create the dynamics of innovation. London, UK: Oxford University Press.
Papert, S. (1989). Constructionism: A new opportunity for elementary science education. A proposal to the National Science Foundation. Cambridge, US: MIT.
Parra, J., Pérez-Pons, M. E., & González, J. (2020). Study based on the incidence of the index of economy and digital society (DESI) in the GDP of the Eurozone economies. In Rodríguez González S. et al. (Eds.), Distributed Computing and Artificial Intelligence, Special Sessions, 17th International Conference. DCAI 2020. Advances in Intelligent Systems and Computing, vol 1242. Cham, CH: Springer. doi: 10.1007/978-3-030-53829-3_16
Rivoltella, P. C. (2003). Didattiche per l’e-learning. Metodi e strumenti per l’innovazione dell’insegnamento universitario. Roma, IT: Carocci.
Rivoltella, P.C., (2006). Screen Generation. Gli adolescenti e le prospettive dell’educazione nell’età dei media digitali. Milano, IT: Vita e Pensiero.
Rossi, P. G. (2016). Gli artefatti digitali e i processi di mediazione didattica. Pedagogia Oggi, 2, 11-26. Retrieved from http://hdl.handle.net/11393/239201
Salmon, G. (2002). The key to active online learning. London, UK: Kogan.
Salmon, G. (2014). Learning innovation: A framework for a transformaticon. European Journal of Open, Distance and E-Learning, 17(2). doi: 10.2478/eurodl-2014-0031
Scurati, C. (2004). E-learning/Università. Esperienze, analisi, proposte. Milano, IT: Vita e pensiero.
SIRD (2020). Per un confronto sulle modalità di didattica a distanza adottate nelle scuole italiane nel periodo di emergenza COVID-19 [Report]. Retrieved from https://www.salonedellostudente.it/2020/07/30/sird-dad-lockdown-risultati/
Sousa, M. J., & Rocha, A. (2019), Digital learning: Developing skills for digital transformation of organizations. Future Generation Computer Systems, 91, 327-334. doi: 10.1016/j.future.2018.08.048
Sumner, J. (2000). Serving the system: A critical history of distance education. Open Learning: The Journal of Open, Distance and e-Learning, 15(3), 267-285. doi: 10.1080/713688409
Tempelaar, D., Nguyen, Q., & Rienties, B. (2020). Learning feedback based on dispositional learning analytics. In M. Virvou, E. Alepis, G. Tsihrintzis, & L. Jain (Eds.), Machine Learning Paradigms. Intelligent Systems Reference Library, vol. 158. Cham, CH: Springer. doi: 10.1007/978-3-030-13743-4_5
Viner, R. M., Russell, S. J., Croker, H., Packer, J., Ward, J., Stansfield, C., Booy, R. (2020). School closure and management practices during coronavirus outbreaks including COVID-19: A rapid systematic review, The Lancet Child & Adolescent Health, 4(5), 397-404. doi: 10.1016/S2352-4642(20)30095-X
Bates, T. (1993). Theory and practice in the use of technology in distance education. In D. Keegan (Ed.), Theoretical Principles of Distance Education. New York, NY, US: Routledge. doi: 10.1016/j.chb.2020.106424
Beaunoyer, E., Dupéeré, S., & Guitton, M. J. (2020). COVID-19 and digital inequalities: Reciprocal impacts and mitigation strategies. Computers in Human Behavior, 111, 106424. doi: 10.1016/j.chb.2020.106424
Bonk, C. J., & Graham, C. R. (2006) Handbook of blended learning: Global Perspectives, local designs. San Francisco, CA, US: Pfeiffer.
Calvani, A., & Trinchero, R. (2019). Dieci falsi miti e dici regole per insegnare bene. Firenze, IT: Carocci
Calvani, A. (2004). Che cos'è la tecnologia dell'educazione. Roma, IT: Carrocci editore 2004.
Dengel, A. (2016). Digital Co-Creation and Augmented Learning. In Proceedings of the The 11th International Knowledge Management in Organizations Conference on The changing face of Knowledge Management Impacting Society. Hagen, DE: ACM. doi: 10.1145/2925995.2926052
Di Palma, D., & Belfiore, P. (2020). Tecnologia e innovazione didattica nella scuola ai tempi del covid-19. Rivista Internazionale di Scienze dell’educazione e della Formazione, 18(2). 169-179. doi: 10.7346/-fei-XVIII-02-20_15
EC (2020). Digital Economy and Society Index (DESI) 2020. Retrieved from https://ec.europa.eu/digital-single-market/en/desi
Ferri, P. (2008). La scuola digitale. Milano. IT: Bruno Mondadori.
Ferri, P., & Moriggi, S. (2016). Destrutturare l’aula, ma con metodo: spazi e orizzonti epistemologici per una didattica aumentata dalle tecnologie. Journal of Educational, Cultural, and Psychological Studies, 13, 143-161. doi: 10.7358/ecps-2016-013-ferr
Ferri, P. (2019). Mooc, digital university teaching and learning analytics. Opportunities and Perspectives. Italian Journal of Educational Research, 13-26. Retrieved from https://ojs.pensamultimedia.it/index.php/sird/article/view/3455
Galli della Loggia, E. (2019). L’aula vuota. Come l’Italia ha distrutto la sua scuola. Bologna, IT: Il Mulino.
Gui, M. (2019). Il digitale a scuola. Rivoluzione o abbaglio?. Bologna, IT: Il Mulino.
Gui, M., & Gerosa, T. (2019). Strumenti per apprendere o oggetti di apprendimento? Una rilettura critica della digitalizzazione nella scuola italiana. Scuola Democratica, 3, 481-501. doi: 10.12828/95945
Hodges, C., Moore, S., Lockee, B., Trust, & T., Bond, A. (2020, March 27). The difference between emergency remote teaching and online learning. EDUCAUSE Review. Retrieved from https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
Istat (2020). Spazi in casa e disponibilità di computer per bambini e ragazzi. Retrieved from https://www.istat.it/it/files//2020/04/Spazi-casa-disponibilita-computer-ragazzi.pdf
Kampylis, P., Punie, Y., & Devine, J. (2015). Promoting Effective Digital-Age Learning - A European Framework for Digitally-Competent Educational Organisations. JRC Working Papers JRC98209, EU Joint Research Centre. doi: 10.2791/54070
Laurillard, D. (2012). Teaching as a design science. Building pedagogical patterns for learning and technology, New York, NY, US: London Routledge. [Tr. it.] Insegnamento come scienza della progettazione. Costruire modelli pedagogici per apprendere con le tecnologie, Franco Angeli, Milano, 2015.
Mantovani, S., Picca, M. Ferri, P., Bove, C., & Manzoni, P. (2020). Bambini e lockdown. La parola ai genitori. Report di ricerca. Università degli Studi di Milano Bicocca. Retrieved from https://www.unimib.it/comunicati/bambini-durante-lockdown-vulnerabili-ma-resilienti
Maragliano, R. (2020, April 29). Didattica a distanza, perché è un’etichetta sbagliata: due lezioni e un compito. Agenda digitale. Retrieved from https://www.agendadigitale.eu/scuola-digitale/didattica-a-distanza-perche-e-unetichetta-sbagliata-due-lezioni-e-un-compito
McLuhan, M. (1962). The Gutenberg galaxy: the making of typographic man. Toronto, CA: Toronto University of Toronto Press tr. it. La Galassia Gutenberg: nascita dell’uomo tipografico Feltrinelli, IT: Milano 1998.
MIUR (2020). Linee guida per la didattica digitale integrata. Retrieved from https://www.miur.gov.it/documents/20182/0/ALL.+A+_+Linee_Guida_DDI_.pdf/f0eeb0b4-bb7e-1d8e-4809-a359a8a7512f?t=1596813131027
Nonaka, I., & Takeuchi, H. (1995). The knowledge creating company: how Japanese companies create the dynamics of innovation. London, UK: Oxford University Press.
Papert, S. (1989). Constructionism: A new opportunity for elementary science education. A proposal to the National Science Foundation. Cambridge, US: MIT.
Parra, J., Pérez-Pons, M. E., & González, J. (2020). Study based on the incidence of the index of economy and digital society (DESI) in the GDP of the Eurozone economies. In Rodríguez González S. et al. (Eds.), Distributed Computing and Artificial Intelligence, Special Sessions, 17th International Conference. DCAI 2020. Advances in Intelligent Systems and Computing, vol 1242. Cham, CH: Springer. doi: 10.1007/978-3-030-53829-3_16
Rivoltella, P. C. (2003). Didattiche per l’e-learning. Metodi e strumenti per l’innovazione dell’insegnamento universitario. Roma, IT: Carocci.
Rivoltella, P.C., (2006). Screen Generation. Gli adolescenti e le prospettive dell’educazione nell’età dei media digitali. Milano, IT: Vita e Pensiero.
Rossi, P. G. (2016). Gli artefatti digitali e i processi di mediazione didattica. Pedagogia Oggi, 2, 11-26. Retrieved from http://hdl.handle.net/11393/239201
Salmon, G. (2002). The key to active online learning. London, UK: Kogan.
Salmon, G. (2014). Learning innovation: A framework for a transformaticon. European Journal of Open, Distance and E-Learning, 17(2). doi: 10.2478/eurodl-2014-0031
Scurati, C. (2004). E-learning/Università. Esperienze, analisi, proposte. Milano, IT: Vita e pensiero.
SIRD (2020). Per un confronto sulle modalità di didattica a distanza adottate nelle scuole italiane nel periodo di emergenza COVID-19 [Report]. Retrieved from https://www.salonedellostudente.it/2020/07/30/sird-dad-lockdown-risultati/
Sousa, M. J., & Rocha, A. (2019), Digital learning: Developing skills for digital transformation of organizations. Future Generation Computer Systems, 91, 327-334. doi: 10.1016/j.future.2018.08.048
Sumner, J. (2000). Serving the system: A critical history of distance education. Open Learning: The Journal of Open, Distance and e-Learning, 15(3), 267-285. doi: 10.1080/713688409
Tempelaar, D., Nguyen, Q., & Rienties, B. (2020). Learning feedback based on dispositional learning analytics. In M. Virvou, E. Alepis, G. Tsihrintzis, & L. Jain (Eds.), Machine Learning Paradigms. Intelligent Systems Reference Library, vol. 158. Cham, CH: Springer. doi: 10.1007/978-3-030-13743-4_5
Viner, R. M., Russell, S. J., Croker, H., Packer, J., Ward, J., Stansfield, C., Booy, R. (2020). School closure and management practices during coronavirus outbreaks including COVID-19: A rapid systematic review, The Lancet Child & Adolescent Health, 4(5), 397-404. doi: 10.1016/S2352-4642(20)30095-X