Starting from March 2020, the use of technologies related to the web and e-learning represented the only alternative to the complete interruption of the activities of Italian schools and universities. Teachers of all levels have been suddenly calledt o an epistemological, methodological, technological and organizational effort certainly unprecedented in recent decades. The exceptional time of the emergency has powerfully reproposed the debate about the nature of the relationship between technology and school. This work tries to identify some basic assumptions, sometimes undisputed or only partially discussed, which the lockdown experience has made more visible and which operate transparently in research and teaching practice, sometimes orienting the results. The work is presented, therefore, not as a finished analysis on what teachers and students have experienced in the emergency phase, but as a positio questionis, as a research of questions to ask that cannot be separated from some upstream considerations related to concepts under investigation.
A partire dal marzo 2020 il ricorso all’uso delle tecnologie legate al web e all’elearning ha rappresentato l’unica alternativa alla completa interruzione delle attività delle istituzioni scolastiche e universitarie italiane. I docenti di ogni ordine e grado sono stati chiamati, repentinamente, ad uno sforzo epistemologico, metodologico, tecnologico e organizzativo certamente inedito negli ultimi decenni. Il tempo eccezionale dell’emergenza ha riproposto potentemente il dibattito circa la natura del rapporto tra tecnologia e scuola. Questo lavoro prova ad individuare alcune assunzioni di fondo, talora indiscusse o solo parzialmente discusse, che l’esperienza del lockdown ha reso più visibili e che operano in maniera trasparente nella ricerca e nella pratica didattica, orientandone alle volte i risultati. Il lavoro si presenta, dunque, non come analisi finita su quanto docenti e studenti (in particolare, docenti, studenti, famiglie e personale delle scuole primarie) hanno vissuto nella fase dell’emergenza, ma come una positio questionis, meglio ancora come una ricerca delle domande da porsi che non può prescindere da alcune considerazioni a monte su concetti oggetto di indagine.
Ubiquità, distanza, presenza: note critiche su tecnologia e scuola primaria a margine dell'esperienza Covid-19
Martiniello L;
2020-01-01
Abstract
Starting from March 2020, the use of technologies related to the web and e-learning represented the only alternative to the complete interruption of the activities of Italian schools and universities. Teachers of all levels have been suddenly calledt o an epistemological, methodological, technological and organizational effort certainly unprecedented in recent decades. The exceptional time of the emergency has powerfully reproposed the debate about the nature of the relationship between technology and school. This work tries to identify some basic assumptions, sometimes undisputed or only partially discussed, which the lockdown experience has made more visible and which operate transparently in research and teaching practice, sometimes orienting the results. The work is presented, therefore, not as a finished analysis on what teachers and students have experienced in the emergency phase, but as a positio questionis, as a research of questions to ask that cannot be separated from some upstream considerations related to concepts under investigation.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
