DIGITAL PLATFORMS FOR LEARNING: A PLUG-IN FOR TEACHING
Liceo Scientifico "Fermi-Monticelli" - European High School Brindisi, Italia
The social context of the 21st century is characterised by dynamism and complexity resulting from a series of events that began in the previous millennium and continue to make the long wave of their effect felt.
One of the main factors is the emergence of the Internet and the WWW (World Wide Web), which has accelerated all socio-economic and cultural processes, bringing about profound paradigmatic changes. The possibility of using a range of web-based services, determines the passage from functional logic to reticular logic, from offline to always on. In the era of the SARS-COV2 pandemic, education and training systems have been hit by a shockwave that has highlighted, in all its nuances and meanings, both positive and negative, the need to bring IT technologies and the collaborative working methodologies typical of the Net and the Cloud into daily teaching practice.
The perspective error that should not be made is to consider technology (digital and/or Network) as a patch on teaching. A patch is, literally, a patch: in IT, a piece of code written to make up for some bugs (errors), so it is an update of the system that continues to perform the same activities. Technology, on the other hand, must be a plug-in to didactics, i.e. it must increase its potential, making it possible, through its use, to carry out different activities or substantially modify pre-existing didactic processes, without completely abandoning the pre-existing ones.
The prohibition of face-to-face teaching for a prolonged period of time has certainly had a significant impact on the dynamics of teaching-learning processes. The lack of sociability, proximity and presence has severely tested the effectiveness of hands-on, minds-on workshop activities, based on constructivism and syntonic learning (body and mind as a unicum): these, even in a possible physical presence at school, are severely limited by the rules of containment of contagion. How to develop the key competences foreseen by the EU Recommendation of May 2018? How to promote students' digital competences foreseen by the DigComp2.1 framework? In this paper we analyse, with reference to classroom experience, the use of collaborative web, virtualisation, simulation platforms. These platforms are particularly useful in overcoming, at least in part, the limitations described above: beyond the horizons of the post-pandemic, their use makes sense both in "in-presence" teaching and at a distance, and makes it possible to extend the space-time of teaching. The science, mathematics and physics simulation platform made available by the University of Colorado (pheet.org) enables lessons to be structured on the basis of Cartesian enumeration of the phenomenon; the use of microcontroller circuit simulation and programming platforms (Tinkercad. com) makes it possible to set up virtual classes, assign students to work (also in collaborative mode) and follow their development; the use of learning and coding platforms (Repl.it) makes it possible to develop code for understanding problems of varying difficulty and level, of a computer-mathematical-physical nature.
RETHINKING THE SPACE-TIME OF LEARNING: A TRANSFORMATIVE AND DEMOCRATIC OPPORTUNITY FOR EDUCATION SYSTEMS IN A TIME OF PANDEMIC
1Espéro - University of Salento, Italy; 2Facoltà di Medicina e Chirurgia “A. Gemelli”, Università Cattolica del Sacro Cuore
The COVID-19 pandemic has triggered an enormous transformative potential into our educational systems, offering an extraordinary opportunity to face the epochal challenge of sustainability. Emerging evidence has been gathered globally and paradigmatically reported and discussed by the International Commission on the Futures of Education, suggesting that the key to overcome this challenge is giving value to a cooperative and democratic school, which lays on a free, creative and empathic educational relationship between teachers and students, as well as on a shared responsibility with families, thus refusing resistance to change and bureaucracy-oriented processes which are top-down decided and often questionable. Into this challenge, whose endings are uncertain, requalification of the space-time of learning plays a central role, within the framework of growing multidimensional and digitally augmented Learning Ecologies, which work towards a cultural revolution for “ecosystemic relationality”. An action research pathway realized in Italy, within the context of teacher training, is offering fresh ideas to rethink the categories of such requalification, looking at a space-time of active listening, reflective learning, transformative and transgressive learning, “immersive” and mindful learning.
DIFFICULTY AND CONCERNS OF TEACHERS DURING THE PANDEMIC. MANAGING THE RELATIONSHIPS, SPACE AND TIME OF THE DAD
Sapienza Università di Roma, Italia
From February to October 2020, a research survey has investigated the teaching and organizational practices of teachers of all levels and their perception of effectiveness in the use of digital teaching technologies (Di Donato, 2020). The survey was administered to a sample of 1157 Italian Teachers, to monitor any changes that occurred during distance learning and in their design activities. The proposed questions have investigated the development of practices and skills, the configuration of learning contexts and environments and how they were eventually shaped by the transformation of the school into an almost completely digital learning device. The contribution aims to analyze the results that emerged from three of the open questions presented, which on the one hand collected the indications given to teachers by schools to activate remote teaching and on the other investigated what were the major concerns and difficulties identified from the teachers and what, according to them, they would need to overcome them. The answers return at least two types of needs and difficulties, which almost oppose each other: the internal ones are attributable to one's own digital and organizational skills, while the external ones are attributable to students, families and the school, not only as an organization but also as a community of Practice. Comparing the results with the construct of the reflective practitioner (Shön,1993) in a pedagogical perspective inspired by Simplexity and vicariance (Berthoz, 2011; 2015), there is a need for participants to recognize themselves in a community of practice (Wenger, 2006) in which to develop their skills, receive support and become familiar with the time and space of the ongoing educational emergency. The words of the teachers, their requests and concerns return an authentic photograph of a professional moment governed by extreme uncertainty, but also a generator of new questions and frontiers to be reached and overcome, a sign of a possible change. The transformation of educational systems could develop through a democratic process of didactic innovation if, once the emergency was over and the reflection on the critical issues of the Dad was completed, the teachers were able to recover the experiences of use of digital technologies frequented during The pandemic and the awareness of their transformative power. The ability to develop new, more flexible methodological and organizational paradigms could support the design of hybrid learning environments, which are ecological, effective and consistent with the educational objectives of the 21st-century school.
Berthoz A. (2011). La semplessità. Torino: Codice Edizioni.
Berthoz A. (2015). La vicarianza. Il nostro cervello creatore di mondi. Torino: Codice
Di Donato D. (2020). Didattica a distanza e digitale: un bilancio per progettare la scuola di domani. Agenda Digitale.eu. Retrieved from: https://www.agendadigitale.eu/scuola-digitale/didattica-a-distanza-e-uso-del-digitale-prove-di-bilancio-per-progettare-la-scuola-di-domani/
Schön D. (1993). Il professionista riflessivo. Per una nuova epistemologia della pratica professionale. Bari: Edizioni Dedalo.
Wenger E. (2006). Comunità di pratica. Apprendimento, significato, identità. Milano: Raffaello Cortina Editore.
TEACHING PHILOSOPHY IN A DIGITAL ENVIRONMENT
I.I.S. "Piero Gobetti" Omegna (VB), Italy
Teaching Philosophy in a digital environment is a stimulating opportunity for teachers and students.
Since the school aims to prepare students to read and understand their own culture and the reality that surrounds them, it is important that the transformations in communications and in relationships due to the spread of digital technologies become the topic of reflection, across all subjects.
The experience of teaching philosophy in a digitally environment requires teachers to reflect on their professional practices, both from the point of view of methodological choices, as well as the themes and contents to be explored.
In fact, different teaching methods allow to recreate the condition of research and dialogue, typical of the discipline. The study activity is favored by the considerable availability of online philosophical writings, through which to develop research and textual analysis skills. Through shared readings, debate and role playing activities it is also possible to put students in a position to live the discipline and acquire argumentative skills.
These environments also favour participatory and collaborative methodologies and allow the production of artefacts in which the skills and competences acquired by students in informal learning can be integrated with formal learning , and it’s possible to give these skills a new meaning and a different field of application.
In a digitally environment, in which the perception of space and time undergo an evident modification, the choice of themes and topics to be addressed cannot fail to consider the reflection on the concepts of space and time as central. Since these concepts have involved important authors from the beginning of philosophical research , it is possible to build a multi-year research project, which allows students to examine the theme in its historical development, from multiple perspectives and with interesting interdisciplinary connections.
Even the reflection on ethics themes is enriched with new fields to explore and new questions to ask.
Digital technology creates the environments we are living in, in which we move and for which interesting reflections are developed in the field of applied ethics and deontological codes. Bringing students closer to ethics on these issues makes the discipline lively and engaging, develops citizenship skills and prepares students to face the complexity of the reality that surrounds them.
For the teaching of philosophy, the digital environment must therefore be considered as an opportunity and a resource, both when it integrates face-to-face teaching activities , and in an emergency, when it presents itself as the only possible space for work.
CLASSROOM MANAGEMENT IN SPACE-TIME AUGMENTED BY TECHNOLOGY: TEACHING/LEARNING, BLENDED LEARNING, E-LEARNING
Università di Bari, Italia
In 2020, education systems bore the brunt of the crisis generated by the pandemic. Due to the containment measures in Italy, as in other countries, schools stopped teaching in presence and started distance learning: a Copernican revolution. Several problems emerged from the outset, falling into two categories: network infrastructure and digital skills. In particular, the difficulties encountered highlight the lack of adequate e-skills of teachers and students. In fact, some researches carried out in this period on teachers' teaching practices show that most of them have transferred at a distance the teaching methods used in presence without thinking about the methodologies to be adopted. The problem, therefore, is not only technological but also methodological. This contribution aims to initiate a reflection on teaching practices in a space-time increased by technologies and to formulate some hypotheses for the design of learning: in the management of the classroom it is necessary to overcome the fallacious categories of distance and presence and to think on methodological approaches consistent with an ecosystem inhabited, not colonised, by technologies. What new characteristics can the classroom take on in the knowledge society? What role do technologies play in the teaching/learning process? How can education be rethought beyond the physical presence at school, understood as a school building? The classroom is dynamic and collaborative, no longer static and competitive and the teacher has to give a new shape to the teaching/learning process. The classroom as a social network and the classroom as a community of researchers are two models around which the teacher can build a dynamic approach to rethink the space-time of learning and think about a didactics that welcomes, not suffers, the presence of technology.