This work was born as part of Learning Technologies course of the Degree in Educational Sciences at the University of Cassino and Southern Lazio. The unprecedented condition of educational activities in schools of all types and levels, which occurred in the last part of the school and academic year 2019/20, provided an opportunity to investigate which teaching technologies have been selected by educational institutions and individual teachers, but also which basic criteria have been adopted for this selection and which objectives have been considered a priority in the need for distance learning. The feeling, based on the news that wildly circulated in the first period of the emergency, was that, by combining the Digital Divide with a complex school reality and, despite the efforts, not alien to forms of exclusion, it was coming to life, before our eyes, a new form of School dropout. With these premises, the work therefore presents itself as an informed testimony, a collection of study and reflection materials that presents, as important characteristics, the contemporaneity of the phenomenon under investigation and the horizontal organization, based on the characteristics observed, experienced and studied by the students themselves. On the basis of the data collected, it seems evident that the adoption of distance learning risks, if immediate inclusive strategies are not prepared, of cutting out the weakest subjects of the educational system and of re-proposing in a digital environment the emergency of early school leaving.

Didattica a distanza nell’emergenza Covid. Accessibilità e inclusione secondo i docenti

Pio Alfredo Di Tore;Maria Annarumma;Felice Corona
2020

Abstract

This work was born as part of Learning Technologies course of the Degree in Educational Sciences at the University of Cassino and Southern Lazio. The unprecedented condition of educational activities in schools of all types and levels, which occurred in the last part of the school and academic year 2019/20, provided an opportunity to investigate which teaching technologies have been selected by educational institutions and individual teachers, but also which basic criteria have been adopted for this selection and which objectives have been considered a priority in the need for distance learning. The feeling, based on the news that wildly circulated in the first period of the emergency, was that, by combining the Digital Divide with a complex school reality and, despite the efforts, not alien to forms of exclusion, it was coming to life, before our eyes, a new form of School dropout. With these premises, the work therefore presents itself as an informed testimony, a collection of study and reflection materials that presents, as important characteristics, the contemporaneity of the phenomenon under investigation and the horizontal organization, based on the characteristics observed, experienced and studied by the students themselves. On the basis of the data collected, it seems evident that the adoption of distance learning risks, if immediate inclusive strategies are not prepared, of cutting out the weakest subjects of the educational system and of re-proposing in a digital environment the emergency of early school leaving.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11386/4751114
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