RESEARCH PATHS BETWEEN UBIQUITY, DISTANCE AND PRESENCE IN DIGITAL LEARNING ENVIRONMENTS AFTER DISTANCE LEARNING EXPERIENCES IN THE COVID EMERGENCY

The inclusive potential of technologies - potential that is not intended to be given as such, but as a result of the synergy between technological tools and methodological systems - has been, in common perception, overturned, affirming a dangerous equation Technologies = Distance, which brings with it the equally dangerous corollary Distance = Exclusion. On the contrary, several experimental paths, well before the lockdown and the massive experiences of Distance Learning during the COVID emergency (DaD), explored the possibility that technologies work, in a methodologically oriented educational framework, from driving to inclusive educational processes and constitute the means to enhance participation in traditional settings and at the same time extend educational settings in extreme contexts of physical or digital isolation.