La didattica alla prova del Covid-19 in Italia: uno studio sulla Scuola Primaria

Abstract

Riassunto: La didattica a distanza -DaD, che ha visto un forte impulso dopo la chiusura delle scuole disposta il 4 Marzo 2020 fino alla fine dell'anno scolastico, ha riaperto il dibattito sul ruolo delle tecnologie nella scuola. Dati recenti mostrano che il successo o l'insuccesso della didattica a distanza dipende dall'intreccio di più fattori tra cui le competenze didattiche e tecnologiche dei docenti, le disponibilità di tecnologie ed ambienti, la composizione familiare e il ruolo della valutazione nei processi di insegnamento e apprendimento. Il presente contributo intende esplorare la risposta dei docenti di scuola primaria alle molteplici sfide sollevate dalla DaD nella fase pandemica attraverso la somministrazione online di un questionario rivolto agli insegnanti. Oltre alla descrizione e all'analisi dei risultati, il lavoro comprende una introduzione al contesto italiano e una riflessione di sintesi finale su quanto appreso da questa esperienza. Parole chiave: Didattica a distanza. Emergenza sanitaria. Scuola primaria.

A Balancing Act During Covid-19: Teachers' Self-Efficacy, Perception of Stress in the Distance Learning Experience

“…In fact, while working and studying from home (Dhawan, 2020 ; Palareti, 2020 ; Reimers and Schleicher, 2020 ), teachers and students suddenly found themselves having to learn very quickly how to use digital tools they were barely familiar with, often encountering various types of problems as well as difficulty in guaranteeing access and the necessary resources (European Commission, 2020 ; Palareti, 2020 ). This method also meant having an appropriate space to work/study (Cowden et al, 2020 ; Filandri and Semi, 2020 ) and a number of devices available to family members who may need them at the same time (Lucisano, 2020 ; Ranieri et al, 2020 ; UNESCO, 2020 ). These difficulties in organizing distance learning became a source of stress for many teachers (Cowden et al, 2020 ; Palareti, 2020 ; Ziebell et al, 2020 ).…”

Sudden Shift to Distance Learning: Analysis of the Didactic Choices Made by Italian Secondary School Teachers in the First COVID-19 Lockdown

“…To try to bridge the digital divide, the Italian government allocated funding that allowed students without access to digital devices to have them, but this aspect alone has been unable to help since it is not enough to simply own the tool, but it is also necessary to know how to use it appropriately. Without a digital culture, there can be no digital citizenship skills (Ranieri et al, 2020).…”

Exploring school levels of digital readiness in pandemic time

“…Several reports have been published in the last months on the impact of COVID-19 emergency on schooling. Overall, available data report that teachers often felt unprepared (Carretero Gomez et al, 2020;Ranieri et al, 2020), while trying The SELFIE questionnaire aims at collecting anonymously school leaders', teachers' and students' views. Answers are given on a scale 1 (strongly disagree) to 5 (strongly agree) and displayed as aggregate data, through the production of an interactive report for each item.…”