Again about teaching by distance
We all are living in systems that are CLOSED and OPEN at the same time, and sometimes we call them “closed” and sometimes we call “open”, in according by our behaviors, our points of view, our favorite teaching techniques and so on.
So it may happen that the student ON LINE or the teacher ON LINE by their IPAD are closer and performant than they are used to be, “close” in the classroom! Strange, isn’t it?
CLOSE and OPEN, presence and distance, to be (close) or not to be… we must consider “relative”, seriously.
What’s the distance?
it is the most pronounced word in relation to school.
if we think of the pre-pandemic school, however, the teachers have always said we need also a “distant school” (eg homework) and as well the innovators have often proposed an absolutely “remote” formula, such as the flipped classroom .
And this is essentially due to the fact that the concept of “presence” is completely relative, from the learning point of view.
We have often admitted that we practice teaching through technological devices, (also) because inside the physical presence of a student there’s a mental distance; it’s that gap many of us have precisely tried to fill with technology.
And it’s the reason I think it is useful today to re-problematize the concept of distance.
Piano scuola del Ministero e del CTS per la ripresa
tematiche della formazione dei docenti:
- metodologie innovative di insegnamento e di apprendimento
- metodologie innovative per l’inclusione scolastica
- modelli di didattica interdisciplinare
- modalità e strumenti per la valutazione, anche alla luce di metodologie innovative di insegnamento e di apprendimento realizzate, ad esempio, attraverso le tecnologie multimediali
tematiche della formazione del personale ATA:
- organizzazione del lavoro, collaborazione e realizzazione di modelli di lavoro in team (tutto)
- principi di base dell’architettura digitale della scuola (tutto)
- digitalizzazione delle procedure amministrative anche in relazione alla modalità di lavoro agile (assistenti amministrativi e tecnici).
elementi della Linea Guida per la didattica digitale integrata:
- quadro normativo di riferimento
- come organizzare la didattica digitale integrata (analisi del fabbisogno, obiettivi da perseguire, strumenti da utilizzare, orario e frequenza delle lezioni)
- indicazioni sulla Didattica digitale integrata e integrazione del Patto di corresponsabilità e del Regolamento di disciplina per le scuole secondarie: indicazioni alle famiglie per una partecipazione sostenibile alle attività didattiche a distanza
- metodologie e strumenti per la verifica
- la valutazione
- alunni con B.E.S.
- la gestione della privacy
- gli OOCC e le assemblee
- rapporto scuola/famiglia
Everybody knows that ITC lab is one of last dinosaurs, since “pure ITC” skills “abdicated” to WYSIWYG interfaces and more friendly approaches. Interactive boards or monitor brought ITC in the classrooms; and faster telematic, learning apps and mobile devices convinced teachers to use ITC in daily mood.
But… you know exactly what happened. Just a little percentual of teachers do really that and without evident outcomes. The most serious thing is that it’s an individual adventure.
Maybe labs have to come back. But we must think of lab as a big challenging project (on a big subject area? reading and writing and publishing? math and science? art? social? on a big learning project?) and provide some labs to invite classes to go in, with a project in their mind and right TOOLS to explore and live a different learning way!
What do you think?
What’s really news in didactics? It’s too long we talk about “innovation” but we don’t know if we really need that.
What we really need is new people who tells different stories.
We invocate “innovation” when we feel tired of meeting non very sensitive people on our way. New technology helps people to tell new stories, for sure. But when we say “new” we don’t think of “used”, but we think of “users”.
In Italy we call “DAD” (didattica a distanza, something like teaching by distance) and it means when a teacher uses web to provide content or learning tools. For many years the schools use that in 10-50% perceptual range. Since lockdown caused by covid-19 and as the schools are closed, the school manage 100% didactics by distance.
Thought about 70% of students regret the school in presence, it’s been an important chance to increase digital skills. Many teachers do.
And many school are proud to declare they are ON LINE and cover 100% of school time by the web, thanks to some platforms like WebEx, Google Meet or Microsoft Teams. All we need the platforms to connect, it’s true. But are we sure to call it “teaching”, just because we are connected and look at a webcam??
Apple propone una selezione davvero allettante per accessibilità.
I want to talk again about the book “Style”, it’s a good suggestion how to motivate the students to write. Now it’s available paper version.
Some reflections about didactics at distance? Are we sure learning-brain behaves on the same way if learns in a 100% TIC situation? Do pupils really learn through a screen all day long? How? How can we plan our lesson by an “away teaching”-size??
Some good reflections in webinars by https://www.fem.digital/
Some practical ideas here: https://drive.google.com/open?id=1vZ-Rk5E7Hv9Ow7PQl95IhdRmIIfwQWbzaGVo9aoV1do