What if we reached the educational terminus?

At first glance, whenever we talk about technology in school, two extreme theories face each other . About the school in the pandemic-age and about distance learning, someone says that everything has changed and someone says that nothing has changed.
But as always, the truth is a little more complex.
Statistics speak to us of a generation “adrift”, for which the school is required to adapt, provided that the school has noticed these changes, which is legitimate to doubt (in the school do the teachers discuss about social changes? do they talk about learn-to-learn now?); on the other hand, schools that have moved in time (adaptation of infrastructures and internal training) are already able actually to make “educational” proposals (not just “instructive”) with the new tools.
The feeling is that 1-2 classes in higher school has short of breath! In fact, with the DAD in high school, the adolescents experienced school as an optional experience and upon returning a sort of mutual reckoning began: the school set up a path of crossfire and – after having “used” the politically correct reasons of the need for sociality and the importance of proxemics in teaching – has actually subjected the students to daily assignments  (maybe the professional horizon of the teachers remains the scrutinies, sadly); but also the students have metaphorically put the teachers up against the wall, they are no longer even willing to cheat the school, they actually desert it.

The pandemic has therefore only worked as a highlight of a foretold educational terminus: even the high school must review its programs and focus on motivation, collaboration and competence. If it remains anchored to the scheme of contents and frontal methodologies, if the educational relationship is based on “whoever wins it over”, we risk having a sensational and perhaps incontrovertible disconnect with the generations of digital natives (from born in 2006 and beyond). The future of society is at stake.

DDI Plan

After lock down, a new edition of Piano Nazionale Scuola Digitale is called Piano Didattica Digitale Integrata now. Actually, it’s more like a check-list, while PNSD was something like a “what we should do for them”. PNSD was a list of good intentions by government and the school could join some announcements for the money to do. By DDI the schools write what they really can do with devices and cloud.
What will it make the difference? The difference will be in WHO is writing that. the more teachers involved in developing the plan, the more likely it is that the plan will be realized.

What do we need to call it “teaching”?

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??

Guida all’educazione delle “life skills”

da Educator’s Guide to Enhancing Children’s Life Skills, by By Leah Davies, M.Ed.

Children learn life skills by observing the adults in their lives. Therefore, if we want children to be socially and emotionally competent, we must be cognizant of our own behavior and accept responsibility for being a role model. Review the following actions and reflect on how well you exemplify them. Leggi tutto “Guida all’educazione delle “life skills””