The school? He is addicted to digital after the “injury” of father. But more training is needed –

from Paolo Riva

The pandemic has seen distance learning fail, but new technologies are needed. The future formula is called Ddi, that is, “integrated”, for a different learning

From Father of Ddi. The acronyms are similar, but the ideas behind them are completely different. And absolutely crucial for the future of Italian school that if he managed to forget the first and invest in the second, he could change a lot. For the best. There Dad is distance learningwidely used for the pandemic e much criticized for its effects. Since its adoption, the number of students not acquiring basic skills in Italian and mathematics has increased. In addition, Prime Minister Draghi said: “Dad creates inequalities.” There Ddi, on the other hand, is digital teaching
integrated, defined by the Ministry of Education as an «innovative teaching-learning method». It is much less common than father, but in some institutions it is already a reality.

That high school Savoia Benincasa of Ancona is one of them. “At school, the digital embraces us,” says Jacopo Giuggioloni, a fourth-year student and school representative. The high school has modern rooms, PCs and internet connections in all classrooms, but above all new ways of doing school. Physics is understood by experiments recorded on video and analyzed together, image by image. Philosophy faces debates that connect thinkers’ ideas with current events. “We just studied Locke and Hobbes this way, and it was exciting,” Giuggioloni explains. Savoia Benincasa is in between the 22 institutes that in 2014 founded the avant-garde education movement: today there are over 1,300 in all of Italy and their goal is “to transform the school’s transmission model”.

«In the vision of the Movement – the researcher explains Ester Bonomi’s other welfare programs – the use of digital tools strengthens, enriches and integrates teaching activities, stimulates active learning and helps to strengthen cross-cutting skills ». Technology is therefore a means, not an end. Although it is growing rapidly, the number of educational avant-garde is still in the minority. “The point is to understand how excellent realities can pollute all other schools,” he explains Antonello Giannelli, President of the National Association of Principals. With the pandemic, progress has been made and new resources have been allocated, but according to Giannelli “they are not enough: we must continue”.

“There’s a delay on digital,” La adds Secretary General of the CISL School Ivana Barbacci. In his opinion, first and foremost, tools and infrastructures are lacking. «The transition from slate boards to Glue, the mul interactive whiteboards
timer, it was difficult due to lack of resources. I know of glue bought by parents, ”he says. “Another example is electronic register. All schools have it, but if you do not have internet in the classroom, the teacher ends up filling it out at home ”, with wasted time and lower benefits.

In this sense is Pnrr, National Recovery and Resilience Plan funded by post-pandemic EU funds, it should help. On the one hand, it envisages € 2.1 billion to cable 40,000 school buildings and convert 100,000 classrooms into “connected learning environments”. On the other hand, it distributes 800 million for training about the digital transition of 650 thousand teachers and members of school staff. For that is also a fundamental question. All the more so in a country where digital skills, as evidenced by the Desi 2021 data, are low and well below the European average, even among young people.

“The teachers – Giannelli continues – have never been adequately updated”. “The organic nature of the training offer is lacking for teachers, which allows them to acquire new teaching methods – adds Barbacci – also digital ». For this reason, it is crucial by 2026 that the funds from the NRP are used in the best possible way. The risk otherwise is it everything is left to the good will of the individual teacher and that students are affected, especially those who are already having difficulty. And that they might end up leaving their studies or ending them badly.

In fact, in our country between 2019 and 2021 the total dropout rate increased from twenty-one to twenty-two percent: cThere is especially an increase among those who have also obtained an education but with insufficient basic skills. New teaching methods and new technologies are therefore also important in this perspective.

“Digital technology can help tackle educational poverty, but under certain conditions,” he reflects Marco Rossi Doria, chairman of the social enterprise Con in Bambini, created to concretize the fund’s resources to combat youth education poverty in projects in the area. “The first condition – he continues – is that all students and all students have an Internet connection and updated hardware and software tools at their disposal”. And this, as we saw during the pandemic, is by no means a matter of course. «The second condition is the leducational support places outside the schools, such as those promoted by With Children. It is digitized spaces, with computers and connections, but above all figures that follow the children and monitor their learning, also the digital ».

April 29, 2022 (change May 1, 2022 | 05:25)

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