A student in father – Ansa
Maturity exam 2022, the first test is tomorrow, and students will sit at the desks, who for the past two years on their own have experienced the emergency with a mostly late, improvised and disorganized distance learning, which has diminished the general attention (of teachers and families) for achievement and school performance, with a consequent decline in learning, often minimal or insufficient, accentuated by the cancellation of the refusal in 2020 and the soft line adopted in the following months. Are we sure that we have protected them, or are we putting them in front of another crisis, their future, for which they have not been prepared and for which they have not received the appropriate tools to design it?
The pandemic has shown how much it is now indispensable
a fair and intelligent combination
between technology and education
With clear ideas for consumption
the necessary resources for the breakthrough
It is clear to most that the Italian school system at the beginning of the health crisis was unprepared and had long needed a push towards innovation, a cultural transformation towards quality education that is inseparable from the digital age of today. In these two years, in order to respond to the crisis, the foundations for this transition have been launched at a rapid pace, not only for distance learning, through digital cultural tools, which, however, must be integrated and disseminated to a wider audience, so as not to be found insufficient in the near future.
A change has also taken root in the mindset as well as in the study, and today the world of education is talking about a new method that must be interdisciplinary, favor an aspect, a problem, a theme in the field of content and a context where the subjects complement each other to interact with each other. In this cultural metamorphosis, it is the technology that must be at the service of thought, reflection, research, not the other way around. Technology and education can and must therefore be intertwined, but with better results than the current ones.
Since March 2020, the transition to e-learning has been erratic, and many students have found themselves in difficulty, blocked by lack of access to technology or skills. Distance learning, tested for two years by the pandemic, will be a tool that will be implemented in the event of a new emergency, but in order to be valid and effective, it must be expanded and made available to all, to find solutions to problems regarding digital divide territorial, social and cultural emerged during this period and different for region, institution, family and individual students and teachers. One of the challenges that will shape our immediate future will be to reduce the gap in access to technologies.
The phenomenon of who from 2020
he dropped out of school
also for accessibility
for IT tools
first of all, it requires closing
this social and cultural “digital divide”
Crucial to catch up
of our country is adequate education
of teachers and involvement of families
According to Istat data, over 500,000 children left their studies during the pandemic. Along with a general emergency (and the lack of confidence in a quick fix of the same), the difficult access to digital cultural tools that many students faced was contributing to this withdrawal. If online education becomes a cornerstone of education, more emphasis needs to be placed on how technology and learning can be integrated effectively, including the vital role of teachers and the skills students need.
In 2022 and even more so in the next few years, investment in digital culture will be fundamental, also with a view to achieving the fourth goal of the 2030 agenda – Education and quality – for which a commitment is required to achieve quality education at all levels, which provides access and learning opportunities, especially for those in sensitive situations, through the acquisition of tools and knowledge necessary to fully participate in social life; , and ensure children and young people a stimulating environment for the full realization of their rights and the exercise of their skills. All this is not possible if there is no immediate understanding and accessibility to training, especially by the teachers, who play the role of guide and support on the path of the students. How do we convince teachers that they, the teachers, need education? A boost can arise by making it personal and rewarding, as well as rewarding deserving teachers, improving their conditions in the management of privacy and the family sphere.
But education must also be given to families so that they are able to involve and support their children in the pursuit of the new method, creating a hinge that knows how to sanction the school-family alliance pact, crucial for an approach to digital culture from primary school, so as not to leave the citizens of the future alone and left to themselves. It is also crucial to improve support to help those in need, including pedagogical-cultural assistants in the development process and distance learning.
The pandemic has left us a vast array of experiences, but among the first experiences we have learned is that our lives, at any given time, can be disrupted and need a quick and functional update. THAT The labor market has changed compared to before – the realistic employment scenarios show us this – and new technical-practical competencies are required, which traditional pedagogical and educational bodies, schools and universities, above all, find it increasingly difficult to support with regard to a system. virtually and linked to technological and communication innovations. In recent decades, investment in Italian schools has been significantly lower than in all advanced countries. A further critical figure is the high average age of teachers, which according to OECD data is the highest in Europe with 59% over 50 years. However, the education emergency is not only related to money to invest, but to the ability to channel resources to the right sectors and territories and to match demand appropriately with the supply of labor. Italy has a very serious gap to close in terms of employment and youth education. But the question is: will the PNRR be enough to fill it?
Just decant the past, let’s focus on one the solidity of creation, by taking advantage of the opportunities for technological change that the health crisis has put before us in response to the crisis. A new vision and development of the education system that must start quickly and with commitment from everyone, the state and large companies. It is important to provide young people with the tools to plan for their future. Our future. A social commitment to be signed by the new generations, tried in recent years by the pandemic and for too long by a teaching rooted in the past rather than directed towards the future.
Vice-Rector, lecturer at eCampus University