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Digital Integrated Education (DDI) would be worse than Distance Education (DDI), according to many teachers, whose demands are particularly strong in primary school.
Because, to clarify the terms of the problem, one thing was distance learning (DaD) as we knew it last spring, when the kids were all at home; It is one thing to work simultaneously with children in presence and children at a distance, integrating ordinary teaching with DDI (this is, in fact, the essence of DDI).
In short, from many elementary classes (but not only), we get stories of great difficulty.
Many teachers are committed to ensuring: the inclusion of fragile students who follow lessons from home; and at the same time a high didactic quality towards the rest of the class that works in presence.
The amount of work grows dramatically, as does the complexity of teaching. In fact, let’s think about how the work of the teacher develops in a similar context …
The new school routine
Each afternoon the teacher or teacher will have to plan their work for the next day so that they can perform:
- a synchronous lesson for students in attendance;
- an asynchronous lesson for distance learners;
- perhaps a third synchronized, evening, individual digital lesson, dedicated to the fragile student, to make them feel the proximity of the teacher and not delegate everything to a video or a written assignment;
- and there will be days in which this type of work will be added to that related to combining, within the synchronous lesson in the morning with the students in attendance, also the interventions of the distance students, who follow from home.
This type of completely complex didactic intertwining not only from the organizational point of view but also from the relational point of view is something that happens daily in many classes in the country. The question that arises is: will the CCNI for the regulation of integrated digital education (DDI) rise to the occasion? It must be strongly demanded, especially considering that, from what we understand, the DDI will also remain in the post-Covid school, for example as an intervention that will be used for weather alert days, but also in less extreme situations. In short, the DDI promises to become an ordinary teaching lever, no longer an extraordinary emergency tool.
We believe that all of this deserves respectable contract regulation, up to the challenge.
On the subject READ ALSO: https://www.tecnicadellascuola.it/di-meglio-gilda-troppe-lacune-nel-contratto-sulla-ddi-restiamo-contrari
