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Integrated digital education: let’s review the legislation together and try to dispel the myth of “you only work 18 hours”. It was not true when there was no pandemic, it is not true in the days of distance education. And an hour or so of extra work doesn’t make any difference in teaching.
One of our readers asks
“What is and what is not understood by asynchronous activity? How should the teacher do them, at school or at home? And at what times: fixed time decided with the DS decision or in flexible mode?
Consequently, can children carry out activities at a time and place of their choosing, or are they assigned a well-defined time?
In my Institute this situation is emerging:
– Teachers must be present at the school and sign the record of both synchronous and asynchronous activities, since both the time is defined with the DS and therefore is fixed,
– activities such as “recording video lessons, preparing materials to study, correcting and sending feedback on the work done by the students” are not recognized as asynchronous since these activities are included in the working hours due to the preparation of materials from home
– The asynchronous activity schedule is designed so that students perform the required activities at the precise moment they are assigned and recorded in the registry: for example, the teacher assigns a task, invites students to do it immediately, perhaps in the notebook and not on the monitor, and the teacher remains connected to the platform to answer the students’ questions.
I would like to know if this is all correct and if it is required by the CCNL. Thank you”
How to organize integrated digital learning
We express our concern about the need for teachers to go to school in empty classrooms, and common sense is expected to prevail especially in the phase of maximum health emergency.
Regarding integrated digital teaching, the Ministry expresses itself in the August 2020 guidelines
“Each educational institution of the national education and training system defines the methods to implement integrated digital teaching, in a balanced balance between synchronous and asynchronous activities.“
Meanwhile, the CISL and ANIEF unions have signed the hypothesis of a contract.
In particular, in the note of October 26, the Ministry writes “the teacher ensures performance synchronously to the class group or to limited groups of students in the class”, without prejudice to the possibility of “adopting a lesser hour unit. 60 minutes and establish any related pauses between synchronous lessons, taking into account the provisions of article 28 of CCNL 2016/18, in particular section 2. “
Therefore, if the synchronous activity takes place in an hourly unit of less than 60 minutes, the unused time must be recovered, unless there are reasons that do not imply recovery. Like in the classroom.
And so if the synchronous activity is 40 to 45 minutes, the remaining time must be spent on asynchronous activity.
Examples of synchronous and asynchronous activities
By synchronous activities we mean those that involve video lessons, that is, direct teacher-student interaction. The video lesson can be configured in various ways, but it can also be used to carry out assignments or tests individually or collectively, with the presence of the teacher.
Asynchronous activities are those that presume the delivery to students of homework and materials for their performance, and may be
- Autonomous or group study of digital teaching material provided by the teacher.
- study or in-depth study of the material indicated by the teacher
- written production in relation to the various disciplines
Therefore, we agree with the indication provided by the Director not to confuse the activities of the teacher with those of the student. Asynchronous activity refers to the types of activities that the student performs in the context of learning. The list provided by us is certainly not exhaustive, the methods are the most varied and can never be included in a contract.
The Institute’s Plan for DDI
In relation to the guidelines issued by the Ministry, each school has adopted a DDI plan, which indicates how many minimum hours of synchronous activity are ensured weekly and how many asynchronous. The Plan, to be valid, must have been approved by the Faculty, and previously presented to the interested parties for their observations.
Should the teacher be present during the asynchronous activity?
Without prejudice to the fact that the asynchronous activity must refer to the student, is it correct to request that the teacher be present during the asynchronous activity and be present during its development?
Also in this case it depends on what is established in the school plan. The important thing is not to confuse asynchronous activity with the “autonomous and individual study of disciplinary contents”, the classic “homework” or “afternoon tasks”.
Perhaps we could talk about asynchronous digital activities, of which there is traceability (for example, with an expiration date for delivery) and that are framed within the classic “class time”, which is no longer classic but surely does not lag behind in contents and activities.
Do teachers work little?
The obligation with the presence of the teacher during the asynchronous activity could be seen in that line of prejudice for which the teacher already worked little with 18 hours, imagine now that the teaching hour has been reduced! For this reason, the plan must be well structured in order to balance the teacher’s duty (respect for working hours) with the students’ right to “first-rate” teaching.
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