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This historical stage leaves the school with great conscience.
We know what did not work and what did not work in distance education and we know the solutions we have found to address the problems.
This awareness will allow us, among other things, to make better use of technologies, which in the future will massively penetrate all classrooms.
What will we stay?
Every personal or social crisis leaves something behind. In our case as teachers and educators we all ask ourselves:
“What will the school be like in the coming years when we get out of this health and social emergency?”
“So what will we have as a legacy?”
The first legacy is the ability to see ourselves “reflected” in digital systems and non-digital teaching tracks.
We experimented with what was wrong with the DAD and thought and found new solutions.
We have reflected on the DAD in various ways.
- From week to week we have seen and reviewed each other in the videos created.
- We reread what we post on the forums.
- We thought about the questions the students posted.
Actually, there are two dimensions of this “reflection” in systems.
- Vertical or diachronic– Your online course unfolds over time, week to week, and with experience I change the way I work, deliver, provide materials, and interact.
- Horizontal or interclass: I review my work with different and parallel classes, I observe how my teaching adapts to different groups and what can be reused in all situations.
These traces and dimensions have allowed us, not infrequently, to discover our strengths and refine them, and discover our difficulties to overcome them.
Back to the classroom, to keep improvingWe will absolutely have to continue to look at the prints that we collect, whether they be papers, photos of blackboards or fingerprints of digital tools.
The second inheritance is the ability to question only transmissive and teacher-centered teaching.
Being able to “see” ourselves as teachers in action means, among other things, being able to limit teaching that is communicative and teacher-centered.
Rousseau nell ‘Emilio He taught us to eliminate the centrality of the teacher and make room for the students. According to Rousseau, education is therefore negative, gradual and indirect.
This, transposed to DAD, allows you to:
- give students centrality to the screen = Negative
- gradually learn the use of platforms and tools and become more and more autonomous = Gradual
- Encourage moments of asynchronous work and online work in pairs = Live
In the presence, therefore, we return to the teachings of Rousseau
- We limit the teaching of transmission.
- Let’s talk less and do it.
- We gradually assume new roles: As a teacher, I am no longer the only possessor of knowledge, but I am also a teacher-tutor capable of making people think and arguing and also capable of “temporarily leaving my roles” to the student-teacher “.
Remember: what happened in distance lessons, students making coffee or exercising in front of the screen, in the classroom happens in minds that flee abroad.
The third legacy will be a new awareness of technologies and towards technologies.
The awareness acquired in the DAD will be invaluable to use the technologies that, in the short term, will enter the classroom en masse.
We never forget that technologies themselves are neutral tools, they are not synonymous with innovation or educational progress, nor of conscience.
Technologies should be used as resources, that are available according to the needs of the lesson and the specifics of the discipline.
A conscious use of technologies, which we partially inherit from DAD, can, for example, promote autonomy, self-assessment, peer assessment and create supportive and open learning environments.
Of course fear is not unfounded of many who believe that the next technological trends will be guided more by “educational” fashions than by didactic principles.
Therefore, let us avoid that all united, starting with the managers, allow ourselves to be seduced by new little useful and very expensive systems: the bright future assumptions. PTDFK33 or HTFDS65.
Examples of conscious use of technologies in the classroom
1) Laptop and smartphone are not alone virtual places, ma dynamic tools, which can be lifted and moved. The classroom then becomes the place to integrate all of this into teaching.
- You can film yourself while visiting a museum.
- You can photograph ingredients and percentages of a product in the supermarket.
- The living room at home can become a gym where I show my gymnastic skills.
2. We explode an educational platform in the classroom:
- for reflections in the forums
- to upload movies, photos, personal images for educational purposes
- to avoid printing everything (eco option).
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