The emergency, Covid-19 could change the perception of technologies as a community pedagogical context and as a learning environment, transforming the way of doing school not only at a distance. It is necessary to rethink the relationship with digital media, considering four points 1. Consider the personalistic structural imprinting of the digital without making it become self-referential narcissism, but conversely transforming it into a perspective of authentic and involving relationship. Beyond the mirror and the bubble, the window and the bridge. 2. Enhance the most original flows of social networks and distance learning experiences, team programming or comparisons between colleagues, concrete evidence of the possibility of maintaining a digital sense of personal engagement and fruitful collaboration. 3. Rethinking and re-coding the concept of digital divide, not only in relation to access to technologies, but also in order not to limit itself to instrumental use only, instead developing the pedagogical dimension, which stimulates civic participation and creates a new socio-cultural dimension beyond the logic of the market. 4. Think of digital as a "third space" of learning and educational mediation, which constantly interweaves personal and collective, informal and formal, disciplinary and transversal.

Marangi, M., I social in tempi di emergenza, <<ESSERE A SCUOLA>>, 2020; 3 (Numero speciale Marzo 2020): 6-7 [http://hdl.handle.net/10807/153351]

I social in tempi di emergenza

Marangi Michele
Primo
Writing – Original Draft Preparation
2020

Abstract

The emergency, Covid-19 could change the perception of technologies as a community pedagogical context and as a learning environment, transforming the way of doing school not only at a distance. It is necessary to rethink the relationship with digital media, considering four points 1. Consider the personalistic structural imprinting of the digital without making it become self-referential narcissism, but conversely transforming it into a perspective of authentic and involving relationship. Beyond the mirror and the bubble, the window and the bridge. 2. Enhance the most original flows of social networks and distance learning experiences, team programming or comparisons between colleagues, concrete evidence of the possibility of maintaining a digital sense of personal engagement and fruitful collaboration. 3. Rethinking and re-coding the concept of digital divide, not only in relation to access to technologies, but also in order not to limit itself to instrumental use only, instead developing the pedagogical dimension, which stimulates civic participation and creates a new socio-cultural dimension beyond the logic of the market. 4. Think of digital as a "third space" of learning and educational mediation, which constantly interweaves personal and collective, informal and formal, disciplinary and transversal.
ita
Marangi, M., I social in tempi di emergenza, <>, 2020; 3 (Numero speciale Marzo 2020): 6-7 [http://hdl.handle.net/10807/153351]
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