The Digitisation of Italian Schools and the Pandemic Trigger: Actors and Policies in an Evolving Organisational Field

IF 1.7 Q2 SOCIOLOGY Societies Pub Date : 2024-06-20 DOI:10.3390/soc14060094
Domenico Carbone, Cristina Calvi
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Abstract

This article analyses the ongoing processes in the organisational field of Italian schools in light of the innovations induced by digital education policies. Specifically, it focuses on the relationship between actors and digital policies concerning the experience of distance learning (DL) that characterised the period of the COVID-19 pandemic. The paper reflects on DL outcomes regarding the three expectations that have often characterised the rhetoric associated with the promotion of digital educational policies, namely: the raising of learning levels, the development of digital competences and the increase in school inclusion. Through an analysis of a series of empirical studies exploring the point of view of the paper, this paper highlights what progress has been made in the digital schooling in Italy and what are still its main limitations. The results of the study show both the limits of the effectiveness of educational policies constructed with a top-down approach and highlight the potential for policy recalibration offered by a reorganisation of the decision-making process through the active involvement of all the actors in the educational system.
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意大利学校的数字化与大流行的触发器:不断演变的组织领域中的行为者和政策
本文根据数字教育政策带来的创新,分析了意大利学校组织领域的持续进程。具体而言,文章重点探讨了行动者与数字政策之间的关系,以及在 COVID-19 大流行期间的远程学习(DL)经验。本文对远程学习的成果进行了反思,这些成果涉及与数字教育政策推广相关的三个预期,即:提高学习水平、发展数字能力和提高学校包容性。本文通过对一系列实证研究的分析,探讨了本文的观点,强调了意大利在数字化学校教育方面取得的进展,以及仍然存在的主要局限性。研究结果表明,自上而下构建的教育政策的有效性存在局限性,同时也强调了通过教育系统中所有参与者的积极参与,重组决策过程所带来的政策重新调整的潜力。
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来源期刊
Societies
Societies SOCIOLOGY-
CiteScore
3.10
自引率
9.50%
发文量
150
审稿时长
11 weeks
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