Learning environments and proximity teaching: the role of technology in school reorganization

Abstract

Responding to an emergency and working to enhance prevention is an individual and organizational behaviour that improves “the art of navigating in torrents”, i.e. the ability to be resilient. Some schools are managing the “Black Swan”, represented by the current pandemic, through inclusive didactic processes, mediated by technologies and oriented to a proximity teaching that can bring the school to houses, and improve relationships. This paper explores organizational and educational strategies and technological processes that have allowed teachers how to manage the unexpected. Specifically, it seeks to understand if and how the re-design of post-lockdown educational environments can foster environmental and social architectures that are designed to solicit participation, development, change, and learning in the school community.