Electronic Class Register in the Middle School Educational Project.

Analysis of Lived-experiences and Pedagogical Critique

Abstract

Nowadays, electronic class registers are part and parcel of school life. As often happens with many technological communication tools, mostly out of the awareness of its users, it is changing habits, modes of expression, and even meanings attributed to relationships. The paper focuses on some of these changes: on how the possibilities and constraints of the tool affect the assessment process as well as on the motivation for learning (with the risk of reductionist quantitative drifts), but also on student self-image, on class climate, on educational co-responsibility with parents,  and on the idea of assessment in itself. The first results of a research that the authors are carrying out with Apulian and Sicilian middle schools, involving teachers, school-managers, students, and parents will be reported.