Hesitant innovations. The social and pedagogical meaning of digital school. Case study: a province in the South of Italy

Abstract

Can the use of technologies in the schools represent an opportunity to find new
didactical patterns and practices? I try to give a solution to this question with a case study made in a province in the South of Italy. Answers confirm that the use of technologies to transmit knowledge with a different method is the prevailing tendency.
Once again, teachers seem to be the weakest link in our system.
The current educational policies focalise on technologies without paying attention
to young generation’s cerebral processings and AI. They are intended to have a
considerable impact in educational activities shortly. A general pedagogy that investigates on these aspects is wished to reform the way to teach and the contents of discipline. In this context, communication pedagogy might have a central role. It could allow a selection of relevant information and the comprehension of communication’s distortions. It might allow to face the momentous transformations and the genetic and technological hybridizations just around the corner, by placing in the middle the human being.