Il digitale modifica il lavoro e i ruoli dei docenti

Digitized pedagogical agents, peer mentors using social media, and informal educators remotely coordinating learning activities can accomplish some aspects of instruction, enabling teachers to extend and deepen their own activities by building on these complementary supports. In its simplest form, the division of labor at the classroom level involves teachers deciding which parts of a lesson’s instruction to accomplish with technology, including when to be “in control,” and when to allow systems such as “cognitive tutors” (Corbett, Koedinger, & Hadley, 2001) to guide student learning with little necessary intervention by the teacher. This allows teachers to direct their attention toward the students who need it the most, while enabling more proficient students to continue making progress on their own. As the desired learning outcomes from instruction become deeper and more sweeping (e.g., all students prepared for careers or college and for citizenship in 21st-century society), teachers can go beyond simple visions of instruction to, instead, orchestrate digital supports that enable life-wide learning not limited to the place and time of the classroom. Thus, an ambitious version of the new division of educational labor via digital technologies creates profound shifts in what teachers do— who/ what supports their instruction, what outcomes are accomplished— and how teachers themselves can unlearn their old job role and master an expanded profession. This shift in the role of teachers is central to a new, next-generation model of education to replace our current model of schooling based on twentiethcentury, industrial-era technologies, which displaced the nineteenth-century, agricultural-era one-room schoolhouse a century ago (Collins & Halverson, 2009).

Gitomer, Drew; Bell , Courtney. Handbook of Research on Teaching (p.1272). American Educational Research Association. Edizione del Kindle.