DIGITAL SCHOOL. A NEW LEARNING APPROACH
The action Cl@ssi 2.0 was born with the intention of showing how and how much a constant and widespread use of technology in the everyday school can change the way of learning. This involves progressively moving from a text-based teaching to a well-rounded education that addresses topics and issues from different angles, which consider multiple intelligences and as far as possible the different skills and abilities of individual students. In a Cl@sse 2.0 blackboard shall be replaced by the interactive whiteboard while the children work at the computer. The Cl@ssi 2.0 is a program that focuses students and teachers: this is a radical change of the teaching/learning process, a reversal of the relationship between teacher and student and the promotion of critical capacity and constant learning. In such way of teaching the resources and the origins of knowledge are mostly students. Students help each other and are jointly responsible for their learning, set the rhythm of their work, correct and evaluate, develop and improve social relationships to facilitate learning. Teacher is a facilitator and an organizer of the learning activity. In cooperative learning activity he gives up being a trainer and becomes someone who gives information, suggestion and cooperate into each group of students. So his activity, no longer takes place simultaneously with that of students, its primary function is to provide the optimum conditions for a training situation.
Innovation is not imposed from above but grows within the school. The change starts from the class: a Cl@sse 2.0, in fact, can be recognised by the different "look" compared to a traditional one: desks are arranged in a horseshoe in such a way to encourage interaction between students and also an easier movement between the spaces of the class, or in a circle during group work. Another feature of a Cl@sse 2.0 is to work with open doors: this solution allows children greater self-control both of voice tone and respect of rules during various activities; as well as it can be considered a right way to communicate that the class is not an enclosed space but open to the world!
Now, to teach learning requires essentially teaching with new technologies. Do lesson in this way becomes a sort of challenge against themselves, skills and abilities.
The results related to this process are evident both in international research and in the first national experiences. There is a great variety of studies relating primarily to the United Kingdom and the Nordic countries, where the introduction of these technologies there has been in advance compared to other countries. These researches (Smith H., Higgins S., Wall K., Miller J., The impact of whiteboards on the teacher-pupils interaction in the National Literacy and Numeracy Strategies, 2006; Balanskat A., Blamire R., Kefala S., The ICT Impact Report. A review of studies of the ICT on Schools in Europe, 2006) do not show simple diffusion of modern technological equipment but support for innovation of the learning environment for multi-tasking student who lives in an informational society.