Ambienti di apprendimento digitale e ubiquitous learning: prospettive applicative e di didattica nella scuola post-Covid-19

The massive entry of digital technology into classrooms is not necessarily a cause of educational innovation. The emergency phase brought to the surface contradictions and complex problems in relation to Dad in the Italian school. The purpose of the contribution is to re-read the ubiquitous learning paradigms and digital learning environments within the changed sociocultural framework, in the context of covid-19 emergency. The militant pedagogical literature has revealed the perceptions and beliefs of the actors involved in the training processes, highlighting a series of epochal passages in the symbolic systems of representation of the school world. The changes can be read at an organizational (smart working), didactic (Dad) and relational (dematerialized emotionality and sociality) level. In relation to the ongoing transition which already manifests elements of discontinuity and deep fractures, theoretical and pedagogical reflection is required in relation to the new needs and the announced educational emergencies.