Da emergenza a opportunità: Il viaggio degli insegnanti della scuola primaria greca nella valutazione digitale prima, durante e dopo il COVID-19
DOI:
https://doi.org/10.60923/issn.1970-2221/22237Parole chiave:
pedagogia digitale, valutazione formativa, valutazione sommativa, teledidattica d'emergenza, istruzione primariaAbstract
Questo articolo esamina l'adattamento degli insegnanti di scuola primaria greci alle pratiche di valutazione digitale prima, durante e dopo la pandemia di COVID-19. Lo studio, basato su questionari e focus group con 417 insegnanti, traccia l'evoluzione da un uso limitato a un impiego più profondo degli strumenti digitali. I risultati evidenziano una rapida curva di apprendimento dovuta alle chiusure scolastiche, rivelando sfide persistenti come lacune infrastrutturali e preoccupazioni per la disonestà accademica. Emergono anche chiare opportunità per una pedagogia più reattiva e centrata sullo studente. Gli insegnanti sottolineano la necessità di maggiore formazione digitale, specialmente per le valutazioni formative e sommative online. Nonostante le difficoltà, molti hanno apprezzato il potenziale degli strumenti digitali per feedback personalizzato, maggiore collaborazione e un più forte coinvolgimento degli studenti. Queste esperienze dimostrano una resilienza trasformativa nell'istruzione primaria greca, aprendo la strada a un'innovazione duratura nelle pratiche di valutazione.
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