The Digital School between Paradox and Counter-Paradox
Parole chiave:
Digital School; Distributed Cognition; Extended Learning; Resistance Management.Abstract
Contemporary schools adopt various digital infrastructures, such as electronic gradebooks and communication platforms, which support teachers in carrying out their daily activities. Students, for intuitive reasons, are instead required to refrain from using mobile phones and tablets during lessons, although many continue to use them covertly. It is undeniable that excessive or improper use of technology can be ineffective and sometimes even harmful; however, it is equally true that it is not possible to turn back time, nor is it easy to curb the tendency of learners to use mobile devices pervasively. In light of paradigms such as the Extended Mind and Distributed Cognition, several crucial questions therefore arise: to what extent does it make sense to ask students to give up tools that mediate their cognitive processes? When the use of devices cannot be effectively limited, what alternatives can be adopted? And how can these artefacts be used consciously to guide learning and foster the personal growth of learners? This contribution aims to address these questions through an extended learning perspective, capable of recognizing and enhancing the co-evolution of individuals, learning environments, and digital artefacts.
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