Networked learning environments: educational infrastructures, condi-tional affordances, and digital inequalities.
Parole chiave:
Online learning environments; Educational infrastructure; Primary school; Inclusive teaching.Abstract
Gli ambienti digitali in rete hanno trasformato strutturalmente l’istruzione contemporanea, ridefinendo le modalità di insegnamento, apprendimento e collaborazione. Il presente contributo concettualizza tali ambienti come infrastrutture educative (Star & Ruhleder, 1996), ossia sistemi socio-tecnici che strutturano relazioni pedagogiche, distribuzione dell’autorità e pattern di partecipazione. Attingendo alla teoria socioculturale dell’apprendimento (Vygotsky, 1978), alla critica della tecnologia educativa (Selwyn, 2014, 2024) e al quadro concettuale delle affordance condizionali (Dohn, 2023; Hutchby, 2001), lo studio esamina come la socialità digitale medii comunicazione, collaborazione, coinvolgimento multimodale e ruoli pedagogici. A questa elaborazione teorica si integra uno studio empirico mixed methods condotto in una classe quinta di scuola primaria (n = 28), articolato in otto settimane di intervento con piattaforma collaborativa.
I risultati evidenziano incrementi significativi nel senso di comunità (SSCS: Δ = +0,63; p < .001) e nell’auto-efficacia digitale (SADSP: d = 0,52–0,71), ma rilevano persistenti disuguaglianze legate al terzo livello del divario digitale (Van Deursen & Helsper, 2015) e l’emergere precoce di tensioni etiche connesse a visibilità, pressione performativa e presence bleed (Gregg, 2013). Lo studio offre principi guida per un’integrazione pedagogicamente fondata, equa ed eticamente consapevole degli ambienti in rete nella pratica educativa.
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