Small School, Smart Schools: Distance Education in Remoteness Conditions
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Small School, Smart Schools: Distance Education in Remoteness Conditions Giuseppina Rita Jose Mangione1 · Giuseppina Cannella1 Accepted: 17 October 2020 © Springer Nature B.V. 2020
Abstract Mountain, insular and internal areas represent 70 percent of the Italian land with a population that experiences many difficulties in daily living due to territorial constraints. Nevertheless, it is extremely important to guarantee equal opportunities and services to those who live on the mountains and small islands of the country. Distance lessons could be an opportunity to overcome isolation and offer equal and quality teaching activities within curriculum. Remoteness and Distance education will be part of the curriculum of the small rural schools to offer to the students the opportunity to have equal and quality education as the “standard” schools. In this chapter we will describe two teaching methods which provide education through technological settings and project-based learning to foster soft skills in the students with the aim of learning disciplinary competences: (i) The Extended Learning Environment, where two or more classrooms work together on a common school subject project using different kind of technological setting. (ii) The Shared lesson, based on every day distance learning activities. Two classrooms (with students of different levels) of different schools define a smart setting with video-conferencing system and knowledge forum on a daily basis sharing the same lesson in the same time of school. Keyword Small schools · Distance learning · Remoteness · Extended learning environments · Shared lesson
1 Rural School and “Remoteness” Rural schools are often defined by isolation, long distances between places and scattered populations (Stelmach 2011). Located in “places left behind" (Lichter and Schafft 2016), they struggle to offer fair and quality educational opportunities. A novel school can become one of the “attractors” for the repopulation of fragile territories, and, in addition to the environmental well-being, it can preserve villages, rural–urban and periurban places (Gras and Salvati 2019), with consequent effects of de-territorialization (abandonment of known places) and re-territorialisation (through an exploration of * Giuseppina Rita Jose Mangione [email protected] http://piccolescuole.indire.it/en/home-en/ 1
Istituto Nazionale di Documentazione Innovazione e Ricerca Educativa (INDIRE), Firenze, Italy
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other organizational models) (Dovey et al. 2018). Conversely, the perception of a school that is not able to offer fair educational opportunities, in addition to the distress perceived by families, can accelerate the phenomenon of depopulation and the consequent cultural impoverishment of territories. We focus on the term “remoteness” to indicate the type of isolation experienced by these territories. Although the position of a school is outside the control of teachers and educational-policy makers, isolation (“remoteness”) requires gr
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