Classified "A" by ANVUR in the fields 11/D1, 11/D2 Scientific in the field 14.
Abstract
Technology, now for more than a decade, has entered the world of teaching in a predominant way, causing unconditional enthusiasm thanks to the myriad of possibilities offered by the countless applications and, at the same time, fears and harsh criticisms, especially for the consequences related to excessive time spent browsing the web. But beyond hyperconnection, for years the greatest concern has been the thought that technology could represent the end of education and not the means, the tool to help the "weakest" subjects, to make up for some shortcomings in pupils with needs special education, to facilitate certain learning styles, to combat educational poverty. The pandemic period that has just ended has highlighted the true nature of technology applied to teaching which, integrating with the educational and training project, has represented a real resource, an added value, an indispensable support for the group-class for the teacher and for the single pupil giving the opportunity to work interactively and cooperatively. There is certainly still a lot to work on and surely Covid-19 has revealed some gaps that are also at the basis of social inequality; the same Ministry of Education and the EU through the European Social Funds, including the importance of digital in teaching, they propose "adaptation and functional adaptation of digital spaces and classrooms (Smart class, classrooms 3.0, etc.) and implementation of projects aimed at contrasting the risk of early educational failure and educational poverty ”as a consequence of the Covid-19 health emergency. With this contribution we intend to demonstrate, through the work done by students of Primary Education Sciences, how technologies and in particular digital tools can help and support teachers and pupils, facilitating especially those with special educational needs.
