“Ho imparato a gestirmi da sola”. Lezioni inattese dalla DAD e dintorni

With the COVID-19 pandemic, nearly half of the world’s students have been affected by partial or total school closures. The need to develop online learning has become a priority for primary and secondary schools internationally. The research conducted on the impact of closures on school systems focused above all on the limits of this experience, with particular reference to the shortcomings relating to the methodological-didactic aspects, the unpreparedness of teachers and families and students’ learning loss. These studies rightly highlight important critical aspects. However, by assuming a perspective focused exclusively on losses, there is the risk of underestimating any gains that this experience could have generated. With this in mind, this study reports the results of a questionnaire administered to teachers, parents and students of a primary and lower secondary school with the aim of better understanding the reactions of the actors involved, in particular the students. Beyond a general appreciation of the activity carried out during remote teaching, the results indicate how through this experience the students have acquired greater technological knowledge and gained greater autonomy in managing their own learning process.