La Didattica Digitale Integrata: una lettura attraverso il questionario insegnante INVALSI

[Autom. eng. transl.] Although the alarm caused by the Covid-19 virus in Italy initially arose as a health emergency, in a short time it had direct repercussions in many other sectors and institutions, including the education system, the first to have felt the effects of the pandemic following the political choice to close schools and universities from the first weeks of the emergency. Schools have thus moved in the direction of implementing distance learning activities of various kinds, aimed at pursuing educational continuity and maintaining contact with students and families both in the first period of lockdown (academic year 2019/20), and then in the entire 2020/21 school year, characterized by national, regional or even just more local lockdowns, and in the 2021/22 school year where more micro closures of individual classes often prevailed. In light of the first phase of Distance Learning (hereinafter DaD), we have begun to think about a more structured and versatile organizational method to deal with the emergency that alternates moments in presence and moments online, namely Integrated Digital Learning (hereinafter DDI). How did schools react? How did they organize themselves? What were the major difficulties for school principals and teachers? The aim of this article is to reflect on this topic - in relation to lower secondary school (hereinafter SS1) - using data from the INVALSI Teacher Questionnaire, administered to teachers of the only schools that had sample classes. Although it includes a wide range of questions, this article will focus on those relating to the reaction to the emergency (decision-making climate and management of teaching activities) and on considerations on DDI.