View full metadata
Cite as
-
Full Title
STUDI ORGANIZZATIVI
-
Publisher
FrancoAngeli
-
ISSN
0391-8769 (Printed Journal)
1972-4969 (Online Journal)
-
Journal Issue Number
1
-
Journal Issue Designation
1
-
Journal Issue Date
2021
-
Full Title
Decision-making processes, conflict and coordination in Italian schools in the era of distance education
-
By (author)
-
First Page
51
-
Last Page
78
-
Language of text
English
-
Publication Date
2021/06
-
Copyright
2021 FrancoAngeli srl
Introduction or preface
This article is aimed to disentangle how the emergency transition to online education was coped by Italian school during the first lockdown (March-May 2020) related to the Covid-19 outbreak. In particular, combining two bodies of literature - Sociological New Institutionalism and Science and Technology Studies - we focus on the organizational solutions schools adopted in emergency, and on the consequences of a sudden introduction of technology-mediated education. We maintain that organizational choices, school climate, coordination, conflict and work-related stress were influenced by pre-existing individual (digital skills and professional attitudes) and organizational (school governance and leadership) factors. To explore these issues, we used an original study - a web survey of over 2,000 Italian teachers in every stage of the Italian education system, that was administered between April and May 2020. Our findings show that individual level features (digital skills, age, education, career) count as much as some structural dimensions (e.g. the type of school). Nevertheless, such features are mediated by relevant organizational dimensions. In particular, stress and conflicts were limited where roles for digital transformation were already in place, and where school leaders were perceived to adopted less hierarchical and more coordinated leadership styles.
Reference list of
10.3280/SO2021-001003
Unstructured Citation
Babaheidari, S.M., Svensson, L. (2014), “Managing the Digitalization of Schools: an exploratory study of school principals’ and IT managers’ perceptions about ICT adoption and usefulness”, in Association for the Advancement of Computing in Education (AACE) (eds.), E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. Proceedings.
Unstructured Citation
Bethlehem, J. (2010), “Selection bias in web surveys”, International Statistical Review, 78(2): 161-188,
https://doi.org/10.1111/j.1751-5823.2010.00112.x
Unstructured Citation
Blackwell, C.K., Lauricella, A.R., Wartella, E., Robb, M., Schomburg, R. (2013), “Adoption and use of technology in early
education: The interplay of extrinsic barriers and teacher attitudes”, Computers and Education, 69: 310-319,
https://doi.org/10.1016/j.compedu.2013.07.024
Unstructured Citation
Buck, M.F. (2017), “Gamification of learning and teaching in schools – A critical stance”, Seminar.net, 13(1), available at: https://files.eric.ed.gov/fulltext/ED573768.pdf.
Unstructured Citation
Callon, M., Law, J., Rip, A. (1986), Mapping the dynamics of science and technology: Sociology of science in the real world,
Basingstoke, Macmillan.
https://doi.org/10.1007/978-1-349-07408-2
Unstructured Citation
Campione, V., Poggi A.M. (2009), Sovranità decentramento regole. I livelli essenziali delle prestazioni e l’autonomia delle istituzioni scolastiche, Bologna, il Mulino.
Unstructured Citation
Colombo, M., Poliandri, D., Rinaldi, E.E. (2020), “Gli impatti dell’emergenza COVID-19 sul sistema scolastico-formativo in Italia”, Scuola democratica, early access.
Unstructured Citation
Delfino, M. (2015), “La scuola, le famiglie e il registro elettronico”, in Rui, M., Messina, L., Minerva, T. (eds.), Teach Different! Proceedings della Multiconferenza EMandEM2015, Genova, 9-11 settembre 2015.
Unstructured Citation
Dervarics, C., O’Brien, E. (2016), “Characteristics of effective school boards”, The Education Digest, 81(7): 39-42.
Unstructured Citation
Dexter, S. (2008), “Leadership for IT in schools”, in Voogt, J., Knezek, G. (eds.), International Handbook of Information Technology in Primary and Secondary Education, New York, Springer.
Unstructured Citation
Di Liberto, A., Schivardi, F., Sideri, M., Sulis, G. (2019), “Le competenze manageriali dei dirigenti scolastici italiani”, in Pavan, A., Di Liberto, A. (eds.), Il mondo che cambia, Milan, FrancoAngeli.
Unstructured Citation
Granovetter M. (2017), Society and economy: framework and principles, Cambridge, MA, Belknap Press of Harvard University Press.
https://doi.org/10.4159/9780674977792
Unstructured Citation
Guastavigna, M. (2012), “Gli aspetti amministrativi delle tecnologie digitali irrompono sulla scena della scuola”, Bricks, 2(3): 33-40.
Unstructured Citation
Gui M. (2019), Il digitale a scuola. Rivoluzione o abbaglio?, Bologna, il Mulino.
Unstructured Citation
Hackett, E.J., Amsterdamska, O., Lynch, M., Wajcman, J. (2008), The handbook of science and technology studies, Boston, MIT Press.
Unstructured Citation
Joerges, B., Nowotny, H. (eds.) (2003), Social studies of science and technology: Looking back, ahead (Vol. 23), New York,
Springer.
https://doi.org/10.1007/978-94-010-0185-4
Unstructured Citation
Kadel, R. (2005), “How Teacher Attitudes Affect Technology Integration”, Learning and Leading with Technology, 32(5): 34-35,
Unstructured Citation
Kopcha, T.J. (2012), “Teachers’ perceptions of the barriers to technology integration and practices with technology under
situated professional development”, Computers and Education, 59(4): 1109-1121.
https://doi.org/10.1016/j.compedu.2012.05.014
Unstructured Citation
Latour, B. (2005), Reassembling the social: An introduction to actor-network theory, Oxford, Oxford University Press.
Unstructured Citation
Law, J. (2009), “Actor network theory and material semiotics”, in Turner, B.S. (ed.), The New Blackwell companion to social
theory, Online: Wiley-Blackwell.
https://doi.org/10.1002/9781444304992.ch7
Unstructured Citation
Maggi, B. (1997), L’autonomia delle scuole e l’attuale struttura della pubblica istruzione, Rome, Ministero del Tesoro, Commissione Tecnica per la Spesa Pubblica.
Unstructured Citation
Meyer, U., Shaupp, S., Seibt, D. (2019), Digitalization in industry: Between domination and emancipation, London and New York,
Palgrave.
https://doi.org/10.1007/978-3-030-28258-5
Unstructured Citation
Miele, F., Tirabeni, L. (2020), “Digital technologies and power dynamics in the organization: A conceptual review of remote
working and wearable technologies at work”, Sociology Compass, 14(6),
https://doi.org/10.1111/soc4.12795
Unstructured Citation
Ouchi, W.G. (2006), “Power to the principals: Decentralization in three large school districts”, Organization Science, 17(2):
298-307,
https://doi.org/10.1287/orsc.1050.0172
Unstructured Citation
Pandolfini, V. (2016), “Exploring the Impact of ICTs in Education: Controversies and Challenges”, Italian Journal of Sociology of Education, 8(2): 28-53,
Unstructured Citation
Powell, W.W., DiMaggio, P.J. (eds.) (2012), The New Institutionalism in Organizational Analysis, Chicago, University of Chicago press.
Unstructured Citation
Roncaglia, G. (2020), Cosa succede a settembre? Scuola e didattica a distanza ai tempi del COVID-19, Rome-Bari, Laterza.
Unstructured Citation
Selwyn, N., Facer, K. (2013), The Politics of Education and Technology: Conflicts, Controversies, and Connections, London,
Palgrave.
https://doi.org/10.1057/9781137031983
Unstructured Citation
Vaira, M., Romito, M. (2020), “L’emergenza COVID-19 e la scuola. Una riflessione su alcune contraddizioni emergenti dalla crisi”, Scuola Democratica, early access.
Unstructured Citation
Weston, M.E., Bain, A. (2010), “The end of techno-critique: the naked truth about 1:1 laptop initiatives and educational change”, The Journal of Technology, Learning and Assessment, 9(6): 5-25.