Contexts and technologies in learning processes

“Education is made of complex interactions, many of which take place only if the environment is involved.” — Loris Malaguzzi

In the educational experience of Reggio Emilia the encounter between pedagogy and architecture has supported the design and creation of environments and spaces conceived as educational interlocutors, offering children and adults experiences of play, discovery, and research. 

The contemporary era, the so-called “digital age”, requires to propose contexts in which children, young people and adults can relate to technological tools in a complex way in order to share research hypotheses, elaborations, common constructions and create an environment in which important relational, cognitive and emotional processes can be generated, which change the conceptualization and organization of the spaces.

Digital technologies, if developed and used wisely and consciously, can give a major contribution to expanding the learning opportunities of children, adults, and communities.