This paper illustrates a five-year case study (from 2001 to 2005) regarding a course in educational technology that involved from 100 to 150 student teachers per year for a total of more than 500 trainees. Since the first version of the course, which was entirely based on a face-to-face approach, computer mediated collaborative learning techniques have gradually been introduced into the training program. The paper outlines the main problems faced in the various versions of the course, where different combinations were experimented with, and discusses the solutions adopted. The difficulties concern the demands of a large, diversified population and the methodological problems related to the non-neutrality of the introduction of online learning in the sociocultural and organisational context of the study. The solutions include a highly flexible course design and a good balance and strict integration between traditional and online training techniques in the delivery of the course and in the assessment of trainees. Finally, we suggest possible directions for further research aimed at facilitating the infusion of online techniques in initial teacher training.

In this study, we adopt an ecological perspective to reflect on how a specific Italian school cluster adapted to the challenges of the COVID‐19 pandemic by focusing on how students experienced the interplay between continuity and change in school teaching and learning practices caused by the pandemic. Specifically, the study investigates how the school's physical/virtual learning system was (re)configured to provide new opportunities for learning to a thousand‐plus population of primary and secondary students, and how they reacted to the transition to distance learning in terms of participation, autonomy, motivation and engagement. The research adopts a mixed method approach, based on school management system data and a survey tool, and analyses the students’ response to the emergency from the perspectives of the students themselves, their teachers and their parents. While these converged in positive evaluation of the experience, a number of lessons were learnt, such as the importance of building on favourable pre‐existing conditions and leveraging a solid shared school culture to promote a prompt reaction to the emergency. Significantly, students with an immigrant background displayed varying degrees of participation in online activities. Overall, for each of the three stakeholder groups surveyed, solid pre‐existing digital competence levels and close collaboration within the school community were the most important factors for non‐traumatic transition to distance learning. What is already known about this topic? Research on the relationship between the COVID‐19 pandemic and the effects on teaching and learning processes is constantly increasing. Most recently published studies focus on higher education, while very few investigate the impact of the COVID‐19 pandemic on K‐12 education. Very few papers have studied the interplay between change and continuity within an educational ecosystem in times of crisis. What this paper adds? This is one of the first studies to analyse the process of systematic transition from onsite learning to online learning within the Italian school system in response to the pandemic. This study employs a multiple perspective research approach to analyse Emergency Remote Education in a sizeable school cluster, with a specific focus on student response. Teachers, students and their families all saw solid pre‐existing digital competence and close school community collaboration as key factors facilitating rapid adjustment to the emergency. Implications for practice and policy Having a solid common school culture to rely on facilitates prompt emergency reaction. Encouraging the creation of professional communities of practice that comprise both expert and novice teachers can help prepare educators to deal with an educational emergency through adoption and appropriate use of technological solutions. Collaboration between school and families proves to be a key factor for dealing with emergencies.

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Analysis of interaction patterns is one of the most important indicators of quality of learning in educational web forums. Social network analysis (SNA) is gradually assuming importance in the study of interaction patterns as it focuses on the analysis of the interrelationships between individuals, thus providing a holistic perspective on group performance. However, most of the studies that use SNA in computer-supported collaborative learning scenarios derive their data from server log files, on the assumption that this data source reflects the way people really interacted online. This study, the purpose of which is to better understand the communication flows that really occur among users, challenges these assumptions through an experimental study that makes a comparison between the structural method normally used to detect the posting addressees and an approach enriched with semantic coding. Results show that this new coding schema, if compared with traditional structural coding, detected a greater number of addressees, thus allowing a greater number of postings to be included in an SNA adjacency matrix.

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