Abstract

This paper aims to examine the introduction of the electronic register, placing it in a large viewing of digital education. The purpose is to investigate the consequences of its introduction both on the practices and on the relationships that characterize the Italian educational system. This study traces the normative history and defines the areas affected by its introduction. The empirical part, based on a qualitative analysis, focuses on the experience of teachers as the main users of the platform. A multitude of issues emerged from the analysis: changes in the time and place of teachers’ work, effects on the relationship between school and family, risks for students’ growth, but also new evaluation dynamics