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Classroom logistics: Integrating digital and non-digital resources
ARTICLE

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Computers & Education Volume 69, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

This response to Dillenbourg's postulations on Orchestration analyses the relationship between classroom logistics and learning. It is necessary to detail the precise actions that the teacher must perform in order to apply the proposed strategies for the integration of digital and non-digital resources. It is not about teacher training; it is about giving teachers the tools to structure their classes and empower them beyond the training process. Every aspect of the class should be specified, leaving what finally will be performed to the teacher. We conclude that an adequate orchestration helps to guide the teacher through the work to be performed in the classroom, allowing a shift from an instructor-centered arrangement, in which the teacher radiates knowledge before a passive class of students, to one where the students actively participate, with the teacher acting as a mediator.

Citation

Nussbaum, M. & Diaz, A. (2013). Classroom logistics: Integrating digital and non-digital resources. Computers & Education, 69(1), 493-495. Elsevier Ltd. Retrieved October 21, 2019 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2013.04.012

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