Recent years have seen a steady increase in the number of Italian schools opting to integrate technology into the classroom. Teachers and principals often embark on digitalization projects despite a lack of consolidated theory to guide the process; in many cases, the outcome is a lesson format which remains traditional in style with the implementation of one-to-one computing and use of an electronic whiteboard instead of a chalkboard.Given the lack of a reference framework defining a richer variety of digital classroom settings, in this study we aimed to provide a categorization of digitalization formats to aid in the planning and design of digital classrooms. Our analysis was based on systematic observation of a number of digital classrooms currently being implemented in Northern Italian schools. From the data collected we developed a functional classification of digital classroom settings, described in terms of how digital devices are distributed to students and the specific devices adopted.We identified seven digital classroom settings: one-to-one computing with students seated in traditional rows; paired seating; small group seating; multi-screen classrooms; subject areas; media areas; mobile learning. A further criterion is the type of device provided to students for use at school: handheld screen devices; A5 size screen devices; A4 portable laptop; desktop and large screen devices. This classification may be useful to teachers and principals in the start-up phase of digitalizing their classrooms and schools.

A model for defining digital classroom settings / A. Garavaglia, S. Ferrari. - In: PROCEDIA: SOCIAL & BEHAVIORAL SCIENCES. - ISSN 1877-0428. - 46:(2012), pp. 1983-1987. ((Intervento presentato al 4. convegno WCES-2012 World Conference on Educational Sciences tenutosi a Barcelona (Spain) nel 2012 [10.1016/j.sbspro.2012.05.415].

A model for defining digital classroom settings

A. Garavaglia
Primo
;
2012

Abstract

Recent years have seen a steady increase in the number of Italian schools opting to integrate technology into the classroom. Teachers and principals often embark on digitalization projects despite a lack of consolidated theory to guide the process; in many cases, the outcome is a lesson format which remains traditional in style with the implementation of one-to-one computing and use of an electronic whiteboard instead of a chalkboard.Given the lack of a reference framework defining a richer variety of digital classroom settings, in this study we aimed to provide a categorization of digitalization formats to aid in the planning and design of digital classrooms. Our analysis was based on systematic observation of a number of digital classrooms currently being implemented in Northern Italian schools. From the data collected we developed a functional classification of digital classroom settings, described in terms of how digital devices are distributed to students and the specific devices adopted.We identified seven digital classroom settings: one-to-one computing with students seated in traditional rows; paired seating; small group seating; multi-screen classrooms; subject areas; media areas; mobile learning. A further criterion is the type of device provided to students for use at school: handheld screen devices; A5 size screen devices; A4 portable laptop; desktop and large screen devices. This classification may be useful to teachers and principals in the start-up phase of digitalizing their classrooms and schools.
Digital Classroom; Setting; didactic; technology
Settore M-PED/03 - Didattica e Pedagogia Speciale
Settore M-PED/04 - Pedagogia Sperimentale
2012
Universidad de Barcelona
Academic World Education and Research Center (AWER-Center)
Article (author)
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/2434/651840
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