No abstract

Orchestrating digital devices in classrooms is challenging. We conducted an observational study to understand how teachers manage multi-device classrooms involving tablets, computers, and video-projectors. Two categories of device management tasks stand out: content sharing and remote control. Based on our observations, we identify 17 multi-device management tasks that are important to teachers in this specific device configuration. We conducted a second study to investigate how teachers could perform these tasks with the help of a smartwatch. For remote control tasks, participants preferred smartwatches to interact from a distance, whereas for content sharing tasks they preferred to interact directly with the devices displaying the content. We outline design opportunities for multi-device management controls in learning environments, and challenges for HCI research on classroom orchestration.

Teachers are trained to plan and conduct pedagogical activities. But, as these activities become richer -i.e. more collaborative, with more open resources, and building upon an increasing number of digital tools-planning becomes increasingly important. We conducted contextual interviews with seven middle and high school teachers, about their practices in planning and conducting pedagogical activities. We found that teachers design scripts to guide them through the session and scripts for students to use independently. They adjust their scripts during a session and edit them afterward. They reuse old scripts, adapt scripts from other teachers, and from online and physical sources. We derive implications for the design of scripting tools: supporting scripts at multiple levels of detail, or annotations for adjusting scripts during and after teaching sessions.