Orchestration is nothing without conducting – But arranging ties the two together!

Kollar, Ingo; Fischer, Frank

doi:10.1016/j.compedu.2013.04.008

Cited by 18 publications

(12 citation statements)

References 5 publications

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“…As orchestration is both a design and run-time issue in today's learning environments (Kollar & Fischer, 2013), we argue thatwhatever the approach could be -a strong link between research and practice is needed. There is a manifest lack of research related to results of effective implementation of m-learning methods in different educational contexts and this appears to be a vicious cycle.…”

Section: Discussionmentioning

confidence: 99%

A critical review of mobile learning integration in formal educational contexts

Pedro

Barbosa

Santos

2018

Int J Educ Technol High Educ

153

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The use of digital technology in the learning process and teaching practices in formal teaching is highly dependent on the ability of teachers of introducing it without jeopardizing the richness of the classroom environment, namely the attention that students need to follow the flow of argumentation and to guarantee the quality of the inquiring.Although several studies value the importance of technologies in our media-enriched world and the "learn anytime and anywhere" motto associated with mobile learning, we argue that the classroom dynamics are becoming more and more at risk with the addictive dimension brought about by the ubiquitous presence of digital devices and social media in students' lives. In this article, we will make a critical review of the literature related to mobile learning because there is still a need of more extensive research on the interference of technology in the classroom, especially on how multitasking affects the teacher role in-class as a media orchestrator and learning facilitator. Finally, we will discuss the use of technology in the formal classroom environment, mainly to stimulate a much-needed discussion about the bright-not-so-bright impacts of technology in the teaching and learning process.

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Section: Discussionmentioning

confidence: 99%

A critical review of mobile learning integration in formal educational contexts

Pedro

Barbosa

Santos

2018

Int J Educ Technol High Educ

153

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“…The didactical approach depended on the condition students were assigned to. Following Dillenbourg and Jermann () and Kollar and Fischer (), the teachers were provided with this macro script that functioned as a protocol to guide the intervention. These outlined goals and predefined learning activities are guidelines on how the lessons should proceed.…”

Section: Methodsmentioning

confidence: 99%

‘The best app is the teacher’ Introducing classroom scripts in technology‐enhanced education

Montrieux

Raes

Schellens

2017

Computer Assisted Learning

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A quasi-experimental study was set up in secondary education to study the role of teachers while implementing tablet devices in science education. Three different classroom scripts that guided students and teachers' actions during the intervention on two social planes (group and classroom level) are compared. The main goal was to investigate which classroom script leads to the best results regarding progress in domain-specific knowledge and inquiry skills. Besides student achievement, students' experiences towards the role of the teacher and students' perceptions towards learning with tablets within the three conditions were investigated. In the first condition, the classroom script included learning activities that were balanced between the group and the classroom level. In the second condition, the learning activities occurred predominantly on the group level. The third condition entailed the classroom script as the control condition in which the learning activities were situated only on the classroom level, with the tablet used in a traditional way or as ‘book behind glass’. Results show that students perform better on domain-specific knowledge in the conditions where the teacher intervened on the classroom level. Regarding the acquisition of inquiry skills, students performed best in the condition where the learning activities were balanced between the group and the classroom level. Moreover, students who perceived more structure achieved better. These results indicate that the role of the teacher cannot be ignored in technology-enhanced learning. Moreover, these results seem to suggest that one of the best apps remains the teacher

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“…This archetype guides the structured (didactic) interaction. The mini-plenary is a more dynamic script than 'alternation' of plenary and group activity proposed by Kollar and Fischer (2013).…”

Section: Discussionmentioning

confidence: 99%

“…When planning, teachers must give careful thought not only to the prior learning of the students but also to the likely internal scripts which they bring with them. There is a danger that discord between the detail of a prescribed external script delivered by the teacher and the existing internal scripts in the students will lead to problems of over-scripting which will inhibit learning by stifling inquiry, or under-scripting which will give insufficient structure to student interaction (Kollar & Fischer, 2013).…”

Section: Pre-active Phasementioning

confidence: 99%

“…Researchers focused on designing tools and learning environments have seen the teacher as an orchestrator of a musical score, adapting it to the needs of a given ensemble (Dillenbourg & Jermann, 2010;Dimitriadis, Prieto, & Asensio-Pérez, 2013). Those researchers looking at teacher behaviour have seen the teacher's orchestration as part of a virtuoso performance: the teacher must conduct, improvise or choreograph the affordances, constraints and people present in the classroom to achieve the optimal learning experience for each individual (Kollar & Fischer, 2013;Sawyer, 2004).…”

Section: Orchestration and Its Limitationsmentioning

confidence: 99%

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Observe, interact and act: teachers’ initiation of mini-plenaries to scaffold small-group collaboration

Joyce-Gibbons

2016

Technology, Pedagogy and Education

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Mini-plenaries, the shift in discussion from group to class and then back to group during the course of a small-group collaborative activity, have long been part of the repertoire of teachers. Despite this, they are not considered in detail in the research into teacher orchestration or classroom interaction. This article explores the behaviours of two teachers prior to their decision to initiate a miniplenary. It considers the impact of technology and classroom conditions on this decision. It also looks at the impact of mini-plenaries on student learning and discusses what the initiation of a mini-plenary may signify within the current theoretical framing of classroom orchestration and teacher-student interaction.

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Orchestration is nothing without conducting – But arranging ties the two together!

Cited by 18 publications

References 5 publications

A critical review of mobile learning integration in formal educational contexts

A critical review of mobile learning integration in formal educational contexts

‘The best app is the teacher’ Introducing classroom scripts in technology‐enhanced education

Observe, interact and act: teachers’ initiation of mini-plenaries to scaffold small-group collaboration

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