Classroom logistics: Integrating digital and non-digital resources

Abstract

This response to Dillenbourg’s postulations on Orchestration analyses the relationship between classroomlogistics and learning. It is necessary to detail the precise actions that the teacher must perform inorder to apply the proposed strategies for the integration of digital and non-digital resources. It is notabout teacher training; it is about giving teachers the tools to structure their classes and empower thembeyond the training process. Every aspect of the class should be specified, leaving what finally will beperformed to the teacher. We conclude that an adequate orchestration helps to guide the teacherthrough the work to be performed in the classroom, allowing a shift from an instructor-centeredarrangement, in which the teacher radiates knowledge before a passive class of students, to one wherethe students actively participate, with the teacher acting as a mediator.