New article in Computer and Education

Orchestration refers to how a teacher manages, in real time, multi-layered activities in a multi-constraints context. Many pedagogical scenarios integrate individual activities (e.g. reading), teamwork (e.g. problem solving) and class-wide activities (e.g. lectures). Some of these activities are computer-based, some not; some are face-to-face while others are online. This pedagogical integration is mirrored by the technical integration of different tools (simulations, quizzes, wikis, etc.) distributed over multiple artifacts (laptops, sensors, tablets). These integrated scenarios require forms of management referred to as orchestration.

Orchestration originates with some frustration. Why are technologies under-exploited in schools, despite the fact that, in Western countries, computers and Internet access are ubiquitous, teachers are computer literate and educational software is available? Obviously, teacher training and learning culture are key explanatory factors. But, let me for instance consider the necessity for learners to login into a system: do the 3 to 5 minutes lost for login in (e.g. due to forgotten passwords), i.e. up to 10% of a standard lesson, bring a pedagogical added-value around 10%? Instead of blaming teachers and institutions, it makes sense to ask if is there something about the technology we develop that discourages its usage? This paper addresses formal education1 from an evolutionary hypothesis (technologies could incrementally improve school efficiency), not from a revolutionary hypothesis (technologies could radically change schools).