摘要：AbstractRecent 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.
