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Moving across physical and online spaces: a case study in a blended primary classroom
2014
Journal of Educational Media
With the introduction of digital tools and online connectivity in primary schools, the shape of teaching and learning is shifting beyond the physical classroom. Drawing on the architecture of productive learning networks framework, we examine the affordances and limitations of an upper primary learning network and focus on how the digital and physical elements involved in set design shape teachers' pedagogical approaches and students' learning processes. The findings suggest that blended spaces
doi:10.1080/17439884.2014.959971
fatcat:v2vlmebta5af7fnm3uthf7sosi