“Interactivity, learning, and
collaboration are keys to successful student engagement in classrooms today.
Research shows that supporting active learning pedagogy with technology can
positively affect student performance” (Sansivero, 2014). Unfortunately some of
the biggest obstacles to the use of technology in the classroom is not with how
the technology is being used to support learning activities, it is in the way that
technology is configured and arranged within a given learning space. The basic
idea and look of a classroom hasn’t changed in decades or possibly hundreds of
years depending on where you look, however our knowledge about effective
technology-enabled spaces and implementation of technology-enabled teaching and
learning is accelerating rapidly. Although some classrooms remain
apparently untouched by technology, many classroom configurations have begun to
change to incorporate easy access to computer(s) and to facilitate the
discussions, problem solving and decision-making that inevitably follows their
use. Therefore, having the
correct devices and connections in the appropriate classroom locations is vital
to a useful and effective active learning environment.
“ The arrival of
even one computer in the classroom can have a profound effect on the way
students learn and the way the classroom operates” (Eadie, 2001, February). Similar to how Blooms Taxonomy now serves as
“the backbone of many teaching philosophies, in particular those that lean more
towards higher order thinking skills rather than content,” technology serves as
a foundation for changing the design and function of a classroom (Airasian, 2000). Teachers
integrating computer use into their curriculum, soon alter their classrooms to
reflect the changes in student learning behaviour that inevitably emerges as a
result of its use. Creating space in the classroom for computers and
peripherals such as a printer, network connection and large monitor initiates the
transformative process and with each new device added leads the teachers
working in this environment to re-evaluate how classroom activities are being
instructed and inevitably will alter learning experiences to those that work
best to meet set learning objectives.
Creating an ideal learning space
that utilizes technology therefore in not an easy task, as teachers, schools,
and Technology Integration Specialists must look closely at the needs of who
will be using the technology, and weigh it against the logistics of available
space, as well as budgetary costs. One means of accomplishing this is through
the use of a budget matrix, which lists preexisting technology scenarios a
school may have, their current cost and identifies any potential issues that
could arise when weighed against a variety of learning activities. One common technology configuration existing
in schools today is classrooms that contain only one computer. The pros of this
configuration is that the cost per classroom is minimal, however a big con in
this design is that it limits the type of activities that it can be
accomplished on the device, as the number of students who have access to its
use is restricted to one or two at a time. However, like most technology tools,
the time constraints and limitations set by the one computer can be overcome
with cleaver planning that utilizes center based activities or the addition of
a projector that would allow an entire classroom of students to access learning
activities. On the other end of the technology configuration spectrum are computer
labs with thirty or more computers. The positive aspect of these shared spaces
is that it provides students a 1:1 access to technology, which allows for
research based projects to be completed in a timely fashion. However, just like
a classroom with only one computer potential issues arise when it comes to
availability of use as several classrooms in a school environment often access
this one-shared space.
Yes, it is true that Technology of
any kind can be taxing to a limited school budget. What is important to
understand is that with the wide assortment of devices and tools available on
the market today there is high quality technology available to meet any budget
big or small. Gone are the days when
schools had to chose solely between Apple or PC computers. In truth some of
today’s most enriching classrooms are configured with a menagerie of technology
devices and tools obtained through grants, fundraising, and corporate donation.
So what is the ideal solution to the classroom technology configuration puzzle?
The answer is there isn’t one. What is most important to understand is the “best practice in classroom design recognizes the notion that
teachers will expand or change how they use technology over time” and therefore
technology purchases, much like technology based learning activities should be
selected and designed with flexibility in mind (Leiboff, 2010). In addition, since no to educators, teach
alike, continuous input from a staff is critical to the effective use of
technology and the success and design of any classroom space.
References
Airasian, Peter
W.; Cruikshank, Kathleen A.; Mayer, Richard E.; Pintrich,
Paul R.; Raths, James;
Wittrock, Merlin C. (2000). Anderson, Lorin W.; Krathwohl,
David R., eds. A
taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy
of educational objectives. Allyn and Bacon. ISBN 978-0-8013-1903-7.
Retrieved January 2, 2015 from: http://en.wikipedia.org/wiki/Bloom's_taxonomy
Eadie, G. (2001,
February). The impact of ICT on schools: classroom design and curriculum
delivery, a study of schools in Australia, USA, England, and Hong Kong. Schools for the Future. Retrieved January 3,
2015 from: http://adrianhicks.weebly.com/uploads/3/5/2/1/3521343/the_impact_of_ict_on_school.pdf
Leiboff, M. D.
(2010). Rethinking classroom design guidelines. Retrieved December 22, 2014 from :
http://campustechnology.com/articles/2010/06/02/rethinking-classroom-design-guidelines.aspx.
Sanvisivero, G.
(2014, September). Keys to engagement, connectivity challenges in a technology
rich classroom. Retrieved January 3, 2015 from EdTech Digest: https://edtechdigest.wordpress.com/2014/09/29/keys-to-engagement/
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