Abstract:

The classroom environment plays an important role in a student’s education, impacting student achievement and engagement in the process of learning (Gandini, 1998; Lackney, 1997; Van Note Chism & Bickford, 2003). Technology should be seamlessly embedded into the learning environment in a way that serves all learners. The arts-based studio offers a platform for such integration, as both technology and art offer hands-on active learning.

This paper reports on a blended theory model resulting from a six month qualitative research study of two studio classrooms which span age groups and disciplines: the Technology Enabled Active Learning (TEAL) freshmen studio physics classroom at Massachusetts Institute of Technology and a Reggio Emilia inspired atelier of School within School (SWS) Preschool on Capitol Hill in Washington DC. Data collection included non-participant observation field notes, interviews, photographs and artifacts. The study resulted in rich description of the structures and processes inherent in each studio and their implications for learning. The blended model depicts a studio in which technology, hands-on arts-based learning and a caring ethos, in concert, create an egalitarian holistic learning environment for all students.

The theoretical lens for this blended model includes, the Theory of Multiple Intelligences (Gardner, 1993), the Ethic of Care (Noddings, 2003), Universal Design for Learning (Meyer, Rose, Hitchcock, 2005) and Studio Habits of Mind (Hetland, Winner, Veenema & Sheridan, 2007). This research paper is foundational, adding to the body of literature on the use of technology and arts-based learning in studio settings as a platform for further research.

This research concludes that a blend of technology and arts-based learning in a studio setting, (a) offers student-driven hands-on active learning, (b) breaks down barriers between teachers and students, (c) is conducive to the development of caring peer relationships, (d) removes hierarchy and competition, (e) empowers students towards proficiency in the use of tools for learning, (f) offers a platform for differentiated instruction using multiple modalities for teaching and learning, (g) provides embedded ongoing feedback and assessment and (h) facilitates learning that is transparent and open-ended. This model shows promise for the creation of egalitarian, inclusive, technology rich classrooms where methods and modalities actively engage learners.

Keywords:

Technology Enhanced Learning, Studio, Reggio Emilia, Arts-based Learning, Differentiated Instruction, Learning Environment.