Abstract:

One of the tasks of high school teachers is to prepare pupils for the changing demands of the current knowledge-based society. The need for learning focused teaching with a focus on active learning, knowledge construction and interaction therefore becomes significantly more apparent (Pelgrum, 2001). Research studies have shown that new technological methods can support learning focused teaching approaches (Clark & Luckin, 2013). Therefore, European Schoolnet -founded upon a collaboration between the Ministries of Education of 30 European countries- has created the concept of Future Classroom Labs (FCL), equipped with state of the art technology and reconfigurable furniture on the assumption that “Changed spaces will change practice” (European Schoolnet, 2017). However studies have also shown that applying technology does not automatically lead to learning focused teaching (Montrieux et al., 2015).

The current study investigates how FCL’s with flexible learning spaces and new technology can facilitate active learning focused teaching. We performed a design-based research in one of the few high schools in Flanders having a FCL. Our research study is organised in three phases:
(1) analysis of initial situation,
(2) codesign of good practices and
(3) formulation of design guidelines about how to organize learning focused teaching in a FCL.

In a first phase, we analyzed the teacher’s needs and current practices in the FCL by applying a survey (n=53 teachers), interviews (n= 7 teachers) and lesson observations (n=6). The questionnaire contained three key concepts: teaching profile (a traditional or learning focused way); digital profile (preferences and opinions about using technology) and use of the FCL (opportunities and barriers). Our results show that only teachers with a learning focused teaching profile, who stimulate active learning and knowledge construction and teachers who already frequently apply technology will use the FCL. Teachers with a traditional teaching profile, focusing on knowledge transmission and passive learning, and teachers who are not willing to apply technology when teaching will rarely use the FCL even when it’s available.
In a second phase, by use of co-design sessions we designed together with the teachers 5 good practices of learning focused teaching supported by technology. These co-design sessions were organized in groups of teachers sharing a certain digital and teaching profile, as was found in the analyses of the survey data. This allowed us to stimulate all kinds of teachers to use the FCL in a learning focused way.

Finally, we could formulate design guidelines for good learning focused teaching activities, supported by technology. These guidelines are directed towards all teachers, including teachers with a more traditional teaching profile who hesitate to apply technology.

References:
[1] Clark, W., & Luckin, R. (2013). What the research says. iPads in the classroom. London Knowledge Lab, Institute of Education University of London.
[2] European Schoolnet (2017). Guidelines on exploring and adapting learning spaces in schools. Report.
[3] Montrieux H, Vanderlinde R, Schellens T, De Marez L (2015) Teaching and Learning with Mobile Technology: A Qualitative Explorative Study about the Introduction of Tablet Devices in Secondary Education. PLoS ONE 10(12): e0144008.
[4] Pelgrum, W. J. (2001). Obstacles to the integration of ICT in education: Results from a worldwide educational assessment. Computers and Education, 37, 163-178.

Keywords:

Future classroom lab, digital learning, educational technology, design-based research, good practices, codesign.