Making the Space for Space: The Effect of the Classroom Layout on Teacher and Student Usage and Perception of One-to- One Technology
AuthorByers, T; Imms, WD
Source TitleConference Proceedings of the Australian Computers in Education Conference 2014
ACEC 2014 - Australian Computers in Education Conference
PublisherAustralian Council for Computers in Education
AffiliationMelbourne Graduate School of Education
Document TypeConference Proceeding
CitationsByers, T. & Imms, W. D. (2014). Making the Space for Space: The Effect of the Classroom Layout on Teacher and Student Usage and Perception of One-to- One Technology. Australian Council for Computers in Education
Access StatusOpen Access
ARC Grant codeARC/LP130100880
Today, a significant proportion of Australian secondary school students have some level of access to digital technology through one-to-one or BYOD programs. This ubiquitous access to devices connected through wireless network can create a technology-enabled learning environments (TELE). The teacher-student connectivity of a TELE has the potential to facilitate more collaborative and responsive learning experiences in modalities that may have not been possible before. Despite these significant changes, many students occupy classroom spaces that have changed little in configuration, structure and operation. This paper reports on the first stage intervention of a three stage quasi-experimental study. The study explored the synergy between technology-enabled and responsive learning spaces and its effects on teaching and learning in a Secondary school setting. The stage one intervention sought to determine if a causal relationship existed between particular layouts and how teachers’ and students’ perceived the incidence in usage and the influence and effectiveness of one-to-one technology. A single-subject research design (SSRD) measured the effect of two types of classroom layouts through an explanatory mixed method design. Results from quantitative analyses over a one-year period indicated a more responsive and dynamic physical learning space did have a positive effect on student perceptions of the effectiveness and influence of oneto- one technology on their learning. These quantitative findings were corroborated through thematic analysis of teacher focus groups. Collectively this evidence suggests that the arrangement of the physical learning space can assist teachers to better integrate the affordances of technology into their pedagogical practice.
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