Technology Integration
A major consideration concerns the integration of technology within the redesigned learning space. The development of 21st century skills has become a central issue in many schools across Canada. The need to integrate new technologies has “changed the way learning spaces are designed. With Smart boards, laptops and iPads, the flow of the classroom naturally shifts and teaching and learning becomes more flexible. There has to be room to move and collaborate in this type of environment. Teachers need to easily create custom workspaces for class, group or individual activities” (Winske, p. 1). Educators are searching for ways in which technology can be used to enhance constructionist pedagogies. For example, the physical placement of technology within the classroom can affect its pedagogical use. It is “apparent that space can be a partner within pedagogy, and such a partnership is precisely what could be interesting when we consider ICT integration in education” (Tondeur, 2015, p. 554). Furthermore “technological devices do not embody one single pedagogical orientation; instead they enable the integration of a spectrum of approaches to teaching and learning” (Tondeur, p. 554). Flexibility of use is essential when utilizing learning theories that relying on self-directed learning and engage the diversity of interests within all learners. Traditional methods of incorporating technology within the school environment, such as the use of computer labs, do not allow for the seamless support of interdisciplinary, multimodal learning typical of makerspaces or inquiry learning environments. The inclusion of activities related to product design, coding, robotics, movie making, photography etc. within the classroom relies on the underlying support of various forms of hardware and software, which each present unique challenges to maintain functionality and achieve full seamless integration. Practical issues regarding mobility, accessibility, device compatibility, space and charging requirements need to be considered when designing supportive spaces.
A major consideration concerns the integration of technology within the redesigned learning space. The development of 21st century skills has become a central issue in many schools across Canada. The need to integrate new technologies has “changed the way learning spaces are designed. With Smart boards, laptops and iPads, the flow of the classroom naturally shifts and teaching and learning becomes more flexible. There has to be room to move and collaborate in this type of environment. Teachers need to easily create custom workspaces for class, group or individual activities” (Winske, p. 1). Educators are searching for ways in which technology can be used to enhance constructionist pedagogies. For example, the physical placement of technology within the classroom can affect its pedagogical use. It is “apparent that space can be a partner within pedagogy, and such a partnership is precisely what could be interesting when we consider ICT integration in education” (Tondeur, 2015, p. 554). Furthermore “technological devices do not embody one single pedagogical orientation; instead they enable the integration of a spectrum of approaches to teaching and learning” (Tondeur, p. 554). Flexibility of use is essential when utilizing learning theories that relying on self-directed learning and engage the diversity of interests within all learners. Traditional methods of incorporating technology within the school environment, such as the use of computer labs, do not allow for the seamless support of interdisciplinary, multimodal learning typical of makerspaces or inquiry learning environments. The inclusion of activities related to product design, coding, robotics, movie making, photography etc. within the classroom relies on the underlying support of various forms of hardware and software, which each present unique challenges to maintain functionality and achieve full seamless integration. Practical issues regarding mobility, accessibility, device compatibility, space and charging requirements need to be considered when designing supportive spaces.