Abstract
The purpose of this study was to gain deeper insights into how technology
restructures the classroom as a spatial setting and how the positioning of these
technologies can be associated with educational practices. The research includes
a photographic and schematic representation of 115 classrooms in 12 primary
schools in Belgium, resulting in a typology based on structural features of the
classrooms. Based on the typology derived and the specific positioning of technology,
nine teachers were purposefully selected and interviewed regarding their
perceptions concerning the link between the use of technology and the classroom
layout. The results indicate that (1) the positioning of technology can be related
to specific types of technology use; (2) the classroom layout is in transition from
one central display to multiple screens; and (3) because of physical access to
technology, the educational practice of individual classes is spatially dispersed
over different locations within the school.
Original language | English |
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Pages (from-to) | 537-556 |
Number of pages | 20 |
Journal | Cambridge Journal of Education |
Volume | 45 |
Issue number | 4 |
Early online date | 10 Mar 2015 |
DOIs | |
Publication status | Published - 2 Oct 2015 |
Keywords
- classroom
- technology
- classroom layout
- ICT use
- primary education
- case study