Design and Experimentation of Digital Classroom for 21st -Century in Secondary Schools
DOI:
https://doi.org/10.46243/jst.2021.v6.i3.pp128-144Keywords:
Technology, Pedagogy, Innovation, CreativityAbstract
In this article, the design and experimentation of a technology-enhanced classroom branded as Classe21 are discussed. The project, which was carried out in four secondary schools in the Republic of Mauritius intended to examine the impact of innovative and creative pedagogies in the classrooms of tomorrow. Classe21, expected to be a concept classroom for innovative pedagogies that would equip schools with tools that are required to succeed in imparting 21st -century skills to the digital natives. It integrated technological, cognitive, pedagogical, and organizational aspects that would adequately prepare schools, educators, and students as a community to thrive in this information age. Classe21 proposed to offer the facilities and resources so that the teacher metamorphoses into a skilled ‘technology-using educator’. Implementing such a learning environment has been made through proper use of hardware and software, adequate support and training to educators and students, and a robust technological environment to sustain the initiative. The ecosystem put in place provided a whole range of creative and collaborative options that yielded new teaching and learning patterns. The study revealed that this paradigm shift brought in the classroom the right enthusiasm and atmosphere to enhance the acquisition of 21st -century skills by learners thereby inculcating in them the necessary talents that the job market requires
References
Azzurri (2011). Decision Makers' Guide: Developing a Bring Your Own Device (BYOD) strategy. Azzurri Communications
Crook, C. (2008). Theories of formal and informal learning in the wo rld of web 2.0. In S. Livingstone (Ed.), Theorising the benefits of new technology for youth (pp. 30–34). London: London School of Economics
Dwyer, D.C., Ringstaff, C., & Sandholtz, J. H. (1997). Teacher beliefs and practices part II: support for change: the evaluation of teachers’ instructional beliefs and practices in high access to technology classrooms, first–fourth year findings, Cupertino, CA: Apple Computer
Fleischer, H. (2012). What is our current understanding of one-to-one computer projects: A systematic narrative research review. Educational Research Review, 7(2), 107-122
Harris, S. (2002). Innovative pedagogical practices using ICT in schools in England, Journal of Computer Assisted Learning, 18, 449-458
International Association for the Evaluation of Educational Achievement (IAEEA) (2006). SITES 2006: The Use of ICT in Teaching and Learning. Executive summary. Retrieved from http://www.sites2006.net
International Society for Technology in Education (ISTE). (2008), Technology and student achievement–The indelible link. Retrieved on 12th September 2018 from www.k12hsn.org/files/research/Technology/ISTE_policy_brief_student_achievement.pdf
Ismael M. Z, Balakrishnan M. & Wahid H. (2016). An Integral ASIE ID Model: The 21 st Century Instructional Design Model for Teachers, Universal Journal of Educational Research 4(3): 547-554
Jonassen, D., Howland, J., Marra, R. M. & Crismond, D. (2009). Meaningful Learning with Technology. New Jersey: Pearson Education Inc
Kerr, D., Aiston, S., White, K., Holland, M. & Grayson, H. (2003). Review of networked learning communities: literature revie w. Slough, UK: National Foundation for Educational Research
Lortie, D. (2002). Schoolteacher: a sociological study (2nd ed.). Chicago, IL: University of Chicago Press
Ministry of Education (MOE, 2016). E-education unit. Retrieved from http://www.tabletpc.intnet.mu/index.html
Muijs, D., Ainsow, M. & Chapman, C. (2011). Collaboration and networking in education. Rotterdam: Springer
National Education Association (NEA). (2012). Preparing 21st century students for a global society: An educator's guide to "the four Cs." Washington, DC
Nitko, A. J. & Brookhart, S. M. (2011). Educational Assessment of Students. Boston: Pearson
Ontario Ministry of Education (OME). (2016). “Phase 1: Towards defining 21st Century Competencies for Ontario. Foundation Document for Discussion”
Organisation for Economic Co-operation and Development (OECD) (2015). Teaching in Focus no. 12: Teaching with technology. Paris: OECD Publishing
Parry, D. (2011). Mobile persp ectives: On teaching. Mobile literacy. EDUCAUSE Review, 46(2)
Peck, K.L. & Dorricott, D. (1994). Why Use Technology. Educational Leadership, 51(12), pp.11-14
Pegrum, M., Oakley, G. & Faulkner, R. (2013). Schools going mobile: A study of the adoption of mobile handheld technologies in Western Australian independent schools. Australasian Journal of Educational Technology, 29(1), 66-81
Prensky, M, (2001). Digital Natives, Digital Immigrants, Part 1. On The Horizon, 9(5), 1-6
Puentedura, R. R. (2006). Transformation, technology, and education in the state of Maine. [Web log post]. Retrieved from http://www.hippasus.com/rrpweblog/archives
Puentedura, R. R. (2013, May 29). SAMR: Moving from enhance ment to transformation [Web log post]. Retrieved from http://www.hippasus.com/rrpweblog/archives/000095.html
Smeets, E. (2005). Does ICT contribute to powerful learning environments in primary education? Computers & Education, 44, 343-355
Sound & Video Contractor (SVC). (2012). Corporate AV special report: education, 30(8), p48. Retrieved on the 11th September 2018 from www.svconline.com
Statistics Mauritius (2018). Ministry of Finance and Economic Development. Education statistics, p. 6. Port-Louis, Central Statistical Office
Tallvid, M. (2014). Understanding teachers’ r eluctance to the pedagogical use of ICT in the 1:1 classroom. Education and Information Technologies, New York: Springer, pp. 1-17
Tondeur, J., Hermans, R., van Braak, J. & Valcke, M. (2008). Exploring the link between teachers’ educational belief and pro files and different types of computer use in the classroom. Computers in human Behavior, 24, pp. 2541-2553
Traxler, J. (2010). Will student devices deliver innovation, inclusion, and transformation? Journal of the Research Center for Educational Technology, 6(1), 3–15. Design and Experimentation of Digital Classroom for 21st Century in Secondary Schools 144 | Page
West, G. (1989). Giving teachers the time to teach; The classroom management system in the public schools of South Carolina, (Report), (ERIC Document Reproduction Service No. ED 311 534)
Webb, M & Gibson, (2015). Education and Information Technologies, 20 (4) p675-695
Wheeler, S. (2001). Information and communication technologies and the changing role of the teacher. Journal of Educational Media, 26 (1), 7-17
Published
How to Cite
Issue
Section
