Tag Archives: flexible seating

Design of TELEs and Flexible Seating

According to David Jonassen (2000), “students [do not] learn from computers or teachers-which has been a traditional assumption of most schooling… students learn from thinking in meaningful ways.” This idea supports the new BC curriculum that encourages teachers to provide students with opportunities to creatively and critically think, as well as to collaborate and communicate with their peers. Our math and science (actually ALL!) learning spaces need to provide students with a variety of areas that contain flexible seating, as well as tools that encourage students to think critically. The reason for providing choice  is because not all students learn in the same way. Some students would prefer to stand, others sitting on the floor, others need to fidget and still some of our learners prefer desks and chairs. Students should have the freedom to move between these workstations freely (as long as they can handle this responsibility). Since many teachers are moving away from doing whole class lessons, students need areas to work on exploratory activities in small groups. The designer of these spaces should ensure that they contain a variety of technology tools (VR, iPads, laptops, 3D printers, etc.) and seating choices (hokki stools, tables, couches, rugs, standing desks, etc.). All of the materials, tools and furniture in the room should moveable so that it’s easy to create different learning areas, depending on the activities the students are engaging in.

This is would be the ideal classroom that I would teach in. I could change the room around based on my students’ needs, learning styles and curriculum activities. The problem is that many districts do not have a large budget for furniture and/or technology. How do we convince our districts of the importance of flexible seating and variety of technology tools?

Technology use in the classroom

 

  • What is a good use of digital technology in the math and science classroom?
    • This is an excellent question and probably one of the main reasons that I chose to take this course. I struggle with authentically integrating technology into my grade 7 math and science classroom. In the past, I have used iPads extensively in my primary classrooms. We used the iPad to find math in the environment. If we were learning about 2D or 3D shapes (angles, arrays, etc.), the students would go around and take pictures of actual items. They would then create a pic collage (or other visual) with labels. However, now that I am teaching grade 7, I find it more difficult to integrate technology into my math and science lessons. Part of this is because we have very little technology available to us (one laptop cart to share between 10 grade 7 classes). The best ways that I have found to use technology is to show videos of the concepts that I am teaching for my visual learners (this works great for both math and science). We also create videos to help explain our understanding to others. I prefer for my students to work in partners or small groups that are randomly chosen. This way they are engaging and conversing while using technology. This provides the students opportunities to learn from each other. Another way to integrate technology is to allow students to further explore topics that they find particularly interesting. They can do this with other students who have the same interest.
    • In my previous school, we followed the SAMR model (substitution, augmentation, modification and redefinition). This was a good model and our goal was always to aim for modification and redefinition. The first two stages enhance the learning, but the last two transform it.
    • Technology provides students with the opportunity to converse and engage in conversations with other classes, as well as experts in a particular field. We have a class Twitter account that has been a great way for us to see how other students are learning different concepts and we are able to tweet out questions that we may have.
  • What would such a learning experience and environment look like?
    • This type of environment would have the students working in small groups at a table with a variety of device (tablets, laptops, etc.). The students would be able to move around the classroom (and possibly school) freely to explore their environment. Students would have choice in what they are learning based on their interests and knowledge.
  • What would be some characteristics of what it is and what it isn’t?
    • Technology should not be a replacement tool for paper and pencil/pen activities. It should be used to extend and further the learning process in the classroom. It should be a way for students to explore a concept in a way that fits their learning style and interests.
  • How might a learning experience with technology address a conceptual challenge, such as the one you researched in the last lesson?
    • Technology can help address conceptual challenge through the use of videos so that students can see the process. It can also be a way for students to show their thinking to their peers and teachers and open up a discussion. So much learning happens in the classroom when students are given time to explore and converse with their peers. Students can research up to date articles on specific topics and this is more easily acquired with technology.
  • Is this a vision or is it possible in real classrooms?
    • I think that many classrooms are well setup up with technology and many have flexible seating and open concept floor plans with lots of learning stations. However, some classrooms still lack the proper funding to provide up to date technology for all students.
  • What makes this vision a challenge to implement and what might be needed to actualize it?
    • The challenges that arise are funding, professional development and teacher interest and passion in regards to technology use. Some teachers have access to technology, but because of a lack of training or a fear, they do not implement it into the classroom. In order for teachers to feel comfortable, the need to be given access to technology and time to learn and feel confident using it with their students. Other classrooms have very little technology, but they have teachers that are passionate about integrating it.