Slide 2 Livia Petti Dipartimento di Scienze Umane per la
Formazione R.Massa Universit degli Studi di Milano-Bicocca Teacher
perceptions regarding the organization of learning space in
technology-supported classrooms. A pilot study with Italian school
teachers Teacher perceptions regarding the organization of learning
space in technology-supported classrooms. A pilot study with
Italian school teachers Dott.ssa Livia Petti,
[email protected] Slide 3 Livia Petti Dipartimento di
Scienze Umane per la Formazione R.Massa Universit degli Studi di
Milano-Bicocca Introduction A growing number of Italian schools
have launched digitalization projects, integrating new technologies
into their classrooms The logistical choices regarding how to lay
out technology are a critical element of discourse about the
organization of classroom space; however, due to time constraints,
this aspect is often overlooked by teachers and principals
undertaking the digitalization process The typical Italian
classroom is characterized by static positioning: desks, chairs and
teachers desk maintain fixed positions during most of the lessons
and are often arranged in traditional rows, with at most paired
seating. -> Aim: to investigate what kinds of setting had been
adopted, whether there was a link between the settings and the
teaching methods used and how the teachers themselves perceived the
role of setting in the learning process Slide 4 Livia Petti
Dipartimento di Scienze Umane per la Formazione R.Massa Universit
degli Studi di Milano-Bicocca Methodology Qualitative research
methods, specifically semi-structured teacher interviews (Anderson,
1990). All teachers have technology in their classroom (Interactive
Whiteboard and/or tablet and/or netbook...) and they use it every
day in their teaching. 15 teachers = 5 primary, 5 middle and 5
secondary Interviews were conducted with the following objectives:
a.photographing the technological setting of some Italian classes
of different types and year groups; b.understanding the link
between setting and type of didactic methods adopted;
c.investigating the teachers perception of the impact that the
setting can have on the teaching process. Slide 5 Livia Petti
Dipartimento di Scienze Umane per la Formazione R.Massa Universit
degli Studi di Milano-Bicocca Interview results High number of
students. Elementary Schools: 24 pupils Middle Schools: 26 students
Secondary Schools: 26 students (average 24 in high schools and 28
in technical and professional). Technology present in all classes
is the Interactive Whiteboard (connected to a computer for
teacher's use); only 3 classes of 15 have a one-to-one computing
structure, where each student has a computer. These classes are the
winners of the ministerial application Classes 2.0 (2 teachers
primary and one secondary school) which awarded a sum to invest in
technology tools. 11 teachers of 15 changed classroom places of
their pupils during the year. Slide 6 Livia Petti Dipartimento di
Scienze Umane per la Formazione R.Massa Universit degli Studi di
Milano-Bicocca Classroom setting structure 1.front setting with
desks arranged in rows - paired setting or single desk setting. (9
teachers of 15 interviewed). For reason of space, safety and a
large number of pupils. It is also possible to view both
Interactive Whiteboard and Chalkboard; 2.mobile setting (4 teachers
of 15 interviewed). Changing the layout of the desks according to
the educational activities proposed; 3.horseshoe-shaped setting (2
teachers out of 15 interviewed). No high number of students no more
than 24 - and student interaction and the daily exchange of
communication in the classroom. In our sample, this is detected
only in primary school classes. Slide 7 Livia Petti Dipartimento di
Scienze Umane per la Formazione R.Massa Universit degli Studi di
Milano-Bicocca A typical lesson using technology 1.Traditional
lesson with support of technology (mainly Interactive Whiteboard).
This category includes all activities that use technology to
support traditional lessons in the classroom such as: use of power
point presentation to support of lessons, use of images and/or
watching movies to introduce a topic that can or may not be
followed by a brainstorming session ending with debriefing
activities. 2.Traditional lesson with technology "web 2.0" to
support. Some teachers have reported using web 2.0 platforms in
support, such as Wordpress or Wikispaces not only as a repository
for both materials produced in class at the disposal of the pupil,
but also useful as a container to collect the work of pupils (such
as book reviews). 3."Extended" classroom. Teachers have carried out
work in collaboration with other classes where the Interactive
Whiteboard served as a communication tool. 4.Work in small
groups/pairs. Power Point presentations on a particular topic,
Webquest and in one case, the realization of a small e-book of
philosophy using a wiki system. Slide 8 Livia Petti Dipartimento di
Scienze Umane per la Formazione R.Massa Universit degli Studi di
Milano-Bicocca Setting for learning Giving an assessment on a scale
of 1 to 6, for teachers in our sample, the setting of the classroom
effects on average 4.5 on the students learning process. The result
is placed in the middle, tending upwards, but without overdoing it.
The importance of a relational level and "containment" "setting is
important about relational level" and yet "can facilitate (or not)
the students' attention" Link between setting and didactic method.
as well as arrange the desks to the islands does not necessarily
mean adopting a collaborative teaching, since what is required is
that the design of the space goes hand in hand with the teaching
methods used, so it is difficult to work in a small group setting
if everything is ready to accept a teaching of frontal type. Slide
9 Livia Petti Dipartimento di Scienze Umane per la Formazione
R.Massa Universit degli Studi di Milano-Bicocca Conclusions the
large class sizes in Italian schools (in our sample the average was
25); small classrooms often equipped with over-sized desks; the
difficulties with colleagues often encountered by teachers in
proposing changes to established ideas; waste of time and noise
related to flexible modification of classroom layout. a single
optimal setting, suitable for all occasions, does not exist. The
layout should therefore be modified from time to time in line with
the type of teaching method to be implemented. The environment
should be as physically geared towards flexibility as possible each
new technology introduced must be accompanied by reflection on the
overall setting as well as on the didactic methods and processes to
be implemented. The entire teaching staff and not only the most
highly motivated teachers should contribute to developing the
optimum solution, taking into account the benefits and drawbacks of
each of the available options.