Learning environments in information and communications technology classrooms

Zandvliet, David B.; Fraser, Barry J.

doi:10.1080/14759390400200175

Cited by 55 publications

(35 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…For example, Zandvliet and Fraser (2004) found that room layouts could either promote or restrict the technologyintegrated activities performed in those settings. The researchers found that teachers consistently preferred peripheral-type layouts (characterized by computer workstations positioned along the wall of a room) because such layouts allowed teachers to monitor student work to ensure that the students were constantly engaged in the learning tasks while using the computers.…”

Section: Providing Professional Developmentmentioning

confidence: 98%

“…• Classroom layout redesign (Zandvliet & Fraser, 2004) Assessment Assessment • New ways to assess students' multimedia work. For example, a contract that indicates how many slides would be produced, and evidence of how the information was obtained (Bowman et al, 2001) • Closely aligning the technology to their state's curriculum standards (Dexter & Anderson, 2002) teachers' use of technology, and professional development opportunities to teachers.…”

Section: Having a Shared Vision And Technology Integration Planmentioning

confidence: 99%

See 1 more Smart Citation

Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research

Hew

Brush

2006

Education Tech Research Dev

1,373

909

View full text Add to dashboard Cite

Although research studies in education show that use of technology can help student learning, its use is generally affected by certain barriers. In this paper, we first identify the general barriers typically faced by K-12 schools, both in the United States as well as other countries, when integrating technology into the curriculum for instructional purposes, namely: (a) resources, (b) institution, (c) subject culture, (d) attitudes and beliefs, (e) knowledge and skills, and (f) assessment. We then describe the strategies to overcome such barriers: (a) having a shared vision and technology integration plan, (b) overcoming the scarcity of resources, (c) changing attitudes and beliefs, (d) conducting professional development, and (e) reconsidering assessments. Finally, we identify several current knowledge gaps pertaining to the barriers and strategies of technology integration, and offer pertinent recommendations for future research.

show abstract

Section: Providing Professional Developmentmentioning

confidence: 98%

Section: Having a Shared Vision And Technology Integration Planmentioning

confidence: 99%

Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research

Hew

Brush

2006

Education Tech Research Dev

1,373

909

View full text Add to dashboard Cite

show abstract

“…The robust nature of the WIHIC's reliability and validity has been widely reported in studies that have used the instrument in different subject areas, at different age levels and in 12 different countries. Since the initial development of the WIHIC, the questionnaire has been used successfully in studies to assess the learning environment in Singapore (Fraser and Chionh 2000), Australia and Taiwan (Aldridge and Fraser 2000), Brunei (Khine and Fisher 2001), Canada (Zandvliet and Fraser 2004), Australia (Dorman 2001), India (Koul and Fisher 2006), Indonesia (Adolphe et al 2003), Korea (Kim et al 2000), Turkey (Telli et al 2006), New Zealand (Saunders and Fisher 2006), the United States (Allen and Fraser 2007), and Canada, England and Australia (Dorman 2003). Within these countries, the WIHIC has assessed the environment in a range of curriculum areas including high school science (Aldridge and Fraser 2000), (Margianti et al 2001), mathematics and science (Raaflaub and Fraser 2002) and mathematics and geography (Fraser and Chionh 2000).…”

Section: Assessment Of Classroom Environmentmentioning

confidence: 99%

Psychosocial environment and affective outcomes in technology-rich classrooms: testing a causal model

Dorman

Fraser

2008

Soc Psychol Educ

Self Cite

View full text Add to dashboard Cite

Research investigated classroom environment antecedent variables and student affective outcomes in Australian high schools. The Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI) was used to assess 10 classroom environment dimensions: student cohesiveness, teacher support, involvement, investigation, task orientation, cooperation, equity, differentiation, computer usage and young adult ethos. A sample of 4,146 high school students from Western Australia and Tasmania responded to the TROFLEI and three student outcome measures: attitude to the subject, attitude to computer use and academic efficacy. Confirmatory factor analysis using LISREL supported the 10 scale a priori structure of the instrument. Structural equation modeling using LISREL was used to test a postulated model involving antecedent variables, classroom environment and outcomes. The modeling indicated that: improving classroom environment has the potential to improve student outcomes, antecedents did not have any significant direct effect on outcomes, and academic efficacy mediated the effect of several classroom environment dimensions on attitude to subject and attitude to computer use.

show abstract

“…Brooks, Fuller, & Waters, 2012;Zandvliet, 2006;Zandvliet & Fraser, 2004). Moreover, changes in spatial organization can also be associated with changes in educational practice (Brooks, 2010).…”

Section: Introductionmentioning

confidence: 99%

The physical placement of classroom technology and its influences on educational practices

Tondeur

Bruyne

Driessche

et al. 2015

Cambridge Journal of Education

View full text Add to dashboard Cite

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.

show abstract

Learning environments in information and communications technology classrooms

Cited by 55 publications

References 8 publications

Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research

Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research

Psychosocial environment and affective outcomes in technology-rich classrooms: testing a causal model

The physical placement of classroom technology and its influences on educational practices

Contact Info

Product

Resources

About