Technology-supported physical learning spaces: An annotated bibliography

Publication Details

This annotated bibliography reviews 225 papers on Tertiary Education Organisations’ (TEOs’) technology-supported physical learning spaces produced between 2005 and 2016 in New Zealand, Australia, Canada, the United Kingdom, and the United States.

Author(s): Peter Guiney, Tertiary Sector Performance Analysis, Ministry of Education

Date Published: November 2016

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Summary

The key findings of this report are:

  • Teachers and students need to be closely involved in the planning, design, and implementation of technology-supported physical learning spaces.
  • The use of student devices enables informal spaces to support formal learning. These devices should interoperate with relevant TEO systems.
  • Exemplars of technology-supported physical learning spaces are the SCALE-UP and TEAL[1] initiatives at North Carolina State University and Massachusetts Institute of Technology respectively.
  • The major barriers to successful use of technology-supported physical learning spaces are a lack of teacher and student capability, insufficient training and support for teachers and students, and inappropriate pedagogical approaches from teachers.
  • The major benefits of creating technology-supported physical learning spaces are more frequent and higher quality teacher-student and student-student interactions, increased student usage of, and satisfaction with, the learning space, and authentic learning experiences.

Footnote

  1. Student-Centred Active Learning Environment with Upside-down Pedagogies (SCALE-UP) and Technology Enabled Active Learning (TEAL)

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