Livia Petti
Dipartimento di Scienze Umane per la Formazione «R.Massa»
Università degli Studi di Milano-Bicocca
Teacher perceptions regarding the
organization of learning space in
technology-supported classrooms.
A pilot study with Italian school teachers
Dott.ssa Livia Petti, PhD
[email protected]
Livia Petti
Dipartimento di Scienze Umane per la Formazione «R.Massa»
Università 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 teacher’s 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
Livia Petti
Dipartimento di Scienze Umane per la Formazione «R.Massa»
Università 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.
Livia Petti
Dipartimento di Scienze Umane per la Formazione «R.Massa»
Università 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.
Livia Petti
Dipartimento di Scienze Umane per la Formazione «R.Massa»
Università 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.
Livia Petti
Dipartimento di Scienze Umane per la Formazione «R.Massa»
Università 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.
Livia Petti
Dipartimento di Scienze Umane per la Formazione «R.Massa»
Università 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.
Livia Petti
Dipartimento di Scienze Umane per la Formazione «R.Massa»
Università 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.