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

(2015) CAMBRIDGE JOURNAL OF EDUCATION. 45(4). p.537-556
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Abstract
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.
Keywords
primary education, TEACHERS, classroom layout, ICT use, case study, technology, SCHOOLS, INTEGRATION, BARRIERS, DESIGN, LAYOUT, IMPACT, POLICY

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Chicago
Tondeur, Jo, Ellen De Bruyne, Maarten Van Den Driessche, Susan McKenney, and David Zandvliet. 2015. “The Physical Placement of Classroom Technology and Its Influences on Educational Practices.” Cambridge Journal of Education 45 (4): 537–556.
APA
Tondeur, J., De Bruyne, E., Van Den Driessche, M., McKenney, S., & Zandvliet, D. (2015). The physical placement of classroom technology and its influences on educational practices. CAMBRIDGE JOURNAL OF EDUCATION, 45(4), 537–556.
Vancouver
1.
Tondeur J, De Bruyne E, Van Den Driessche M, McKenney S, Zandvliet D. The physical placement of classroom technology and its influences on educational practices. CAMBRIDGE JOURNAL OF EDUCATION. Taylor & Francis; 2015;45(4):537–56.
MLA
Tondeur, Jo, Ellen De Bruyne, Maarten Van Den Driessche, et al. “The Physical Placement of Classroom Technology and Its Influences on Educational Practices.” CAMBRIDGE JOURNAL OF EDUCATION 45.4 (2015): 537–556. Print.
@article{5815654,
  abstract     = {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.},
  author       = {Tondeur, Jo and De Bruyne, Ellen and Van Den Driessche, Maarten and McKenney, Susan and Zandvliet, David},
  issn         = {0305-764X},
  journal      = {CAMBRIDGE JOURNAL OF EDUCATION},
  language     = {eng},
  number       = {4},
  pages        = {537--556},
  publisher    = {Taylor \& Francis},
  title        = {The physical placement of classroom technology and its influences on educational practices},
  url          = {http://dx.doi.org/10.1080/0305764X.2014.998624},
  volume       = {45},
  year         = {2015},
}

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