From a balcony perspective, the impact of ed tech has fundamentally reshaped how educators develop and implement pedagogy. The benefits, of course, extend to the students, who can now receive, interact with, internalize, and apply knowledge in ways that previous learning models have struggled to provide.
It is not unreasonable to conclude that students and educators alike have grown disillusioned with the traditional classroom template of desks or tables facing a whiteboard. Learning centers provide productive and wide-ranging alternatives to lecture-based instruction—and as educators become increasingly amenable to learning centers as ideal settings for student enrichment, they are incorporating innovative technologies into daily praxis.
The benefits are practical just as they are political. Michel Foucault, a 20th-century French philosophical historian, argued that the architectural arrangement of the classroom works to normalize and enforce a hierarchy of power. Standing at the head of the classroom, the educator is the focal point, the unquestioned voice of authority whose task is not simply to disseminate knowledge but to police any small rebellions by disruptive or disengaged students. Students are bound to their seats, silent unless called upon. Flexible learning centers decentralize those traditional modes of power in the classroom.
Students have more learning options than ever. They may access modular workstations that allow them to organize into groups, or they may opt to work in quiet spaces for individual study. Rooms equipped with maneuverable tables and several display areas provide the flexibility to convene large and small groups throughout the day, depending on the goals of each lesson and the needs of individual students. The educator is no longer a singular authority but a collaborator who can move with ease around the classroom. In their design and function, learning centers transform the collective mood within the classroom. Students are more at ease. Learning is an exciting and ever-present experience—not an avenue for discipline and passive education.
Tools for the 21st-Century Classroom
The 21st century classroom not only demands a flexible layout for optimal learning but also technology that is portable. Handheld devices tailor learning and assessment to the individual. Interactive lessons allow students to work at their own pace or to collaborate by connecting devices to a smart board stationed around the classroom. Portable technologies also allow students to interact in live time with quizzes; in turn, students receive immediate feedback that makes the learning process more efficient. Just as surveys facilitated by portable technologies offer immediacy to the learning experience, they also serve the vital purpose of reassuring students that their ideas are valued.
Educators are alert to the benefits of visualization and collaboration technology devices such as projectors and document cameras. Projectors can show material from devices such as computers, tablets, and visualizers. High-definition projectors offer crisp and detailed images, and they allow educators to present media most suitable for the lessons at hand. Because projectors transfer images onto any flat surface, they can be placed in multiple spaces around the classroom to create additional learning areas.
Boards are most commonly connected to a laptop wirelessly, with the laptop serving as the device’s controller. Educators can show and record live images of papers, objects, or student work using document cameras and holographs. Such equipment makes seamless the task of displaying experiment and realistic results. Interactive white boards or touchscreens let educators deliver engaging whole-class lessons and provide spaces for students to collaborate.
Capacitive boards, for instance, work as a fully functional Windows-based PC and can be operated by finger or pen. Workstations with desktop monitors allow groups of students to work together on the same lesson. This equipment is especially useful for practicing skills via dedicated software. Additionally, portable PA systems are excellent complementary pieces to in-class projectors. Current PA systems offer a rich, full sound; instructions are easy to follow, and the equipment can be set up in minutes. Educators will also appreciate that adjustments can be made via remote apps from personal devices or smartphones. In light of the interconnectivity our classrooms can now provide, it is worth noting, too, that a group of tablets or smartphones can be placed and connected at once to charge via a USB device holder. Students won’t have to compete for power outlets if a USB device holder is provided.
Reconsidering the Traditional Lecture Hall Classroom
With technology at the heart of modern education, perhaps we are witnessing the demise of lecture halls as we know them. After all, it is entirely reasonable that students would grow tired of listening for an hour or longer to a one-way conversation. This fatigue translates to student performance. Research suggests that students who experience traditional “stand-and-deliver” lectures are 1.5 times more likely to fail a course than those in more stimulating, active learning environments. Moreover, surveys reveal that upwards of 90 percent of students have stated their preference for tech-savvy universities. As we well know, lecture halls are not customarily tech-savvy. In fact, the most effective methods of discussions such as project-based learning, personal simulations, and teaching others are all seemingly inhibited in the space of the lecture hall. The task of modernizing the lecture hall classroom to meet students’ expectations and needs may not be straightforward, but it is achievable.
Across the country, private colleges and universities are transforming lecture halls into collaborative, tech-friendly spaces. Some projects entail a major overhaul—reconstructing spaces to be circular rather than linear or clustering layouts to promote the sharing of ideas. Other projects are more modest in scope, with learning sites created to accommodate educational technologies in pre-existing lecture hall spaces. Multiple institutions are finding innovative ways to modernize large learning spaces—for instance, creating two chemistry studio classrooms that combine lectures and labs into one space. Aided by integrated technology throughout these spaces, students can work independently and together, share equipment and data, and collaborate on projects.
For educators in lecture hall settings, another transformative tool in disseminating knowledge is, as remarkable as it may sound, the use of virtual reality simulators. With these tools, faculty can hone instructional skills through various pre-loaded scenarios, including classroom management, tending to students with special needs, and practicing specific lesson plans. Educators can even train with avatars that look, sound, and act like real young people—complete with disruptions they might face in class.
In several ways, additional strategies for transforming lecture halls are not unlike those for smaller classroom settings. What may appear as an obstacle can be overcome with simple planning, particularly when one considers the transformational impact of lecture hall seating solutions. Abandon the old-fashioned custom of fixed seating and instead provide flexible and modular seating. Swivel chairs enable fluid movement and face-to-face interaction. Modular seating units can be rearranged to suit different learning modes. Tiered seating with adjustable desks creates space for individual and group work. Improving the look of lecture desks and chairs is another task easily addressed. Choose colors and designs that make the space feel modern and inviting—thoughtfully selected colors can inspire students and make them proud of their school. Adding technology to lecture hall seating is one final way of transforming the old into something new and exciting. Look no further than installing outlets, USB ports, and mounts for devices, all of which make learning more enjoyable and convenient.
Lecture halls are not destined to become educational graveyards. Instead, they can function as generative sites—conducive to multifaceted, technology-rich approaches that encourage active learning, participation, and collaboration.
