Microsoft Education | Transforming Education

Make it real: analytics Power BI and Azure Machine Learning Schools can use integrated, cloud-based analytics to understand individual students, in order to personalize learning with different content, courses and pathways. Tools like Power BI and Azure Machine Learning enable educators and school leaders to view, analyze, and make predictions from data. In addition to reports on past and current student performance viewed dynamically using Power BI, Azure Machine Learning includes data models that conduct predictive analytics to show the likelihood of specific outcomes for students while there is time to make changes to individual or school-wide programs. The analytics can include recommended interventions, content or courseware.101 Section Two

What is the Maker Movementdoing in education?The Maker Movement champions open-source learning, contemporarydesign and powerful personal technology like 3-D printers,microprocessors and robotics. It has settled firmly into the educationlandscape, inspiring students with hands-on experience, openness,iterative processes, personalization, peer mentorship and ownership. Use technology to support Join the Maker Movement problem-based learning The Maker Movement is a loose collection ofProblem- or project-based learning (PBL) is a powerful independent inventors, designers and tinkerers,way to engage students in authentic learning and complete with its own Magazine, Make, and regularassessment. As they work to solve an open, broadly hands-on Maker Fairs.defined problem, they will typically conduct research,integrate theory and practice, and apply their Dr Gary Stager calls it “a technological and creativeknowledge and skills. revolution,” citing the incredible learning opportunities that let students experiment with designing andTechnology can support that complex inquiry at almost engineering their own inventions.every stage. The best learning occurs when real-worldproblems are paired with real-world tools for problem Stager has developed a learning strategy he callssolving to allow them to go deeper into concepts, Invent to Learn, which posits that the strongestdeeper with their thinking, and to be more creative with learning experience comes through direct experience.86their problem solving. As technology is an integral part The Maker Movement promotes creativity throughof 21st century students’ realities, the right tools not digital fabrication, such as 3D printing, and physicalonly empower deeper thinking, but increase relevance. computing, such as Arduino, MaKey and Raspberry Pi.Studies have found an increase in students’ science Access to this kind of technology may sound expensive,achievement and self-efficacy for learning science when but it’s typically quite affordable—and in any case, theusing computers for PBL,84 and that these behaviors strategy is more about nurturing a tinkering mindsetpersist even when students are not using them.85 and reducing ‘chalk and talk’ instruction. Elon Musk famously pulled his children out of private school and created his own school (Ad Astra) based on these principles. He explains, “Let’s say you’re trying to teach people how engines work. A traditional approach would be to give you courses on screwdrivers and wrenches. A much better way would be, here is an engine, now how are we going to take it apart? Well, you need a screwdriver. And then a very important thing happens, the relevance of the tool becomes apparent.”87 Transformation programs 102

The Maker MovementDr Gary Stager explores thesignificance of encouragingstudents to ‘make things’.Piaget teaches us that, “Knowledge is a consequence • Assessment is at best adjacent to learning.of experience.” There is no substitute for experienceand the greatest way to expand the breadth, depth, • Constructionism is effective.and range of learning experiences is to use computersand new fabrication technologies to supercharge • Things need not be as they seem.student projects. • It is possible to create rich productive contextsMaking things is a way of constructing meaning and for learning without fancy architecture, furniture,concretizing understanding. This isn’t just a way of curriculum or tests.ensuring that students “good with their hands” canexperience a bit of academic success, but also a direct • Educators are capable of innovationchallenge to kids who are “good at school” who will and invention with bleeding-edge tools.be entering an uncertain world in which they will berequired to solve problems that their teachers never • Learning is natural, playful, intense,anticipated. Such confident competent problem whimsical, and deadly serious.solving will often involve the making of somethingwith bits or atoms. • Age segregation, tracking, and even discrete disciplines are unnecessary and perhapsThis is the heart of the Maker Movement—a movement counterproductive.where learners are hands on solving problems, buildingsolutions and learning to code in a practical way. • A learning environment should be filled with a great variety of objects-to-think-with.Having run workshops all over the world,it is clear that when teachers engage in a • Collaboration is great as long as it’s natural,maker approach, they prove: interdependent, flexible, mutually beneficial, and desired.• Even the least confident teachers realize they are more than competent. • Computer programming is the new liberal art.• Knowledge is a consequence of experience. All students should learn to program computers not for vocational reasons, but because it gives• Learning best occurs in the absence of instruction. them agency over an increasingly complex and technologically sophisticated world.• Technology supercharges learning and makes us more human, creative, expressive. Democracy depends on being able to answer the question Seymour Papert began asking a• Education can and should be non-coercive. half century ago, “Does the computer program the child or the child program the computer?”103 Section Two

Gary S. Stager, Ph.D.A veteran teacher educator, speaker,journalist, and consultant, GaryStager has spent the past 36 yearshelping educators across the globemake constructive use of computersin classrooms. He is a leading expertin teaching programming, making,and learning-by-doing in theclassroom, as well as a pioneer in1:1 computing and online learning.Dr Stager is co-author of ‘InventTo Learn – Making, Tinkering, andEngineering in the Classroom’ andthe founder of the ConstructingModern Knowledge institute. What’s excited me the most is that it’s given a lot of teachers permission, once again, to be creative, to embrace and respect the ingenuity…of children.” Dr Gary Stager, world-leading expert and advocate for computer programming, robotics and learning-by-doing in classrooms. Transformation programs 104

What is coding doing in education?Coding is important to today’s students because it represents a shift awayfrom computer literacy skills to computer design, science and engineeringskills. Young students begin with the concept of algorithms, moving on tological reasoning skills, until they can begin to learn and use programminglanguages to create their own websites, games, apps, animations and more. Provide students with opportunities Take advantage of Microsoft coding to learn coding apps, tools and courses for schoolsComputing (logic, coding, algorithm design, etc.) • Minecraft, Education Edition: An open-worldis founded in problem solving. This is being recognized game that promotes creativity, collaborationby school systems across the world as they introduce and problem solving.computational thinking into their curriculum andencourage students to design computer games and • Creative Coding through Games and Appslearn how to code. Coding focuses on developing (CCGA): Students learn how to code by designingstudents’ thought processes in order to unravel and programming apps and games.problems, and then enables them to design andgenerate digital solutions. • CS50x AP (with Harvard): A year-long computational thinking, computer science and programming course. • PXT.IO coding tool: Students use touch or a keyboard to create apps and games on their devices. • Visual Studio Community: A fully featured integrated development environment (IDE) for any platform. • Microsoft Windows & Windows 10 IoT Core: Helps students and teachers to do great things in STEM.Make it real: codingMinecraft Education Edition is a popular game- code or Javascript to build and create in Minecraft.based learning platform that helps prepare Minecraft Hour of Code also offersstudents for the future workplace by building a free introduction to coding basics.creativity, collaboration and problem-solvingskills. Minecraft: Education Edition includes special features for teachers such as easy tutorials,Students learn coding in Minecraft using tools classroom management tools, secure sign-in,like Code.org, Tynker, Scratch and Microsoft classroom collaborations and sample lessons,MakeCode. They choose between using blocks of plus a network of mentors & technology support.105 Section Two

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Games and simulations support learning, but you need to be adequately prepared and equipped to teach with them Simulations and games hold great promise for learning, especially if students can control the pace and content to suit their needs, strengths, and weaknesses. Games and simulations can also put learning in contexts that might otherwise be difficult to experience; for example, underwater, in space, or inside the human body. Studies show that simulations facilitate knowledge integration and a deeper understanding of complex topics such as genetics, environmental science, and physics. 88, 89, 90, 91 At the same time, research has shown that there are important variables that can significantly affect the extent to which games and simulations support learning. These relate both to the way you teach with them and the way you support the teaching of them. Students learn better using games, and playing individually A meta-analysis into the effectiveness of games, simulations and virtual worlds found that while they were all effective, games show higher learning gains than simulations and virtual worlds.92 The same analysis also revealed that students’ performance is enhanced when they conduct game play individually, rather than in a group. Your school setup and culture can be an obstacle In his paper on the use of gaming and simulations in science learning, Dede concluded that, “current educational systems pose formidable challenges to implementation at scale.”93 Obstacles can be as simple as not having the technology infrastructure to support a game or simulation, or not supporting teachers with skills and training in how to use games and simulations to best advantage.107 Section Two

Your current assessment method To support this, some countries (e.g., Australia) might not be appropriate have created national digital learning resources networks, making thousands of quality digital learningIt might be time to rethink that pen and paper test. resources directly linked to the curriculum, availableSimulations that use multiple modalities to represent to schools through an online digital curriculum portal.science systems and to elicit student responses present Language translation algorithms are also developingbetter opportunities for students with diverse learning at a formidable pace, which helps reduce the barrierstyles and language backgrounds to demonstrate their to access.knowledge.94 Your tests may also need adjusting interms of content. Quellmalz et al. found that in Is there a MOOC?the USA while national ‘high stakes’ science tests didnot accurately measure the complex understandings Massive open online courses (MOOCs) also provide anand skills developed by high-quality simulations and opportunity to connect learners to others who sharegames, student performance was still evaluated largely their same interests. Teachers can avoid assessmentbased on them.95 issues by having students participate in a portion of a MOOC, using content to supplement the needs of the Take advantage of open class or the individual student, with current assessment educational resources being undertaken by the local teacher.Teaching is a process of continual learning, adaptation, Benefits include:improvisation and instant decision making.96 This meansteachers require access to a variety of resources to • Alternatives for scheduling conflicts.meet flexible teaching moments and the remedial andadvanced needs of their students. • Specialist courses, electives, and subjects available where local teachers are not.Open educational resources (OER) can provide a usefulsupplement. Camilleri et al. suggest that educators • Flexibility for athletes and home-bound students.can collaboratively improve materials and curriculawith OER with less duplication of effort.97 Students also • Remediation or credit recovery programs forgrow by being introduced to high-quality material at-risk students.that is adaptable and can be remixed for teacher orstudent purposes. Finally, low- or no-cost access to • Solutions for emergency shortfalls in teachers.such materials can improve equity and access issues,although they need localizing or translating from Make it real:English, which can be expensive or time-consuming. sharing Look for ready-made If you’re looking for ready-made digital curriculum curriculum materials, the Microsoft Educator Community contains a hugeThe promise of digital curriculum is tantalizing. range that you can use right away. ThereSchools can take advantage of ready-to-use online are lessons on STEM, reading and writing,curriculum that integrates assessment, instruction, social studies, languages, fine arts, digitalstudent activities, remediation and lesson plans. They literacy, the environment and much more.can also curate and manage resource libraries, including You can also find training in Microsoftdigital textbooks, bringing teacher and student editions technologies, as well as video tutorials.to desktop, laptop, and mobile devices to replace bulky www.education.microsoft.comprint materials. Transformation programs 108

Data can help point to where a student is headed rather than a summative assessment of where a student has been.”109 Section Two

Selecting technology for assessmentTechnology can bring powerful new capabilities to assessment. Traditionalassessment, which often takes the form of tests or quizzes, can beenhanced through the use of digital platforms. At a more sophisticatedlevel, analytics can quickly reveal student and class performance. Start by digitizing your Work toward adaptive and testing process embedded assessmentStarting with Microsoft Forms in OneNote, for example, When you have a solid transformation platformteachers can design a variety of quizzes and tests, as described in Section One of this guide, you can putshare them with students and see real-time analytics in place the technologies to support adaptive andfor individual students, as well as summary data, which embedded assessment.can be exported to Microsoft Excel for more in-depthanalysis. They can also provide personalized feedback Studies show that adaptive assessment offers keydirectly into students’ work using a digital pen and advantages in K-12 education.99,100 It has been foundinking, record their voice and annotate particular points, to be as accurate as fixed-form tests that are twiceor record a video of their own screen to demonstrate a as long, that by drawing from large item pools itsolution to a particular challenge. provides much more information, and more precise information about students who are struggling andThis kind of assessment is tied to the curriculum in the those who are excelling.sense that it tests facts, knowledge, skills or attitudes.It’s an ideal way to get a quick understanding of student Because they are administered by computer, adaptivecapabilities at the end of, or prior to commencing, a unit assessments provide immediate feedback to studentsof work. Standardized tests are better suited for those and teachers. These instantaneous results help teacherswith average abilities, compared to adaptive tests (see to adjust instruction in real time.below) that can be used for most learners.98 Students still complete assessments, but the Use data to show where opportunity to assess their learning is embedded within students are headed the content being offered, and it occurs frequently. This helps teachers deliver adapted and dynamic contentOne of the advantages of 21st century technologies so that as students progress through the curriculumis the amount of data that is generated with its use. (now defined broadly as a combination of contentEnhanced data systems can provide opportunities for and embedded assessment), they are presented withdata-driven decision-making at any point throughout materials that map to their learning styles, remedial orthe learning process, rather than waiting until a student extension needs.has passed or failed a unit or, worse yet, a course. Datacan be used to help assessment become a learning Shute, in discussing stealth assessment, adds: “We nowtool; it becomes a formative approach to improving can more accurately and efficiently diagnose studentcurriculum. It can help point to where a student is competencies at various levels during the course ofheaded rather than a summative assessment of where learning. With regard to low-level diagnoses (i.e., ata student has been. the problem or task level, addressing how the person handled a given problem), new technologies allow us to embed assessments into the learning process; extract Transformation programs 110

ongoing, multifaceted information (evidence) from a Could a Microsoft Stream videolearner; and react in immediate and helpful ways. On a channel work for self-reflectionmore general level, we can support learning by using and evaluation in your class?automated scoring and machine-based reasoningtechniques to infer things that would be too hard for Don’t forget the possibility of creating a video channelhumans (e.g., estimating competency levels across a that is private to your class, where students cannetwork of skills, addressing what the person knows annotate each other’s and their own work. Otherand can do, and to what degree). These competency- options include student websites and dedicatedlevel diagnoses then provide the basis for improved portfolio sites. Teachers can also use familiar desktopinstruction, self-reflection, and so on.”101 and publishing software, social networking tools, and Microsoft Stream to implement broader concepts such Use digital portfolios to support as digital storytelling and online presence. alternative assessments Look for these threeThere are many ways to assess learning outcomes. essential elements whenHowever, if you’re looking for a more holistic choosing technologiesunderstanding of your students’ abilities, digitalportfolios have many advantages. Not only do they When choosing technology for digital portfoliosallow students to demonstrate their strengths and you’ll need to balance the institution’s needs for anaccomplishments, studies show that they can enhance assessment management system with the need for aboth student engagement and self-assessment.102 And reflective portfolio that supports deep learning. Barrettbecause digital portfolios enable students to share and Wilkerson104 proposed that an electronic portfoliotheir work digitally with a broader audience, they have system could achieve this with three linked elements:the added benefit of supporting peer feedback andself-reflection. In fact, a study into the use of digital • A digital archive of learners’ work.portfolios by fourth graders found that both studentwriting performance and peer feedback skills also • A learner-centered electronic portfolio using theimproved.103 The leading portfolio software is OneNote learner’s authentic voice.and there are a multitude of OneNote lesson plansavailable online. • An institution-centered database, or assessment management system, to collect assessment data based on tasks and rubrics.Make it real: personalized learning• Based on Artificial Intelligence models and • Founded in Finland, Claned takes the best ideas machine adaptive learning capabilities, this from Finnish Education and combines them engine “listens to and observes” each student’s with the most powerful cloud technologies to interactions with learning activities from become a clear pack leader in what technology curricular activities. makes possible.• Claned personalizes learning to each individual, • In February 2018, Claned was named the optimizing study motivation and learning Best E-Learning Company of the year at the results. It is being used globally by the most EdTechReview Summit and Expo in New Delhi. innovative education systems for both students and teachers. • The platform maximizes learning outcomes by combining artificial intelligence, collaborative learning and world-class pedagogy.111 Section Two

How technology is changingthe nature of assessment105Traditional Assessment Emerging AssessmentAssessment is external to learning processes; the Assessment is embedded in learning; challenge of ‘validity’ or alignment of ‘validity’ is no longer a challenge. the test with what has been taught.Limited opportunities for assessment, Data are big because there can be manyrestricted data sets (select and supply small data points during the learning response assessments). process (structured and unstructured data).Conventional focus on Renewed focus onsummative assessment. formative assessment. Summative assessment is an Summative assessment is a progress view, outcome or end view of learning. using data that were at first formative to trace learning progressions; feedback is recursive. Expert or teacher assessors. Crowd-sourced, moderated assessments from multiple perspectives, includingFocus on individual memory and deductions peers and self. leading to correct or incorrect answers. Focus on knowledge representations and artifacts that acknowledge textual provenance and trace peer collaborations.Assessment of fact and Assessment of complex epistemic correct application. performance, disciplinary practice.Assessment experts Learners and teachers as data analysts, as report grades. with the support of analytics dashboards and visualizations. Transformation programs 112

113 Section Two

Ensure students can input Without reflection, students spend time in class only their own opinions focusing on the present and the future; the learning that just occurred becomes isolated and thus easy toThe ability for students to input their own opinions discard.107 Reflection can occur through discussion,is important because the artifacts in a digital portfolio questioning, and journaling.are assessed on both their merit and the student’srationale as to how their selected artifacts achieve One stand-out technology for reflective learningthe required outcomes, or standards. And the ability is blogging. Studies have found that it affordsto link it to your institution’s assessment management opportunities for self-expression and self-reflection108system is key because evidence needs to be validated and that is not confined to words alone. Bloggers canby a trained reviewer, using a well-developed rubric with also express themselves by integrating pictures, audioidentifiable and specific criteria. or video, supporting multi-modal expression.109 Video presentations (recorded on student smartphones Technology can help students and or tablets) can be very effective in documenting teachers to reflect on learning student progress by recording and commenting on specific projects.Reflection is essential to learning. John Dewey madethe famous claim that we learn from reflecting on our Collin & Karsenti conducted a literature review of theexperiences. Reflection, for Dewey, was an “active, use of online learning to support reflective practice.110persistent and careful consideration of any belief or They found that the time and space flexibility of onlinepractice in light of reasons that support it and the learning gave people the opportunity to reflect andfurther consequences to which it leads.”106 become metacognitive about their posts. Forums were also the most beneficial form of online practice to promote reflection. Finally, their own research provided evidence that online interaction encouraged “both individual and groups to exercise a range of reflective functions. Furthermore, online interaction was positively and significantly correlated with cognitive engagement.”Make it real: reflection• Use blogs to reflect on learning or • Contribute to wikis. other experiences. • Encourage students to use e-portfolios to build• Use social media (e.g., a subject page in a curated selection of their work, which they can Yammer—a safe, secure social network) then evaluate and reflect on as they progress. to post and then comment on the posts of others. Transformation programs 114

There is an immediate sense of 'the future, now' about the HoloLens experience, and, as an educator, I instantly felt that the device, and the way in which it offers an ‘enhanced’ view of one’s surroundings, has almost limitless potential as a teaching tool. Its main benefit to teaching is not so much expanding on what we can teach but on how we can teach—that is a much more profound leap forward.” Chris Barry, Head of Digital Strategy at Harrow School .115 Section Two

Mixed realityPicture this. Your students dissecting a frog or examining the bones in ahuman arm—without any of it being real. Imagine picking up a pricelessvase from Ancient Greece to study its inscription. Assembling a motorfrom scratch. Or taking a stroll around Machu Picchu as it was in 1200 AD.HoloLens and Windows Mixed Reality look set to Teachers have been excited to try this technology intransform learning. By creating mixed reality visual their classrooms to understand how it can enhanceand tactile experiences that enable students to teaching and learning. Recently, Microsoft partneredengage hands-on in their subject, HoloLens has the with Lifeliqe—the visual education company thatpower to make challenging topics more accessible creates digital science curriculum for students by usingand take students to new dimensions of understanding. the latest Mixed Reality (MR) and Augmented reality (AR) technology—to bring augmented learning to prepHow does it work? schools in California.HoloLens is a holographic computer that students In 2016 the University of Washington hosted thewear. Using high-definition lenses and spatial sound world's first HoloLens class. There, computer sciencetechnology, it immerses students in the holographic students got to experiment with the headset for tenexperience while rooting them in the physical world. weeks, testing out different apps from making springIt does this by projecting holograms, overlaying objects rolls to destroying giant eyeballs.and places, even people, directly onto the environmentso students can see, hear and manipulate them. When Microsoft has also demonstrated how it can be usedthey wear the headset they can interact with holograms; to play games like Minecraft, put together 3D modelsfor example, pinching the thumb and index finger to and power a robot. With these kinds of applications,make things smaller, expanding it to make things bigger, teachers can incorporate HoloLens into STEM educationgesturing to cover a wall with specific objects and so on. curriculum and provide a more interactive learningThe device is self-contained, requiring no connection environment. It can also be used to support technicalto a PC. education. Having an interactive, 3D model of, for example, a jet engine could supplement manualsWill it transform learning? and help when the actual equipment is unavailable.Microsoft is working closely with a wide range of Adaptive and personalized learningpartners to create powerful experiential learningopportunities, where students can interact with While the opportunities for what HoloLens can teachholograms as if they were in their space with them. seem limitless, the real excitement is in how HoloLensWhether this be exploring a volcano, taking apart a will change the nature of teaching by making it moreBoeing jet engine, understanding anatomy, or walking adaptive and personalized. Students can study andwith the dinosaurs, this technology will change the way investigate a holographic 3D model in the way theywe think about learning experiences. prefer, and take ownership of their learning experience. HoloLens can also bring tremendous fidelity to learning in a way that a photograph or diagram cannot. Augmented realities point out components, and offer step-by-step instruction to support learning. Transformation programs 116

Experiential assessment Reality CheckThe cameras on the HoloLens can also change the way Virtual reality (VR)teachers provide feedback to students by enabling Provides a completely new visualthem to see through their students’ eyes, even from far environment by artificially rendering sightsaway, so they could provide real-time support during and sounds. Because they seem real to thehands-on exercises. This kind of experiential assessment user it creates an illusion of the subjectallows for far more immerse and comprehensive “in being somewhere else.context” assessment that was either not possible,unaffordable or unscalable. Augmented Reality (AR) Allows you to see what’s actually in front ofFlexible learning you with a virtual layer on top. In the past, these were commonly viewed through aWith more and more classes being taken online, smartphone.HoloLens offers the potential of quality learning toextend schooling or provide students who live in Mixed Reality (MR)remote settings or who cannot attend an institution Takes Augmented Reality a step further,with high-quality experiences. By providing simulated allowing virtual objects to actually interactenvironments for students to learn in, and giving with the physical environment and behaveteachers the means to offer hands-on instruction from subject to the laws of physics set by theafar, it provides a rich learning experience. physical world.117 Section Two

It’s already happeningImmersive learning through Mixed Reality is a game-changer in education,and has many more possible applications that are still being developed.Training medical students Training pilotsA team of experts from the University of Leiden and the Using Microsoft HoloLens, Japan Airlines (JAL) hasLeiden UMC has added a new feature to the Microsoft developed two proof-of-concept programs to provideHoloLens, which connects the human body movements supplemental training for engine mechanics, and forand the virtual anatomical model. Students can learn flight crew trainees who want to be promoted to co-pilotfrom their own physical movements while studying status. Engine mechanics can study and be trained justthe virtual model. This provides a real-time, three- as if they were working on the actual engine or cockpit,dimensional model for students to study, using their placing their hands on virtual engines and parts.own bodies as learning tools. Training astronauts NASA is using HoloLens technology for Project Sidekick, which lets space station crews get the assistance they need, on demand, to reduce the amount of training they require. Transformation programs 118

Red Flags Here are some of the most common stumbling blocks to a successful technology deployment.Common reasons for underwhelming outcomes Making technology, instead of learning goals, Using apps which ‘dumb down’ learning. Many the starting point for digital transformation. apps only provide students with opportunities to react or select from options, rather than create, Having a platform that is a cobbled together set imagine, collaborate and showcase their work. of apps or applications unable to provide high- Be rigorous in evaluating their learning potential quality data to empower learning transformation. (and don’t mistake distraction or entertainment for meaningful engagement). Failing to support or skill teachers in emerging technologies. For example, recently introduced Failing to spot the cultural implications of digital policy in the UK encourages primary schools curriculum, which may only present “western to teach coding but schools report that most stereotypes” that do not fit every culture teachers have no experience. or context. Assuming that knowledge-based curriculum keeps Being lured by one-size-fits-all propositions, student options open, while technical curriculum instead of ensuring technology caters for narrows them. Technical curriculum; for example, different students and contexts. Online learning, coding, has been shown to expand future-ready for example, may suit certain students, but skills, mathematical and scientific thinking, and to may be less effective for students with different improve general problem solving. learning preferences or learning styles. Using digital curriculum that simply replicates a printed book. E-readers can be useful when they allow students to annotate text, but they can also lead to less-focused reading and can reduce the likelihood that students will learn to love reading for pleasure.119 Section Two

Evidenceand FurtherReadingTo delve deeper into someof the topics in this chapter,here is a selection ofrecommended reading andrelevant case studies to serveas a useful starting point.Ito, M.; Gutiérrez, K.; Livingstone, S.;Penuel, B.; Rhodes, J.; Salen, K.; Schor, J.;Sefton-Green, J.; Watkins, S.G. (2013)Connected learning: An agenda for research anddesign. Irvine, CA: Digital Media and LearningResearch Hub.Zahira Merchanta, Ernest T. Goetzb,Lauren Cifuentesc, Wendy Keeney-Kennicuttd, Trina J. Davis (2014)Effectiveness of virtual reality-based instruction onstudents’ learning outcomes in K-12 and highereducation: A meta-analysis.Cope B., Kalantzis M. (2016)Big Data Comes to School: Implications forLearning, Assessment, and Research AERAOpen Vol. 2, No. 2, pp. 1–19.Liu, M., Hsieh, P.(.H., Cho,Y. & Schallert, D. (2006)Middle School Students’ Self-Efficacy,Attitudes, and Achievement in a Computer-Enhanced Problem-Based Learning Environment.Journal of Interactive Learning Research,17(3), 225-242. Chesapeake, VA: Associationfor the Advancement of Computing inEducation (AACE). Transformation programs 120

Critical Concepts Choose technology for maximum pedagogical potential.Essential steps to success Learn from the mistakes of the past Key selection criteria Investigate technology deployments that have Ensure the technology you choose supports: not succeeded and learn from them. Schools that claim that “technology failed them” often share a • Multi-modal learning—touch, pen, type, common theme: minimally spec’d devices rushed voice, video. into classrooms with insufficient staff training and no leadership policies, change management or • Personalized learning—via integrated pedagogical innovation. learning analytics and digital curriculum  Today’s bargain. Tomorrow’s • Rich assessment and feedback—ideally expensive mistake. with the potential for analytics. Restricting students to low-cost, but under- • Powerful communication and performing, technology can seriously undermine collaboration—with multichannel tools their thinking and performance. Education is that enable schools to use the medium a critical determinant of student success in life. that suits the situation, including: text, video, Don’t compromise. real-time document collaboration, social media, blogs, etc. • Connected learning—on and offline opportunities. • Problem-based learning—software and apps that allow students to investigate, ideate, create and present.121 Section Two

Make sure your recommended student Powerful devices support a digital pen Questions All the evidence points to the cognitive Why are we introducing importance of students being able to sketch, new technology? Is it to annotate, brainstorm and ideate with digital pens. impress parents, keep up with another school, keep Make sure school devices students happy, or is it to are easy to manage fundamentally improve learning? Ask these Look for practical software tools (such as the essential questions. Windows 10 set-up app) that let teachers with limited IT skills quickly set up student devices and 1. How well do the proposed student devices load them with relevant software and apps. support multi-modal learning for every student, subject and situation? Embrace a modern curriculum 2. Will our devices entertain or educate Join the Maker Movement and inspire students students? to start re-imagining solutions and creating their own designs. 3. How will we investigate how effective the proposed technology is for learning Teach coding before we deploy it? Coding is important because it represents a 4. How can we make sure we use the shift away from computer literacy skills to proposed technology to transform computer design, science and engineering skills, pedagogical practice and not simply which are so vital for tomorrow’s world. ‘digitize’ what we already do? 5. Is there an individual or group of teachers who we could nominate to ‘re-imagine teaching at our school’, giving them carte blanche to come back with ideas on how we could use technology to transform learning? 6. What could we change to ensure that our current curriculum and teaching practice reflect modern society and the skills students need today? 7. How can we introduce coding and exploit the Maker Movement? 8. How can we move toward embedded assessment? Transformation programs 122

Physical Learning Spaces123 Section Two

Stop building yourgrandparents’ schoolPrakash Nair shares hiswisdom on what it takes tobuild modern, inspirationallearning spaces.The traditional classroom is obsolete Qualities of learning spacesWhat do the thousands of schools around the world There is ample daylight, places for students to reflecthave in common? The classroom! That’s a huge and work independently and to build and give form toproblem because classrooms actively prevent our their own creations. The acoustics are excellent, colorschildren from receiving the education they need. are cheerful and tasteful and furnishings are variedThe World Economic Forum’s “Future of Jobs” report and comfortable. Technology is everywhere, availableidentified complex problem solving, critical thinking when and where students need it. There are cafés whereand creativity as the top three skills needed for success students eat on demand, connections to the outdoorsin 2020 and beyond. Classrooms are not designed to and nature are plentiful, and the whole campus is andeliver these skills. exemplar of green, sustainable design.A new kind of school This kind of school is not only essential but is already working across the globe, and in many cases costsWe need a new kind of school where students are significantly less than traditional buildings or learningnot sorted by age and trapped with one adult for spaces. The evidence is irrefutable. You can create greatmost of the day. This new kind of school is not just places for learning whether you are constructing newabout learning spaces, but about learning itself. Imagine buildings or renovating an old one. Stop building youra school that welcomes students and the community, grandparents’ school! Our children deserve better. Letshowcasing its unique culture and ethos. A place where us give them schools to prepare them fully for theirstudents are actively engaged in various tasks and future and not our past.display their work-products. Teachers connect withstudents one-on-one or in small groups. They also have Prakash Nairtheir own professional work area. Every student works Prakash Nair is the Founding President and CEO ofon tasks based on their own individualized learning Fielding Nair International, a firm that has worked onplan. Collaboration and social skills are nurtured. innovative schools in 47 countries on six continents. Prakash has written two highly regarded books including one published by Harvard University. He has won numerous design awards including the MacConnell Award, which is the highest honor worldwide for school design. Prakash’s signature talent lies in his ability to communicate his passion for a new approach to education across the globe. He has consistently built strong partnerships with local communities by helping them visualize their future, built consensus for uniquely tailored solutions, and helped execute them successfully. Transformation programs 124

The OpportunitySchools can improve the positiveimpact of digital technology withphysical learning spaces thatare more flexible, collaborative,equitable, healthy and inspiring.Teachers can now let their lessonplans drive the classroom setup,instead of the other way around.As digital technology revolutionizes nearly everyaspect of the developing world, we are now seeingits influence on our schools. In taking up digital tools,teachers and students have naturally begun to seek outmore comfortable, more flexible, and more connectedenvironments that can support their 21st century learning.We know from research done in office work environmentsthat physical design can have both positive and negativeeffects on health, satisfaction and productivity.111 It is clearwe need to be wary of this dilemma when importing newdesign ideas into the classroom. If students are going tospend more and more time using digital screens and othertechnologies, we must clearly identify and accentuatethe positive effects, while flagging and minimizingany negatives.Oddly enough, the move toward developing more flexible,comfortable and inspiring learning environments isn’twholly different from the Montessori method developedin the early 1900s, which encourages students to learnthrough cooperative and self-directed learning in acarefully considered environment. But unfortunately, theinclusion of ICT has generally not been planned around anyspecific pedagogy like this, and instead has been assumedto be integrated into any and all instructional settings.112 It’sclear that this laissez-faire approach isn’t delivering results.This chapter looks at the process of understanding,designing and implementing new physical learningspaces—not just as a solution to immediate digitalneeds, but as a way to completely re-engineer the ideaof classrooms, so they can continue to adapt well intothe future.125 Section Two

In the one-to-one classrooms in which wework… we have seenattendance go up, behaviorproblems go down, and testscores jump by 30 percent.”Professor Norris and Professor Soloway,University of Texas and University of Michigan. Transformation programs 126

The Challenge Give classroom design the same weight as pedagogy and curriculum designThe basic structure of teachingspaces has not evolved over the Around the world, easily millions of hours have beenpast century; it’s time to bridge dedicated to discussing who, what, why and howthe gap between architecture we should teach our children. So it’s strange that theand education. If new ideas about ‘where’ is often an afterthought, especially when thephysical learning spaces continue classroom is often famously referred to as “the thirdto be introduced ad hoc, they teacher.”113 Ironically, it’s the virtual and digital world thatare merely whizzbang upgrades is finally bringing the importance of physical learningto teacher-centric practice with environments to the fore.peripheral student engagement. Learning is becoming more cooperative, which turns teachers into learners too. In response, the concept of a physical learning environment has evolved into a complex structure that includes equipment, data, and events, where students can take part in the learning process both directly and virtually. 114127 Section Two

To plan an effective physical learning environment, Experts agree that the overall aim of Qualitytechnical and digital specifications must be developed Design is to ‘bridge the gap’ between architecturealongside qualitative considerations.115 This is what the and education, addressing the fundamental question:OECD calls Quality Design, which begins with defining How do the facilities contribute to educational goals,a quality physical learning environment—in terms policy, effectiveness and quality?of student requirements, age groups, societal needsand usability/safety regulations116—then continually Think of today’s topmeasuring and analyzing the results.117 rating for environmental schoolThe OECD defines a quality learning environment as design as tomorrow’s last-“a physical space that supports multiple and diverse place rating, and design toteaching and learning programs and pedagogies, be better than the currentincluding current technologies; one that demonstrates best practices.”optimal, cost-effective building performance andoperation over time; one that respects and is in The Third Teacher, 2010.harmony with the environment; and one thatencourages social participation, providing a healthy,comfortable, safe, secure and stimulating setting forits occupants.”118Built with purposeOECD experts identified criteria for assessingschool building quality along with sixuniversal principles. Facilities should be: Fit for purpose Inspirational and symbolic Environmentally sustainable Healthy and comfortable Safe and secure Cost-effective Transformation programs 128

Use ergonomics to improve computer environment, workspace environmentlearning outcomes and air quality has various impacts on psychosocial factors, which in turn contribute to overall satisfaction.Classroom ergonomics is in a sorry state. Zandvliet and The physical factors with the greatest impact onStraker found that, while schools tend to put a lot of psychosocial factors are the visual environment andeffort into choosing technology, they put inadequate the workspace environment.120consideration into the adjustability of studentworkstations and the suitability of lighting. Worse, Essentially, this model is a way to link pedagogy tomany schools see the design of the environment, space and modalities—in other words, find the rightlighting, and air quality as potentially distracting to space for the lesson. Using five principal modalities,learners, even though Zandvliet and Straker effectively Delivering, Applying, Creating, Communicating andproved the opposite. They found that an adequate Decision-Making, the Director of Learning Futures,working environment is more than a comfort or safety Dr Kenn Fisher, was able to explore the mostissue—it’s a learning issue. Inadequate physical learning appropriate space for each task, as illustratedenvironments create psychosocial disharmony, which in the diagram to the right.121can actually distract or disrupt intended learning goals.119 Once implemented, a physical learning environmentTo help combat this, Zandvliet and Straker developed a also needs a constant cycle of evaluation and analysis.new model through which to design a physical learning The effective evaluation of learning spaces requires aenvironment. They propose that careful consideration rigorous and action-oriented approach, and one thatof the spacial environment, visual environment, fits with institutional requirements and outputs.122 Manipulation of physical factors (suchas lighting and workspace)can be considered as apositive and practical methodof influencing the overalllearning environment.”David Zandvliet and Leon Straker,Physical and Psychosocial Aspects ofthe Learning Environment in InformationTechnology Rich Classrooms.129 Section Two

Zandvliet & Straker’s Model for Educational Productivity Satisfaction Student Student Involvement Task CooperationCohesion Autonomy Orientation Spacial Visual Computer Workspace Air QualityEnvironment Environment Environment Environment  Psychosocial factors    Physical factors (Arrows and lines show significant relationships identified in this study)Scott-Webber’s Linking pedagogy to space/modalities PedagogiesDelivering Applying Creating Communicating Decision making Spaces Transformation programs 130

Encourage good posture with Even when special workstations are provided, theyadjustable workstations must be adjustable. Another study of 95 middle school children using computer workstations found that noneComputers, like heavy backpacks, are associated with of the workstations were adjustable, all exceeded thespinal distortions. When students are given laptops recommended dimensions, and fully 100 percent ofand tablets but not their own workstations, they can student postures fell in the unacceptable range,125end up slumped over school desks that weren’t according to RULA guidelines.126designed for computing–or worse, curled up in abeanbag. When the spine is continually hunched, Picking up on this, another study tested the posturesthe thoracic and cervical spine begins to deform, of 58 middle and high school students using a typicalcreating serious concerns that go beyond back unadjusted workstation and workstations individuallypain. Occupational Health & Safety researcher Steve adjusted to each student. Their results proved thatMarshal observes, ‘We do not as a whole, sit with adjustable workstations can provide “significantproper posture when using our computers… We improvements” in posture.127slouch, we hunch over and perhaps we sit cross-legged or curl our legs under our seats.”123 A good workstation adjusts not only to the students’ height, eye level and arm level, but choice of device.In a study of 314 middle and high school students Adjustable stands with peripheral keyboards and miceengaging in “moderate” amounts of computer use help students maintain the right posture and wrist(calculated as a mean of 3.2 hours per day), 60 percent of flexion when using laptops, tablets and hybrid devices.students reported discomfort associated with laptop use. Adjustable, ergonomic chairs with optional footstoolsThe time spent using laptops was positively related to also help maintain the correct positioning of the spine.the discomfort experienced,124 suggesting that the more Alternatively, standing desks or kneeling chairs canstudents use laptops, the more discomfort developed. be provided. Bad Tips for workstation design Good Adjustable desks specially designed for use with computers. Screens positioned at eye level or slightly lower. Keyboard set at a height that lets your elbows rest comfortably at your sides. Forearms should be roughly parallel with the floor and level with the keyboard. Adjustable, ergonomic chairs that are specially designed so the spine holds its natural curve, and allow the feet to rest  flat on the floor or a footstool. Ergonomic keyboard that ensures the hands and wrists are in a natural position. Regular breaks to keep students’ bodies moving, perhaps switching from sitting desks to standing desks each lesson.131 Section Two

Good Bad Good BadGood Bad Good Bad10-20 Standing 10-20Monitor tilt eye height Monitor tilt Moving Standing position elbow height Transformation programs 132

Protect student eyesight from blue light the production of melatonin, which causes difficulty sleeping. Poor sleep often has a negative effect on diet,All digital devices emit blue wavelength light, which concentration levels, and academic performance.we are beginning to understand may have detrimentallong-term effects on the eye. Blue light is, of course, There has also been a dramatic increase in thenaturally occurring as daylight from the sun. But artificial incidence of myopia (short-sightedness), occurringblue light from digital screens is different, mostly when too much time is spent focusing close up to abecause we tend to stare right into it. Blue light reaches screen and there are not enough opportunities todeeper into the eye than UV light and, with continued exercise long-distance vision. This is especially prevalentexposure over time, can cause retinal damage.128,129,130 in Asian countries like China,132 but has also increased in the United States, up from 25 percent to 41.6 percent ofThe eye’s natural defense mechanisms against blue the population, in just 30 years.133light are melanin and ocular lens pigment (OLP), whichboth selectively limit the amount of blue light that Blue light spectrum Infraredreaches the retina. Unfortunately, humans are born (less energy)without any OLP in the eye–it only begins to develop Maculain later teenage years. A study by the French Agency Visiblefor Food, Environmental and Occupational Health & lightSafety confirmed that children absorb more blue light HEV bluefrom devices than adults,131 so they will need to be Ultraviolet Aespecially protected. Ultraviolet B (more energy)Extensive screen use can also cause vision fatigue, dryeye and headaches. Moreover, if screens are used rightbefore bedtime, blue light exposure can reduceSigns that may indicate a child has a vision problemaccording to the American Optometric AssociationFrequent eye rubbing or blinking Seeing doubleShort attention span Losing place when readingFrequent headaches Difficulty remembering what he or she readCovering one eye Holding reading materials close to the faceTilting the head to one side Avoiding reading and other close activitiesAn eye turning in or out133 Section Two

Fortunately, there are now some ways to minimize theeffects of digital screens, as well as some promising newinnovations that aren’t particularly expensive to implement. Awareness Ambient light When using a computer, ambient light Educating students and should only be about half as bright parents on the dangers of as what you’d expect in an office. extensive screen usage, Avoid using fluorescent lighting that is especially late at night, will go positioned directly overhead, or switch a long way to improving eye to ‘full spectrum’ fluorescent lighting. health and sleep patterns. Time management Access to eye exams With coordinated awareness of To detect and help manage eye classes in which a student will need to conditions like myopia, macular use a digital screen each day, teachers degeneration and astigmatisms, and staff can work together to keep it is good practice to help screen time at an acceptable level. students access professional Teachers could also help implement eye examinations at least once the 20-20-20 rule, which suggests every two years. This also helps that every 20 minutes, take a break ensure vision problems are for 20 seconds and look at something not misattributed as learning at least 20 feet away. difficulties, such as ADHD. Visible lightUltraviolet Blue light Infrared350 400 450 500 550 600 650 700 750 800nm nm nm nm nm nm nm nm nm nmIncreasing frequency, Increasing damage Increasing wavelength, Decreasing damage400-450nm 460+10nm 470nmHEV-induced retina damage Glare caused by LCD displays, “Good” blue light useful for variousand cell death. mobile displays, LED lights. treatments (sleep disorder, seasonal Melatonin suppression increased depression, etc.). alertness, increased heart rate, etc. Transformation programs 134

Helpful Products Educate students and parents on other health concernsMelanopic Light AppsThis software (often free) continually works On top of awareness of proper workstation setup andto adapt the screen color to match the time eye health as outlined in previous sections, students canof day, gradually becoming warmer like a benefit from additional tips on protecting their healthsunset in the evenings. This minimizes overall when it comes to using ICT.blue light exposure, discourages late-nightcomputer usage and helps reduce the impact Protecting hearingon melatonin production. The MRC Institute of Hearing Research says that one inScreen Stickers six adults has enough hearing loss to cause problemsBlue light filtering stickers are available in in social situations, and the World Health Organizationa range of sizes, and can be placed directly reports that the single biggest cause of preventableon the screens of PCs, laptops, tablets and hearing loss is loud music.134 Most cases of deafnesssmartphones. They have the added benefit of are caused by noise damage to the tiny hair cells inprotecting from dust and scratches. the inner ear–damage that is permanent and irreversible. Experts agree that continued exposureComputer Glasses to noise at or above 80-85dB can cause hearing loss.These yellow-tinted lenses filter out blue light to For comparison, an iPod playing on the loudest settingreduce digital eye strain, headaches and dry eye. is about 112dB and a chainsaw is about 115dB. Students should be encouraged to abide by the 60:60 rule,Anti-Reflective Glasses by listening to music at 60 percent of the maximumPrescription glasses can be purchased with a volume for no more than 60 minutes a day. Larger,special coating that reduces screen glare and higher-quality, noise-cancelling headphones are alsoincreases contrast. more effective at minimizing background noise, and can better transmit bass sounds, preventing reliance on the135 Section Two more dangerous higher frequency sounds.135

Protecting skin Protecting jointsIt may sound far-fetched, but there are many incidences Repetitive Strain Injuries (RSI) in the fingers, wrist, elbowof burns and lesions caused by positioning a laptop on and shoulder can develop due to excessive repetitivethe thighs,136,137 a condition that is known as “toasted keyboard, mouse, trackpad and/or touch screen use.skin syndrome” or “hot water bottle rash”. If the user Students who also spend large amounts of time gamingisn’t wearing clothing on the legs and is running can experience twitching and swelling of the fingers.CPU-intensive applications, some devices can heat up These conditions are best treated by reducing theto levels over 47˚C (116˚F), which is enough to cause amount of time using the body in this repetitive way,burns. Children’s skin is especially susceptible to heat, but if the RSI is already entrenched, students shouldso it is important to ensure they do not place laptops be referred to specialists for treatments such ason the bare skin of their thighs, preferably keeping their physiotherapy or massage.laptop on a workstation or a heat shield at all times.For schools in particularly warm climates, specially Protecting fitnessventilated laptop stands can help keep devices runningat a cooler temperature. Activity involving ICT should never replace fitness, sport or outdoor play. Students should be made aware ofExcessive screen time at night causes strain on the the lifelong habits that can form if they become tooskin and muscles around the eye, often resulting in reliant on devices for entertainment, which in extremedark circles or puffiness. Maintaining an appropriate incidences can lead to poor nutrition, poor hygiene andschedule of technology use, staying hydrated and obesity. For situations where access to sport, fitness orgetting the right amount of sleep helps keep skin outdoor play options is limited, some promising resultshealthy and students happy. can be achieved using physical or motion-activated interfaces like the Xbox Kinect. Although studies are in their infancy, one meta-analysis of multiple trials using “health video games” to combat childhood obesity found positive outcomes at least 40 percent of the time.138 Transformation programs 136

137 Section Two

Encourage mental health source of stress.”142 Another Swedish study of 4,100and work/life balance young adults showed that heavy technology usageIn the United Kingdom, around one in 10 children aged increases sleep disorders, stress and symptomsfive to 16 are suffering from a “diagnosable mental of depression.143health disorder,” according to the Association for YoungPeople’s Health. This can lead to a variety of social and Just because technology gives us the option to beemotional difficulties, such as violence and self-harm.139 “always on” doesn’t mean we have to be. Educating andTechnology is rapidly soaking into this landscape and, encouraging the importance of robust mental healthwithout appropriate measures, is poised to make a and work/life balance in students is crucial to ensuringdelicate mental health situation worse. they enter higher education and the workforce with aNumerous studies have linked technology to poor balanced perspective on technology use.mental health.140 A recent survey of 3,500 adults bythe American Psychological Association found that Just because20 percent identified technology as a source of their technology givesstress,141 and the British Psychological Society warns us the option to bethat the constant in-flood of notifications are a “toxic ‘always on’ doesn’t mean we have to be.”Helpful PoliciesYoga MeditationBy training students to learn how to relax and calm When used in an education context, meditationtheir minds through physical movement, yoga can improves student wellbeing and aids the developmentreduce anger and increase focus, while helping of empathy skills. Many schools are establishing ato minimize the physical effects of technology ‘quiet time’ during the school day, usually just 10-15overuse. In a study of over 800 students aged 14-15 minutes, in which students are encouraged to sityears old, students who practiced yoga went on to quietly and meditate.145 Sessions can be theory-led,perform better in academic testing.144 teacher-led or completely open to interpretation.Mindfulness Therapy and Counseling It’s important to train or re-train counselors in digitalEffective for both students and teachers, wellbeing, so they can help identify and sensitivelymindfulness encourages practicing self-awareness of treat students who may be suffering the effects of‘moment to moment’ experiences, to help mitigate technology overuse or addiction.negative thoughts, emotions and behaviors. Transformation programs 138

Create flexible layouts with technical areas tried out new lesson plans in the Teaching Gridsupport for teachers and reported their findings over the first three years, resulting in 119 case studies.146 Analysis of these caseA flexible learning environment enables multiple studies revealed several useful insights, including thelayouts and usages, supported by fully integrated four key insights shown below.technologies. This kind of setup increases collaborationand the number of teaching and learning activities that These findings are reinforced by a 2007 investigationtake place. into the future design of learning spaces, which concluded “that relatively small improvements may beIn a large experiment at Warwick University, UK, amply rewarded in learning benefits”.147 The flexibilitya group of researchers designed and road-tested of the space allowed teachers to adopt multiplewhat they call the Teaching Grid. It is two physical pedagogies for all learning styles,148 and the rangespaces: A collaboration area for teachers to develop of technologies allowed them to create multipleideas; and an experimental, customizable teaching opportunities for individual learning needs.149space with a ‘rich collection of technologies’. A widerange of university teachers from different subject1 Flexible use of space correlates 2 Flexible use of space correlates with an increase in the number of with collaborative use of space. teaching and learning activities taking place within a single session. When the Teaching Grid was used flexibly, it was also more likely to Out of the 119 case studies, 59 used be used collaboratively. One case the flexibility of the space to set study explained that, ‘Groups with a up more than one layout during predominantly egalitarian and informal a session. Within these 59 flexible style could use “soft” areas and those approaches, there was a significant who were more formal could use increase in the mean number of desks. Interestingly, when “soft” areas teaching and learning activities used. were available, groups used them for more creative and balanced tasks.’’3 Collaborative use of space correlates 4 The number of technologies used with an increase in the number of correlates with the number of teaching and learning activities. teaching and learning activities. Activities were more successful when The Teaching Grid allowed teachers teachers could configure the space to explore technologies in a well- to support student groups, so much equipped environment supported so that there was often an immediate by technical staff. The study found positive impact on the activity. One strong support for this setup, with case study reported, “The room layout one Systems Biology teacher saying, with its various activity zones had an “I would definitely alter my structure energizing effect on the session.” of the session so as to maximize the uses of all the technologies.”139 Section Two

Key Demonstration Collaboration Social area area area with soft seating Movable glass panels Glass panel track Curtain track Smartboard Projector Experimental teaching space Transformation programs 140

Model of a non- collaborative classroomAn accepted example of a 21st centuryclassroom reflecting how technology isprogrammed, planned and designed into theeducational setting. Although the SMART boardhas been introduced, this tool has only replacedthe blackboard as the focal point of the room.In addition, this technology—along with thewhiteboard—encourages only peripheralengagement, and continues to reinforce ateacher-centered learning environment.Increase access with long-distance online learningWhat’s a physical learning environment to the students Online distance learning also increases equitable accesswho are too distant, too ill, or otherwise unable to to education by introducing a flexible course calendar,attend regular school? There’s been an incredible surge an expanded course catalog, and individualizedin the interest in distance K-12 education. Between 2001 instruction. Self-paced courses also allow both fast-and 2011, the United States saw a tenfold increase in the learning and slow-learning students to completenumber of K-12 students taking online courses, from courses at a pace that suits their needs. Distanceabout 200,000 to almost 2 million. education, as a learner-centered approach to education, is an efficient learning environment that focuses theOnline courses are already available on a broad scale teacher’s attention on the specific performance ofin other countries, such as Singapore and South individual students, guiding them as needed to achieveKorea. These countries use online courses to expand success.151 The student-teacher relationship is immediatelearning time, which is attributed as one of the reasons and personal.why they outperform American students in Programfor International Student Assessment and Trends inMathematics and Science tests.150141 Section Two

Model of a collaborative classroomA 21st century instructional setting thatwas designed to create an active learningenvironment to support the active learner(s).This is a renovated engineering workshop.The design reflects an integrated settingwhere learners are guiding one another and/or fully engaged in acquiring knowledgefor themselves, and the professor acts as afacilitator guiding the learner(s), the learningprocess and the subjects to be learned.Some of the most promising K-12distance education methods include:Blended learning models and practices. Professional development and teacher One-to-one computing models and practices. education programs.School administration and leadership practices.Funding and cost models. Systems for analysis and display of data toMatching students with the optimal  school staff, parents, and students in order tolearning environment. answer questions about what is happening in the school and why. Transformation programs 142

Red Flags Though it is inspiring to focus on best practice, it’s useful to also be aware of the common stumbling blocks in designing a physical learning environment. Keeping an eye out for red flags can help your team identify problems earlier and work quickly to correct them.Common reasons for underwhelming outcomes  Technology is chosen before Technology is shoe-horned the environment is into old pedagogy Skipping ahead to choosing technology Installing a smart whiteboard in the place of a and gadgets leaves schools to backfill blackboard and carrying on as usual will not policy and design. revolutionize teaching and learning practice.  The reason for change isn’t clear enough  Teachers have inadequate technical support Ultimately, the people who will both spend the most time in the space and have the most to Let teachers do what they do best: Teach. say about what works are the teachers and their Having a dedicated team on hand to support students. Including their ideas and concerns in and advise teachers on best practice relieves the design process can bring hugely beneficial the burden of change. insights, as well as boost inclusion and morale.  Students spend too long Furniture and equipment staring at screens is not adjustable A positive transformation cannot be Every student is different. And so is every teacher. expected if the basic needs for technology One size doesn’t fit all when it comes to the space access are not met. in which we need to spend many hours working.143 Section Two

The digital shift is not supported Evidence by mental and physical health and Further Reading Protect physical health with ergonomics, and raise awareness about the mental health To delve deeper into some problems associated with excessive, addictive of the topics in this chapter, technology use. here is a selection of recommended reading and  The environment is not relevant case studies to serve evaluated and adjusted as a useful starting point. Implementing a cycle of constant review King, E., et al. (2015) and adjustment is the best way to ensure Exploring the Impact of a Flexible, your physical learning environment continues Technology-Enhanced Teaching Space on to meet its needs and evolve into the future. Pedagogy, Innovations in Education and Teaching International, 52:5, 522-535. Kuuskorpi, M. & González, N. (2011) The Future of the Physical Learning Environment: School Facilities That Support the User. CELE Exchange, OECD Publishing. Schleicher, A. (2015) Schools for 21st-Century Learners; Strong Leaders, Confident Teachers, Innovative Approaches. International Summit on the Teaching Profession, OECD Publishing. Zandlivet, D. & Straker, L. (2001) Physical and Psychosocial Aspects of the Learning Environment in Information Technology Rich Classrooms. Ergonomics. Transformation programs 144

Critical Concepts Give classroom design the same weight as pedagogy and curriculum design. Start by defining a quality physical learning environment– in terms of student requirements, age groups, societal needs and usability/safety regulations.Essential steps to success P ut adequate consideration into the Protect student eyesight from blue light adjustability of student workstations and the suitability of lighting All digital devices emit blue wavelength light, which may have detrimental long-term effects Create flexible layouts with technical on the eye. Children absorb more blue light from support for teachers devices than adults, so install blue light filtering stickers directly on the screens of school devices. A flexible learning environment enables multiple They have the added benefit of protecting from layouts and usages, supported by fully integrated dust and scratches. technologies. This kind of setup increases collaboration and the number of teaching Protect students' hearing by and learning activities that take place. minimizing headphone usage Match pedagogy to space and modalities Students should be encouraged to abide by the 60:60 rule, by listening to music at 60 percent Find the right space for the lesson according of the maximum volume for no more than 60 to which of the five principal modalities you minutes a day. are using: delivering, applying, creating, communicating or decision-making. Protect students from RSI Encourage good posture with Repetitive Strain Injuries (RSI) in the fingers, wrist, adjustable workstations elbow and shoulder can develop due to excessive repetitive keyboard, mouse, trackpad and/or A good workstation adjusts not only to the touch screen use. Monitor students and make student’s height, eye level and arm level, sure they have a variety of activities so that they but choice of device. Adjustable stands with can reduce the amount of time using the body in peripheral keyboards and mice help students this repetitive way. maintain the right posture and wrist flexion when using laptops, tablets and hybrid devices.145 Section Two

Promote fitness Powerful Questions Activity involving technology should never replace fitness, sport or outdoor play. Students Challenge your should be made aware of the lifelong habits that assumptions by asking the can form if they become too reliant on devices for following questions: entertainment, which in extreme incidences can lead to poor nutrition, poor hygiene and obesity. 1. How does our classroom layout contribute to our educational goals, Encourage balance policy, effectiveness and quality? Just because technology gives us the option to 2. Are we corralling our students into 20th be “always on” doesn’t mean we have to be. century teaching and learning practice by Educating and encouraging the importance of the way our school and classrooms are robust mental health and work/life balance in designed? students is crucial. 3. How do we support the different physical Increase access with long-distance needs of our students—is there anything online learning that students can adjust to suit them? Online distance learning increases equitable 4. How do we support collaborative learning, access to education by introducing a flexible quiet study, group and pair work? course calendar, an expanded course catalog, and individualized instruction. 5. How effective are we in our duty of care when it comes to protecting students’ eyesight and hearing? 6. Do we have any guidelines to help students avoid physical strain due to using computers? Transformation programs 146

Creating an Inclusive Classroom147 Section Two

The OpportunityWith the right technology, teaching practice and classroomsetting, today’s schools have a real opportunity to providestudents with an education that is more equitable and engaging.When such an environment is created, all students have theopportunity to learn in ways that are more personalized anddiverse.The number of children with special education needs Director & Professor Emeritus, and Norma Jeanhas grown over the past 20 years due to increased Stodden, Ph.D., Training Director & Associate Professordiversity in communities and better diagnostic (retired), Center on Disability Studies, University oftools. According to the Organization of Economic Hawaii at Manoa.Co-operation and Development (OECD), as many as35 percent of school-age students need some kind To read the white paper in full, visit:of special support or have been diagnosed as having www.aka.ms/leadersspecial needs. As a specialAt the same time, technology advances have introduced education teacher, Inew ways for teachers to create classrooms where am constantly on the huntchildren with disabilities have equal opportunities to for technology and toolslearn and thrive. The effects have been felt in two key that give students withareas. Firstly, input and control methods, including voice, disabilities an environmenttouch, keyboard, pen, as well as eye trackers and head that is personalized,pointers, have enabled more students to acquire digital differentiated and yet asliteracy and develop skills like creativity, collaboration close to their peers’and problem solving that they need to thrive in today’s experience as possible.world. Secondly, the ability to customize the way With Windows 10 andthey use technology to suit their individual needs Office 365, I have beenhas enabled more students to confidently join in able to find and use manywith class activities. of the accommodations that I have been looking for.”Creating an inclusive classroom requires more thanthe technology. In order for the advantages to be felt, Robin Lowell, Special Education,educators need to make subtle adjustments to their Science and Mathematics teacher.teaching, classroom settings, and assessments. And tomake the most of the opportunities new technologies Transformation programs 148offer, they need to take advantage of evidence-basedtools that support the delivery of inclusive, high-qualityinstruction to a diverse range of students.In this chapter we take a look at policies and practicalsteps you can take to create a classroom that promotesequal learning opportunities for all. Much of thecontent has been summarized from the white paperon accessibility by Robert A. Stodden, Ph.D., Founding

The ChallengeWith a much more diverse range of students entering the mainstreamclassroom, it can be challenging to provide personalized learning thatpays attention to the unique needs of every child—particularly thosewith learning or physical disabilities. To do so takes knowledge andskills. And staying up to speed with new developments is important,especially given the rapid advancements in assistive technologies.Conduct a student audit and Check how effective your classrooms andassess your environment school are by asking the following questionsStudents enter classrooms with different interests, Physical access: Is the seating or organization of thelearning styles, and levels of readiness to learn and setting designed so that all students can participate?progress. Conducting an audit or interview with allof your students can yield helpful insights into what Programmatic access: How accessible is yoursupport mechanisms are needed. It’s also helpful learning program, including the educational content,to understand what kinds of accessibility your the instructional method(s), the materials or softwarestudents require. In general, student challenges programs used to relay new knowledge, and thefall into four categories: methods of evaluation?• Learning and/or physical disabilities, sensory, Attitudinal access: What is the level of expectation cognitive and/or mental health impairments. established and maintained by everyone in the school community? Is every student expected to participate to• Cultural and language differences. the full and not miss out, or is compromise ingrained?• Economic or environmental disadvantages. Technology access: Are you using accessible technology that enables individuals to adjust a• Differing learning preferences and interests. computer to meet their vision, hearing, dexterity, cognitive, and speech needs? Can all students see, hear, and use a computer? Are they able to personalize settings to meet their own needs and preferences? While these questions can be challenging, they can also become a catalyst for change. By setting the benchmark of accessibility for all, you can free teachers and students up to re-imagine learning experiences.149 Section Two

Policy guidelinesRather than ignoring or secondguessing the diverse learningneeds of your students, focus uponproven inclusive practices thatensure equal access and equitableopportunity for every student.There are four evidence-basedtools at your disposal:1. Universal Design for Learning.2. Differentiated Instruction.3. Gradual Release of Responsibility (GRR).4. Instructional strategies that have high impact and require low preparation to integrate into instruction. Can all students see, hear and use a computer? Arethey able to personalize settingsto meet their own needs andpreferences?” Transformation programs 150