This study evaluated if different classroom layouts enacted different pedagogical uses of digital technology in a secondary schooling environment. A quasi-experimental approach facilitated by a Single Subject Research Design (SSRD) isolated the impact of two learning spaces –traditional’ classrooms, and ‘New Generation Learning Spaces’ (NGLS), on students' and teachers’ perceptions related to the effectiveness, use and value of technology as a learning tool. Results from quantitative analyses over the period of a school year indicated that the different spatial configurations did have some impact on teachers’ pedagogical uses of digital technology. This impact translated to a measurable effect on how students’ perceived the effectiveness of the technology. The findings of this study build on the empirical evidence of earlier work to suggest that the spatial layout of the physical learning environment can influence teacher pedagogical use of digital technology. The replication of these results has reinforced the credibility of this unique methodological approach, arguing this evaluative strategy can offer the capacity to generate much needed robust empirical data on evaluation of physical learning spaces and its impact on the use of digital technologies.
展开▼
