SMART Teaching in New and Old Classrooms

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Authors:
Gunter Saunders, University of Westminster, United Kingdom
Federica Oradini, University of Westminster, United Kingdom
Mark Clements, University of Lincoln, United Kingdom
Email: G.Saunders@westminster.ac.uk
Published: March 1, 2017
https://doi.org/10.22492/ije.5.1.05

Citation: Saunders, G., Oradini, F., & Clements, M. (2017). SMART Teaching in New and Old Classrooms. IAFOR Journal of Education, 5(1). https://doi.org/10.22492/ije.5.1.05


Abstract

The University of Westminster is undertaking a major classroom refurbishment program that is linked to a new approach to staff development in mobile learning. Feedback obtained from academic staff and students previously highlighted how classrooms should be changed so as to promote more active forms of curriculum delivery. Both technology and classroom furniture were considered significant enablers for effective in-class delivery, with the simplicity of the former and flexibility of the latter identified as key. To date nearly 70 classrooms have been re-designed and the impact of the changes on both staff and students has been assessed. Generally, the feedback has been positive with high praise for the easy to use technology solutions provided and the adaptability of the furniture. In addition, the significance of "getting right" basic features in new classrooms (lighting, acoustics for example) was frequently cited by staff and students. This paper will highlight the features of new classrooms that students and staff have indicated they feel are most significant for their learning and teaching experiences. The paper will also assess the extent to which the new classrooms have been successful through analyzing the impact of both new technology and furniture arrangements on approaches to curriculum delivery. In addition, staff views on the utility of the new staff development approach will be discussed.

Keywords

learning and teaching, technology enhanced learning, mobile learning, new classrooms, staff development