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- Vol 3 RE: Chapter 13
classroom spatial designone-to-one technologylearning space affordancespedagogical ecologyflexible classroom layoutstechnology-supported learningquasi-experimental designJournal article Evidence summaryAt a glance
Byers, Hartnell-Young, and Imms investigate how classroom layout influences students' perceptions of one-to-one digital technology in a secondary school.
Key ideas
Using a quasi-experimental single-subject research design, they compare the same learners' experiences in traditional classrooms and new-generation learning spaces, helping separate spatial effects from differences between groups. Students reported changes in how frequently, effectively, and valuably technology supported learning when teaching occurred in the more flexible environment. The study argues that devices and spaces operate as part of a pedagogical ecology: changing furniture or adding technology does not itself guarantee different learning, but spatial affordances can enable interaction, movement, visibility, and teaching practices that make technology more useful.
Why it matters
For educators and designers, the findings support evaluating space, pedagogy, and technology together, observing actual use, and preparing teachers and students to exploit flexible arrangements rather than assuming the architecture will produce innovation automatically.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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