Yesterdays Price is not Todays Price: The evolution of the classroom

Yesterday’s classroom is not todays classroom. When I was in grade school, you walked in the classroom, there were a row of desks facing the chalkboard, the teacher taught in the front and her desk was in the front. Teachers sat at their desk or taught in the front and hardly moved. It was that way for years. Today classrooms are hardly recognizable to those that we grew up with. There are no squeaky allergen causing chalkboards, rows or desks, and hour-long lectures from teachers.  Today’s classrooms have been transformed into vibrant, tech savvy, and inclusive classrooms to not only educate, but inspire, and prepare students.

One of the biggest changes you can see in a classroom is the layout. Gone are the days of desks being in a row. There are workstations, standing desks, beanbags, couches, and other arrays of furniture that can be rearranged based on the activity. According to a study done by Randsdell, et al., (2021) flexible classroom designs have a direct impact on student engagement, as students feel more comfortable, empowered, and included. While the changes can be aesthetically pleasing, it is a direct response to how students actually learn best. Movement is encouraged; students learn best by not sitting still and listening but moving, doing, and discussing.

Another change that one can notice is the shift from teacher centered to student centered learning. Previously, teachers were the source of knowledge that they taught to their recipients. Now, teachers are the facilitators that guide students through exploration, problem-solving, and critical thinking. According to Zhao (2012), students who are given voice and choice in their learning are more motivated and develop deeper understanding. Zhao is basically saying, students learn better using the COVA model.

When you compare classrooms of the past and present another thing you will notice is the change of technology. We have smartboards, computers, overhead projectors, Google classrooms, etc. Technology definitely opens more doors to digital resources and interactive tools. With that, you must find the balance between engagement and using digital tools. While technology is a blessing, hands on learning is still important allowing students to physically interact with concepts, by worksheets, manipulatives, art projects, and other tangibles for a better understanding of material being presented. According to Sousa, (2017) combining digital tools with tactile learning leads to better retention and deeper understanding.

Technology supports different learning styles and abilities in incredible ways. As a speech therapist I am a huge advocator on my special education students. One thing that I am passionate about is augmentative and alternative communication (AAC) devices. With technology, your students that were in the classroom at the back of the school and were separated from peers now with their general education peers and use simple everyday devices such as a phone or iPad to communicate. The use of technology has given back a voice to the previously voiceless. Technology enhanced classrooms now support all learners. As McCarty (2022) points out, when tech is used thoughtfully, it can promote peer interaction, independence, and inclusion for students with communication challenges.

While having technology in the classroom can be a blessing it does come with some challenges, every day isn’t always sunshine and rainbows. We’ve all had moments where we didn’t have a charger, or could not find somewhere to plug in, and of course our favorite moments when WIFI cuts out and is not working. While these moments are inconvenient and make hard days harder, the benefits of having technology far outweigh the random inconveniences. Having professional developments gives teachers practical training to help teachers integrate technology into their lessons that give equity to all.

References

McCarty, T. V. (2022). Supporting peer interactions for students with complex communication needs. Perspectives of the ASHA Special Interest Groups. https://doi.org/10.1044/xxxxRandsdell, S., & Angolia, M. G. (2021). Flexible learning spaces and student engagement: A case study. Journal of Learning Spaces, 10(1).Sousa, D. A. (2017). How the brain learns. Corwin Press.Zhao, Y. (2012). World class learners: Educating creative and entrepreneurial students. Corwin Press.