EDLD5362 A Model College Classroom - Preparing Students for 21st Century Careers

The digital age has certainly transformed the classroom and the profession. Because of the speed at which technology is being introduced to our students, teachers must evolve, adapt and learn with their students (Montiel, A., personal communication, April 14, 2011). Solomon and Schrum (2007) warn that sitting on the sidelines is no longer an option; teachers must embrace students’ technology interests and capacity while leveraging their strength, pedagogy, to help students learn. While educators are responsible for integrating technology into the pedagogy and the curriculum, campus and district administrators are responsible for designing and developing learning spaces that are community-driven, interdisciplinary and supported by technologies that engage virtual communication and collaboration (Horizon Report, 2010).

In the past, college classrooms were designed to maximize class size and enrollment: large lecture halls, with tiered seating provided seating for the masses. However, in order to prepare college students for 21st century jobs colleges must provide an environment where learners can “connect and collaborate” with peers, the teacher and with professionals (Friedman, 2005). College administrators would be remiss in not considering the integral role learning spaces (classrooms and common areas) play in developing the skills desired by the workforce including critical thinking, collaboration and communication. A well designed learning space should promote active, collaborative and individual learning by leveraging the emerging technologies in the Horizon report that are designed to prepare students for the 21st century workplace: cloud computing, collaborative environments, game based learning, mobiles, augmented reality, and flexible displays.

The college classroom of the future should include adequate lighting, connectivity and electricity for a maximum of 25 students. Lighting should be organized in zones to accommodate multiple and differentiated learning activities; connectivity should include network drops for each learning pod and a wireless network should be available; and electricity should be adjacent to network drops to support classroom and student technology including but not limited to AV equipment, desktop computers, instructor podium, laptops, mobile device chargers, etc. (Emory College Classroom Design, October 2010). Furthermore the classroom layout should be open and flexible with modular furniture/desks and movable, comfortable chairs/seating so that students can sit in small or large groups. The open layout lends itself to teacher and student mobility facilitating open communication and collaboration as well as ADA compliance. Each pod should be equipped with a large plasma screen and networked desktop computer with accessories. The large plasma display will allow multiple students to collaborate and share with peers and the instructor. The instructor podium or lectern should have both desktop and laptop access. In addition, the instructor should have access to a projector, document camera, large plasma display or smart board and AV equipment. Strategic placement of the technology, furniture, lighting, electricity and connectivity will profoundly affect the way students work, collaborate, communicate, and succeed (Horizon Report, 2010).

The classroom design of the future maximizes learning, both inside and outside of the classroom. Guided instruction in the classroom will ensure that students leverage emerging technologies outside of the classroom and across the curriculum. Cloud computing will provide students with resources that encourage and facilitate collaboration and communication and will facilitate differentiated instruction. More importantly, cloud computing is readily available and inexpensive (Horizon Report, 2010). The model classroom will encourage and facilitate a collaborative learning environment giving students opportunities to interact with peers and mentors, experience other world views, and model the kinds of work patterns that take place in an increasing number of professions (Horizon Report, 2010). Collaboration is further fostered by the use of gaming. The model learning space design lends itself to individual and collaborative gaming as a way of teaching and learning including problem solving and goal setting (Horizon Report, 2010). Electricity and wireless internet access in the learning space will allow the instructor and the students to capitalize on mobiles as part of instruction including personal student response systems. Furthermore, the incorporation of mobile devices will allow students to continue collaborating with peers and the instructor outside of the classroom: leveraging the cloud, furthering communication and collaboration and accessing games as well as augmented reality. Finally, a well designed classroom will allow students to blend (augment) virtual data with what they see in the real world (Horizon Report, 2010). Augmented reality is a powerful teaching and learning tool that will expose 21st century learners to real and virtual environments and professions.

The Partnership’s 2004 report Learning for the 21st Century report implies that the current educational system is irrelevant unless we bridge the gap between how student live and learn (Solomon & Schrum, 2007). Classrooms of the future can bridge that gap by educating students in a 21st century classroom that closely resembles interactions and environments in the workplace.

References

Emory College Classroom Design. (October, 2010). Retrieved May 5, 2011 from http://college.emory.edu/home/assets/documents/facilities/classroomGuidelines.pdf

Friedman, T.L. (2005). The world is flat: A brief history of the twenty-first century. New York: Farrar, Straus & Girous.

Horizons Report K-12 Edition. (2010). The New Media Consortium. Retrieved May 5, 2011 from http://www.nmc.org/pdf/2010-Horizon-Report-K12.pdf

Montiel, A. (personal communication, April 14, 2011)

Solomon, G. & Schrum, L. (2007). Web 2.0: new tools, new schools. Eugene, OR: International Society for Technology in Education.