Teaching in Flexible Spatial and Digital Conditions
Re-evaluating Teaching Designs in a Synergi between Space, Actors and Resources
DOI:
https://doi.org/10.24834/educare.2022.1.2Keywords:
digitaliasation, learning environment, multimodal texts, spatiality, educational designAbstract
This study explores the opportunities and challenges of teaching under flexible spatial and digital conditions of the learning environment of a newly build school analyzing how teaching is organized and what curricular genres can be discerned, what resources and practices are offered to stimulate students meaning-making and what framing, relations and accessibility can be discerned in the flexibility of furniture and classroom space. The analyses of one teacher team’s planning and teaching of the thematic work project on Space in years 2-3 (8-9 old children) reveals varied teaching strategies between teacher-led and student-centered forms offering students linguistic, visual and audiovisual resources to make meaning of shared content via different subjects. Spatial framing allows for free movement or static and focused teaching strategies of rather traditional forms of assignments and assessment. These young students practice reading comprehension, both of written texts and films, that also serves building their knowledge about space, thus engaging in skills discourse in combination with thinking and learning discourse.
References
Barab, S. (2006). Design-based research – A methodological toolkit for the learning scientist. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 153–169). Cambridge: Cambridge University Press.
Bearne, E. (2017). Assessing children's written texts: a framework for equity. Literacy, 51(2), 74-83. doi:10.1111/lit.12105
Bernstein, B. (2000). Pedagogy, Symbolic Control and Identity. Theory, Research, Critique. . London: Rowman & Littlefield.
Bezemer, J. & Kress, G. (2016). Multimodality, Learning and Communication: A Social Semiotic Frame. London: Routledge.
Björkvall, A. (2009). Den visuella texten: multimodal analys i praktiken. Uppsala: Hallgren & Fallgren.
Building School Forum (Forum Bygga Skola). (2021). Retrieved from https://byggaskola.se/
Cederlund, K. & Sofkova Hashemi, S. (2018) Multimodala bedömningspraktiker och lärares lärande. Educare 2018(1), 43-68.
Christie, F. (1995). Pedagogic Discourse in the Primary school. Linguistics and Education, 7(3), 221–242.
Cleveland, B. (2018). Innovative Learning Environments as Complex Adaptive Systems: Enabling Middle Years’ Education. In L. Benade & M. Jackson (Eds.), Transforming Education: Design and Governance in Global Contexts (pp. 55-78). Singapore: Springer.
Cloonan, A. (2011). Creating Multimodal Metalanguage with Teachers. English Teaching: Practice & Critique, 10(4), 23-40.
Design-Based Research Collective. (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32 (1), 5–8.
Eurydice. (2019). Digital Education at School in Europe. Education, Audiovisual and Culture Executive Agency, Luxembourg.
Freebody, P., & Luke, A. (2003). Literacy as engaging with new forms of life: The “four roles” model. In G. Bull & M. Anstey (Eds.), The literacy lexicon (2nd ed., pp. 51-66): Frenchs Forest, NSW: Pearson Education.
Fullan, M. (2007). The new meaning of educational change. New York: Teachers College Press.
Godhe, A-L., Magnusson, P. & Sofkova Hashemi, S. (2020) Adequate Digital Competence: Exploring changes in the Swedish national curriculum. Educare 2020(2), 74-91.
Halliday, M. A. K. (1994). An Introduction to Functional Grammar (2nd ed.). London: Edward Arnold.
Hipkiss, A. M. (2014). The Semiotic Resources of the Classroom: An Applied Linguistics Perspective on the School Subjects Home and Consumer Studies, Biology and Chemistry. Diss., Umeå: Umeå University.
HUI (2014) Välfärdsskulden - investeringsbehov i skola och vårdlokaler. Handelns Utredningsinstitut på uppdrag av Almega.
Jewitt, C. (2006). Technology, Literacy, Learning: A Multimodal Approach. East Sussex: Psychology Press.
Jewitt, C., Bezemer, J., Jones, K.E.N. & Kress, G. (2009). Changing English? The Impact of Technology and Policy on a School Subject in the 21st Century. English Teaching 8(3), 8–20.
Jewitt, C., & Kress, G. (2003). Multimodal literacy. Peter Lang Pub Inc.
Janks, H. (2010). Critical reading in language education. Journal of Multilingual and Multicultural Development, 31(6), 587-589. doi:10.1080/01434632.2010.515715
Kress, G. (2010). Multimodality: A Social Semiotic Approach to Contemporary Communication. London: Routledge.
Kress, G., & Sidiropoulou, C. (2008). Klassrumsdesign. In A.-L. Rostvall & S. Selander (Eds.), Design för lärande (pp. 108-117). Stockholm Norstedts.
Kress, G. & van Leeuwen, T. (1996/2006). Reading images: the grammar of visual design. 2nd ed. London: Routledge.
Leijon, M. (2010). Att spåra tecken på lärande: mediereception som pedagogisk form och multimodalt meningsskapande över tid. (Dissertation), Lunds universitet., Lund.
Lim, F. V., O’Halloran, K. L., & Podlasov, A. (2012). Spatial Pedagogy: Mapping Meanings in the Use of Classroom Space. Cambridge Journal of Education, 42(2), 235-251.
McKenney, S. E., & Reeves, T. C. (2012/2019). Conducting educational design research. London: Routledge.
Ministry of Education [Utbildningsdepartementet] (2017). Nationell digitaliseringsstrategi för skolväsendet U2017/04119/S [National strategy for the digitalization of the education system]. Retrieved from: http://www.regeringen.se/4a9d9a/contentassets/00b3d9118b0144f6bb95302f3e08d11c/nationell-digitaliseringsstrategi-for-skolvasendet.pdf
Nieveen, N., & Plomp, T. (2018). Curricular and Implementation Challenges in Introducing Twenty-First Century Skills in Education. In E. Care, P. Griffin, & M. Wilson (Eds.), Assessment and Teaching of 21st Century Skills: Research and Applications (pp. 259-276). Cham: Springer.
O’Toole, M. (1994). The Language of Displayed Art. London: Leicester University Press.
Ravelli, L. J. (2008). Analysing Space: Adapting and Extending Multimodal Frameworks. In L. Unsworth (Ed.), Multimodal Semiotics: Functional Analysis in Contexts of Education (pp. 15–33). London: Continuum.
Sefton-Green, J. (2021) Is the re-contextualization of digital writing inevitable, escapable or desirable? Theory Into Practice, 60(2), 116-125.
Serafini, F. (2012). Expanding the four resources model: Reading visual and multi-modal texts. An International Journal, 7(2), 150-164. doi:10.1080/1554480X.2012.656347
Skolverket. (2017). Få syn på digitaliseringen på grundskolenivå – Ett kommentarmaterial till läroplanerna för förskoleklass, fritidshem och grundskoleutbildning, [Noticing digitalization at compulsory education level—Commentary to curricula for preschool class, recreation centers and compulsory education] Retrieved from: https://www.skolverket.se/publikationer?id=3783
Skolverket. (2018). Swedish curriculum for compulsory school, preschool classes and recreation centers 2011, revised 2018. Retrieved from https://www.skolverket.se/publikationer?id=3813
Sofkova Hashemi, S. (2017) Socio-semiotic patterns in digital meaning-making: semiotic choice as indicator of communicative experience. Language & Education, 31(5), 432-448.
Sofkova Hashemi, S. & Cederlund, K. (2017) Making room for the transformation of literacy instruction in the digital classroom. Journal of Early Childhood Literacy 17(2), 221-253.
Sofkova Hashemi, S., Wennås Brante, E., Cederlund, K., Godhe, A-L., Magnusson, P., Stenliden, L., Svärdemo Åberg, E., Åkerfeldt, A. (2020) Digitala textkompetenser och undervisning: Texter, information och multimodalitet i skolan. Svenska med didaktisk inriktning (SmDI 13): Bildning, utbildning, fortbildning, 22-23 November 2018, Linköpings universitet, 271-287.
Stenglin, M. (2008). Interpersonal Meaning in 3D space: How a Bonding Icon Gets Its ‘Charge’. In L. Unsworth (Ed.), Multimodal Semiotics: Functional Analysis in Contexts of Education (pp. 50–66). London: Continuum.
Swedish Research Council (2017). Good research practice (codex for research).www.vr.se.
UNESCO. (2019). Guide to Measuring Information and Communication Technologies (ICT) in Education. Information and communication technologies (ICT). Retrieved 2021-01-26: http://uis.unesco.org/en/glossary-term/information-and-communication-technologies-ict
Walsh, M. (2008). Worlds have collided and modes have merged: classroom evidence of changed literacy practices. Literacy, 42, 101–108.
van Leeuwen, T. (2005). Introducing social semiotic. New York: Routledge.
Warschauer, M. (2008). Laptops and literacy: A multi-site case study. Pedagogies, 3(1), 52–67.
Wells, A., Jackson, M., & Benade, L. (2018). Modern Learning Environments: Embodiment of a Disjunctive Encounter. In L. Benade & M. Jackson (Eds.), Transforming Education: Design and Governance in Global Contexts (pp. 3-17). Singapore: Springer.
Veloso, L., & Marques, J. S. (2017). Designing science laboratories: learning environments, school architecture and teaching and learning models. Learning Environments Research, 20.
Wertsch, J. V. (1991). Voices of the mind: A sociocultural approach to mediated action. Cambridge MA: Harvard University Press.
Wood, A. (2017). A school's lived architecture: the politics and ethics of flexible learning spaces.: ProQuest Dissertations Publishing.
Wood, A. (2018). Selling New Learning Spaces: Flexibly Anything for the Twenty-First Century. In L. Benade & M. Jackson (Eds.), Transforming Education: Design and Governance in Global Contexts (pp. 95-106). Singapore: Springer.
Woolner, P., Hall, E., Higgins, S., McCaughey, C., & Wall, K. (2007). A sound foundation? What we know about the impact of environments on learning and the implications for Building Schools for the Future. Oxford Review of Education, 33, 47-70.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Sylvana Sofkova Hashemi, Anna Maria Hipkiss
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
