Is the Classroom Obsolete in the Twenty-First Century?

Autor/in	Benade, Leon
Titel	Is the Classroom Obsolete in the Twenty-First Century?
Quelle	In: Educational Philosophy and Theory, 49 (2017) 8, S.796-807 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Benade, Leon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2016.1269631
Schlagwörter	Educational Philosophy; Interpersonal Relationship; Instructional Innovation; Teaching Methods; Knowledge Economy; Global Approach; Educational Facilities Design; Space Utilization; Team Teaching; Educational Technology; Information Technology; Educational Environment; Elementary Schools; School Buildings; Elementary School Teachers; Elementary School Students; Foreign Countries; New Zealand + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Educational Innovation; Bildungsinnovation; Teaching method; Lehrmethode; Unterrichtsmethode; Knowledge society; Economy; Wissensgesellschaft; Wirtschaft; Globales Denken; Raumnutzung; Teamteaching; Unterrichtsmedien; Informationstechnologie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Elementary school; Grundschule; Volksschule; School building; Schulgebäude; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Ausland; Neuseeland
Abstract	Lefebvre's triadic conception of "spatial practice, representations of space and representational spaces" provides the theoretical framework of this article, which recognises a productive relationship between space and social relations. Its writing stems from a current and ongoing qualitative study of innovative teaching and learning practices in new technology-rich flexible learning spaces, characterised by large open spaces, permeable boundaries and diverse furnishings emphasising student comfort, health and flexibility. Schooling in the twenty-first century, certainly in the developed world, is required to ensure that children and school-leavers have appropriate life-long skills in preparation for participation in the twenty-first century knowledge economy. This world is characterised as complex and dynamic, deeply influenced by globalisation and the revolution in digital technology. Developing these skills calls into question "outmoded" transmission models of teaching and requires teachers and school leaders to approach their work in radically new ways. Open school design encourages flexibility in learning and teaching, and allows collaborative, team teaching, with designers claiming significant educational benefits. This arrangement of multiple classes using innovatively designed, technology-enriched common space, facilitated by multiple teachers, working in collaborative teams, is far-reaching in its likely implications for community expectations and responses, relationship-building, assessment, student learning, teachers' work and initial teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01