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Preparing Planning Evaluating
Planning and sustaining 1-to-1 access to technology Implementing
Learning places and spaces Achieving anywhere, anytime learning is best done RESOURCES
through a portable digital device. Research from the Tool/Resource Description Who could use it
In a 1-to-1 learning model, learning spaces are transformed Netbook Trial, where students took the devices home, Victorian School Design Resource provides a selection of current designs that
to enable a new, more complete learning experience. Spaces has shown that ownership and accessibility improves highlight various educational and architectural features.
are flexible, interesting, and inspirational and cater to a range engagement, personalised learning, and reduces risk http://www.education.vic.gov.au/school/principals/infrastructure/Pages/ School LeadersCommunity ICT Leaders School Leaders Technicians Students Community ICT Leaders School Leaders
StudentsTeachers
Technicians
Teachers
Teachers
ICT LeadersStudents
CommunityTechnicians
of learning styles and modalities. of damage to the device. design.aspx
Strategies for successful classroom management
Making the most of flexible This guide is based on the experiences of Victorian
Some strategies which may assist in classroom learning spaces: A guide principals, teachers, students and wider school communities
“The new buildings were designed management include: for principals and teachers in flexible learning spaces. Technicians StudentsTeachers CommunityTechnicians ICT LeadersStudents School LeadersCommunity ICT Leaders School Leaders Technicians Students Community ICT Leaders School Leaders
Teachers
Teachers
with the aim of giving students a • Develop protocols with students – go through the School’s http://www.education.vic.gov.au/Documents/about/programs/
infrastructure/berflexiblespace.pdf
contemporary education so they Acceptable Use Agreement, Code of Conduct and other
policy documents with your students so that agreed
are equipped with the skills they meaning on what is acceptable and what is not
is established.
will need to be successful and • Simple instructions for getting students’ attention when
productive members of a 21st using devices, such as screens up, lids down.
century workforce and society. • Experiment with the layout of the classroom – traditional
The design of the learning areas rows of desks do not facilitate collaboration and make
it hard for teachers to view screens.
was influenced by the need to • Have back up plan for when a student does not have
be flexible and supportive a device – have some class spares available for
of different learning styles.” students to borrow.
(Victorian School Principal, 2011) Have you considered? ?
• Do your learning spaces cater for different
learning modalities?
• Are the spaces flexible and engaging?
36 37
Planning and sustaining 1-to-1 access to technology Implementing
Learning places and spaces Achieving anywhere, anytime learning is best done RESOURCES
through a portable digital device. Research from the Tool/Resource Description Who could use it
In a 1-to-1 learning model, learning spaces are transformed Netbook Trial, where students took the devices home, Victorian School Design Resource provides a selection of current designs that
to enable a new, more complete learning experience. Spaces has shown that ownership and accessibility improves highlight various educational and architectural features.
are flexible, interesting, and inspirational and cater to a range engagement, personalised learning, and reduces risk http://www.education.vic.gov.au/school/principals/infrastructure/Pages/ School LeadersCommunity ICT Leaders School Leaders Technicians Students Community ICT Leaders School Leaders
StudentsTeachers
Technicians
Teachers
Teachers
ICT LeadersStudents
CommunityTechnicians
of learning styles and modalities. of damage to the device. design.aspx
Strategies for successful classroom management
Making the most of flexible This guide is based on the experiences of Victorian
Some strategies which may assist in classroom learning spaces: A guide principals, teachers, students and wider school communities
“The new buildings were designed management include: for principals and teachers in flexible learning spaces. Technicians StudentsTeachers CommunityTechnicians ICT LeadersStudents School LeadersCommunity ICT Leaders School Leaders Technicians Students Community ICT Leaders School Leaders
Teachers
Teachers
with the aim of giving students a • Develop protocols with students – go through the School’s http://www.education.vic.gov.au/Documents/about/programs/
infrastructure/berflexiblespace.pdf
contemporary education so they Acceptable Use Agreement, Code of Conduct and other
policy documents with your students so that agreed
are equipped with the skills they meaning on what is acceptable and what is not
is established.
will need to be successful and • Simple instructions for getting students’ attention when
productive members of a 21st using devices, such as screens up, lids down.
century workforce and society. • Experiment with the layout of the classroom – traditional
The design of the learning areas rows of desks do not facilitate collaboration and make
it hard for teachers to view screens.
was influenced by the need to • Have back up plan for when a student does not have
be flexible and supportive a device – have some class spares available for
of different learning styles.” students to borrow.
(Victorian School Principal, 2011) Have you considered? ?
• Do your learning spaces cater for different
learning modalities?
• Are the spaces flexible and engaging?
36 37
