The Need for Learning Environments

In their 2020 book, Douglas Thomas and John Seely Brown state the 20th century belongs to the tacit, a world where people can slowly adjust to new ideas and knowledge. Traditional learning environments, such as lectures and rote memorization, were the norm. The 21st century brings about what some call the "Fourth Industrial Revolution." Like each industrial revolution before it, the Fourth Industrial Revolution will rapidly change how we work and live. Technologies such as robotics, driverless vehicles, artificial intelligence (AI), the Internet of Things (IoT), 3D printing, and biotechnology are transforming the way we live and work (Lewis, 2020). Unlike the previous industrial revolutions, we will see an explosion of knowledge constantly in flux and impossible to harness through memorization.

One of the biggest changes in recent years has been the shift from traditional learning environments to significant environments designed to be interactive, engaging, and student-centered. These environments allow students to take an active role in their learning, explore and discover new information, and apply what they have learned to real-world situations. An important aspect of significant learning environments is the use of technology. Today, classrooms are equipped with computers, tablets, and interactive whiteboards, which allow students to access information and resources in real time. This technology also provides teachers new ways to engage students, such as online quizzes, interactive videos, and virtual field trips. As technology has become an increasingly important part of education, it's essential that teachers and students have the resources and support they need to integrate technology into the classroom. One way to do this is by creating student technology teams. These teams can provide teachers and students with the support they need to use technology in the classroom effectively. To read my student technology innovation proposal, please click here.

Engage Passion

Significant learning environments focus on the individual student's needs by encouraging students to ask questions, explore, and discover new things for themselves. It also allows students to connect what they are learning and the real world, which helps them retain the information better (Thomas and Brown, 2020). Research has shown that students learn best when they are able to follow their passions and operate within the constraints of a bounded environment. Members of the student technology teams will have an opportunity to engage in their passion for technology in an environment that thrives on hands, on experiential learning as well as utilizing a lifetime of technological indwelling to scaffold new tacit knowledge (Thomas and Brown, 2020).

Organizational Impact

The 21st-century classroom is a rapidly changing environment, with new technologies and teaching methods being introduced every day. One of the main benefits of student technology teams is that they can form a collective. Collectives thrive on active engagement in the process of learning and are well-designed to facilitate peer-to-peer learning and new student onboarding. Teachers often have a lot on their plates, and they need help to keep up with the latest technology and integrate it into their lessons. Student technology teams can help by providing teachers with the resources and training (reverse mentoring) to use technology effectively in the classroom (Downes et al., 2017). According to Tranchina (2021), people embrace work that allows them to solve significant problems that make their life or work more meaningful and impactful. The student technology team members will have opportunities to have positive student-teacher interactions that can improve students’ school connectedness and contribute to their motivation, academic performance, sense of belonging, and attachment to school. Student technology teams can also help to promote collaboration among students. When students work together on technology projects, they learn to work as a team, which is an important skill in the 21st century. Furthermore, students can learn from one another and develop their problem-solving and critical-thinking skills (Thomas and Brown, 2020).

Implementation Challenges

One challenge in ensuring we are using student-technology teams to create a significant learning environment is the faculty's initial resistance to change. They may have difficulty imagining that students are capable and qualified to help. They may also feel that asking for help implies they are not a “good teacher.” The biggest challenge I have experienced thus far is having an adult available to mentor and facilitate the student technology team. The team size and availability throughout the school day to help students and teachers is contingent on an adult being there to provide monitoring and guidance. If student tech teams are rarely available, teachers will hesitate to ask for their assistance.

Conclusion

The shift from traditional learning environments to significant learning experiences is crucial to providing students with an engaging and relevant education (Thomas and Brown, 2020). Creating student technology teams can provide teachers with additional support, help students become more proficient with technology, and promote collaboration among students. By providing student technology teams with opportunities to take an active role in their learning and to apply what they have learned to real-world situations, we can help to ensure that all students have the opportunity to succeed in the 21st century.

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References

Bowman, R. F. (2013). Learning leadership skills in middle school. The Clearing House, 86(2), pp. 59–63. http://www.jstor.org.libproxy.lamar.edu/stable/43999318

Downes, J. M., Bishop, P. A., & Nagle, J. F. (2017) Tapping the experts in effective practices: Students as educators in middle grades professional development, Middle School Journal, 48(4), 27-35, DOI: 10.1080/00940771.2017.1343057

Lewis, K. (2020). Technology in the workplace: Redefining skills for the 21st century. The Midwest Quarterly, 61(3), 348.

Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change. Van Haren Publishing.

Tranchina, D. (2021). SWAT team: A student leadership club to support student school connectedness and teacher technology use. Proceedings of the 2021 AERA Annual Meeting. https://doi.org/10.3102/1686882