The Future Classroom Lab. Educational considerations from a systematic review

PABLO DÚO-TERRÓN

Abstract

The irruption of technological tools and digital applications pose a challenge for educational centres that must adapt their methodologies, spaces and teacher training to meet the demands of the development of student competences in the 21st century. This research focuses on the transformation of educational spaces, specifically on the Future Classroom Lab (FCL) project, which since its inception in 2012 by the European Schoolnet has not had a systematic review process of the scientific literature. The study method is based on a systematic review from the Web of Science and Scopus databases. The statistical programme Vosviewer was used to make the network map of terms. The results found were 19 manuscripts from 2012 to 2023, where Spain is the country with the most research on FCL. Technology is the most prominent term, after education and Future Classroom. The conclusions from the results obtained were that there is little scientific evidence on FCL in the 12 years analysed, although these spaces generate motivation among teachers and students, but there are also criticisms for this type of spaces that serve as a reflection and are discussed.

Keywords

Future Classroom Lab, spaces, innovation, ICT, active methodologies

Full Text:

PDF

References

Arstorp, A. T. (2018). Future Classroom Labs in Norwegian pre-service teacher education. In T.T. Wu, Y. M. Huang, R. Shadiev, L. Lin & A. Starčič (Eds), Innovative Technologies and Learning. ICITL 2018. Lecture Notes in Computer Science, 11003. Springer, Cham. https://doi.org/10.1007/978-3-319-99737-7_30.

Arstorp, A. T. (2022). Student assistants in Future Classroom Labs moving between figured worlds and becoming a resource for developing professional digital competence in teacher education. Nordic Journal of Digital Literacy, 2(17), 123-134. https://doi.org/10.18261/njdl.17.2.4.

Atif, Y. (2013). Conversational learning integration in technology enhanced classrooms. Computers in Human Behavior, 29(2), 416-423. https://doi.org/10.1016/j.chb.2012.07.026

Baeta, P., & Pedro, N. (2017). Future classrooms: Analysis of educational activities developed by teachers and students. In 10th annual International Conference of Education, Research and Innovation (ICERI2017). Seville, Spain. https://doi.org/10.21125/iceri.2017.0069.

Bautista, G., & Borges, F. (2013). Smart classrooms: Innovation in formal learning spaces to transform learning experiences. Bulletin of the IEEE Technical Committee on Learning Technology, 15(3), 18-21. https://bit.ly/2Wf0ruT.

Blahová, V., Sivý, I., Michalko, M., & Szalay, Z. (2013). Pedagogical visions for designing future classroom with iTEC project. In IEEE 11th International Conference on Emerging eLearning Technologies and Applications (ICETA) (pp. 47-52). Stara Lesna, Slovakia. https://doi.org/10.1109/ICETA.2013.6674402.

Caballero-García, M. E., Peña-Acuña, B., & Retana-Alvarado, D. (2022). Trends in the concept of educational spaces. Human Review. International Humanities Review, 13(4), 1-10. https://doi.org/10.37467/revhuman.v11.4047.

Cain, M., Campbell, C., & Fanshawe, M. (2024). What’s an innovation? Capitalising on disruptive innovation in higher education. Teachers and Teaching, 30(5), 1-17. https://doi.org/10.1080/13540602.2024.2365141.

Castro, W. F., Lebrun-Llano, V., & Castrillón-Yepes, A. (2023). Competencias del siglo XXI y su relación con el currículo colombiano de matemáticas. Cuadernos Pedagógicos, 25(36), 1-21. https://revistas.udea.edu.co/index.php/cp/article/view/354327.

Chiriac, T. (2019). Promoting robotics in education: Towards a systemic integration of digital innovations in the school curriculum (Moldova initiatives). In 14º Conference reader. E-Learning: unlocking the gate to education around the globe (pp. 179-191). Prague, Czech Republic.

Chiu, W. K., Lam, H. M., & Jong, M. S. Y. (2024). Innovations and technologies in science/STEM education: Opportunities, challenges and sustainable practices. Frontiers in Education, 9, 1387540. https://doi.org/10.3389/feduc.2024.1387540.

Dalla-Vechia, T. (2024). Proyecto Future Classroom Lab: El origen del aula del futuro. In III Jornadas Aulas del Futuro Conference in Extremadura, Spain 6 June 2024. https://aulasdelfuturo.educarex.es/jornada-final-adfe/317-jornadafinal2/3308-jornadafinaladfe-ponentes-2.

de Ponte Camacho, C. M. L. (2017). Technological resources and motivation for learning. Doctoral dissertation, Universidade Fernando Pessoa, Portugal.

Delaney, S., Trapani, F, Chandler, P., & Redman, C. (2014). Contemporary practices of technology and its affordances: Perceptions of pre-service teachers on the utilization of technology in teaching and learning practice. Edulearn Proceedings, 14, 2472-2481. https://hdl.handle.net/10536/DRO/DU:30108933.

Dúo-Terrón, P. (2023). Analysis of Scratch Software in scientific production for 20 years: Programming in education to develop computational thinking and STEAM disciplines. Education Sciences, 13(4), 404. http://dx.doi.org/10.3390/educsci13040404.

Dúo-Terrón, P., Hinojo-Lucena, F. J., Moreno-Guerrero, A. J., & López-Belmonte, J. (2022). Impact of the pandemic on STEAM disciplines in the sixth grade of Primary Education. European Journal of Investigation in Health, Psychology and Education, 12(8), 989-1005. http://dx.doi.org/10.3390/ejihpe12080071.

Espíndola, M. L., & Granillo, R. (2021). Perspectivas de la escuela tradicional, nueva y contemporánea. Ingenio y conciencia boletín científico de la escuela superior ciudad Sahagún, 8(15), 30-34. https://doi.org/10.29057/escs.v8i15.6458.

Ferreira, L. M. T. (2021). Modelo das salas de aula de futuro na região Dão Lafões. Doctoral dissertation, Instituto Politecnico de Viseu, Portugal.

Fok, W. W. T., & Chan, C. K. Y. (2013). iClass Assessment: A pen-based assessment and feedback platform. In IEEE 13th International Conference on Advanced Learning Technologies (pp. 467-468). Beijing, China. https://doi.org/10.1109/ICALT.2013.179.

Feinberg, W., & Torres, C. A. (2014). Democracia y educación: John Dewey y Paulo Freire. Cuestiones Pedagógicas, 23, 29-42.

Future Classroom Lab. How to use the Future Classroom Toolkit? European schoolnet. https://fcl.eun.org/how-to.

García, L. M., & Martija, A. A. (2006). ¿Qué entendemos por innovación educativa? A propósito del desarrollo curricular. Perspectiva educacional, formación de

profesores, 47, 13-31.

García-Tudela, P. A., Prendes-Espinosa, M. P., & Solano-Fernández, I. M. (2023a). The Spanish experience of future classrooms as a possibility of smart learning environments. Heliyon, 9(8). https://doi.org/10.1016/j.heliyon.2023.e18577.

García-Tudela, P. A., Prendes-Espinosa, M. P., & Solano-Fernández, I. M. (2023b). Classrooms of the Future in Spain: Αn analysis from a teacher's perspective. Pixel-Bit. Revista de Medios y Educación, 67, 59-86. https://doi.org/10.12795/pixelbit.98627.

Gómez-García, M., Alameda, A., Poyatos, C., & Ortega, P. J. (2022). Future Classroom Lab: Α project for the pedagogical redefinition of schools. Revista Ιnteruniversitaria de Formación del Profesorado, 97(36.2), 133-148. https://doi.org/10.47553/rifop.v98i36.2.94188.

González-Pérez, A., Cerezo-Cortijo, I., Llamas-Salguero, F., & Revuelta-Domínguez, F. I. (2022). Classrooms of the future as spaces for educational change in Higher Education. REIDOCREA, 11(59), 675-683. https://doi.org/10.30827/Digibug.77653.

Harris, U. S. (2017). Virtual Partnerships: Engaging students in e-service learning using computer-mediated communication. Asia Pacific Media Educator, 27(1), 103-117. https://doi.org/10.1177/1326365X17701792.

Hickman, L. (2016). Educational occupations and classroom technology. European Journal of Pragmatism and American Philosophy, 3(1). https://doi.org/10.4000/ejpap.446.

Hilario, P., Maestro, J. A., Moya, C., & Valladares, M. (2022). Implementation and development of a Classroom of the Future in an educational center. Study of the project of the IES Francisco Giner de los Ríos, of Alcobendas. Tarbiya, Journal of Educational Research and Innovation, 50, 23-46. https://doi.org/10.15366/tarbiya2022.50.001.

Hyun, E., Kim, Y., & Choi, S. L. (2022). Qualitative needs analysis for future school classroom planning for a special class-focusing on deriving spatial scenarios. Journal of the Architectural Institute of Korea, 38(12), 149-157. http://dx.doi.org/10.5659/JAIK.2022.38.12.149.

Jin, S., & Peng, L. (2022). Classroom perception in higher education: The impact of spatial factors on student satisfaction in lecture versus active learning classrooms. Frontiers in Psychology, 13, 941285. https://doi.org/10.3389/fpsyg.2022.941285.

Jørund, S. (2012). iTEC-innovative technologies for an engaging classroom. Nordic Journal of Digital Literacy, 7(2), 144-148. https://doi.org/10.18261/ISSN1891-943X-2012-02-05.

Kanematsu, H., & Barry, D. M. (2016). For the future. In STEM and ICT Education in Intelligent Environments. Springer, Cham. Intelligent Systems Reference Library, 91. https://doi.org/10.1007/978-3-319-19234-5_26.

Lau, W. F. F., & Jong, M. S. Y. (2023). Typology of teachers’ stages of concern for STEM education. Research in Science & Technological Education, 41(4), 1560-1578. https://doi.org/10.1080/02635143.2022.2064447

Lessard, S., Schaefer, L., Huber, J., Murphy, M. S., & Clandinin, D. J. (2015). Composing a life as a teacher educator. International Teacher Education: Promising Pedagogies. Part C, Advances in Research on Teaching, Vol. 22C (pp. 235-252). Emerald Group Publishing Limited, Bingley. https://doi.org/10.1108/S1479-368720150000022016.

Llivipuma, A. R. (2023). Competencias docentes TIC para la formación de las ciencias sociales de los estudiantes del bachillerato. Revista Oratores, 19, 203-216. https://doi.org/10.37594/oratores.n19.1185.

López-Belmonte, J., PozoSánchez, S., Moreno-Guerrero, A. J., & Lampropoulos, G. (2023). Metaverse in education: A systematic review. Revista de Educación a Distancia, 23(73). https://doi.org/10.6018/red.511421.

Marín-Marín, J. A., Moreno-Guerrero, A. J., Dúo-Terrón, P., & López-Belmonte, J. (2021). STEAM in education: A bibliometric analysis of performance and co-words in Web of Science. IJ STEM, 8(41). https://doi.org/10.1186/s40594-021-00296-x.

Martín-Lucas, J., & Sánchez-Rojo, A. (2023). Technology and teaching space: A pedagogical approach to the classroom of the future. In F. J. García & A. García (Eds), Proceedings TEEM 2022: Tenth International Conference on Technological Ecosystems for Enhancing Multiculturality. TEEM 2022. Lecture Notes in Educational Technology. Springer, Singapore. https://doi.org/10.1007/978-981-99-0942-1_51.

Martínez-Ezquerro, A. (2020). Readings for diversity: Competencies and variables of use in future teachers. Journal of Reading Studies, 19(3). https://doi.org/10.18239/ocnos_2020.19.3.2316.

Muntaner, J. J., Pinya, C., & Mut, B. (2020). The impact of active methodologies inacademic results: A case study. Profesorado. Revista de currículum y formación del profesorado, 24(1), 96-114. https://doi.org/10.30827/profesorado.v24i1.8846.

Ntuli, E., & Kyei- Blankson, L. (2016). Improving K-12 online learning: Information literacy skills for teacher candidates. International Journal of Information and Communication Technology Education, 12(3), 38-50. http://doi.org/10.4018/IJICTE.2016070104.

Nurmi, J. E., & Kiuru, N. (2015). Students’ evocative impact on teacher instruction and teacher–child relationships: Theoretical background and an overview of previous research. International Journal of Behavioral Development, 39(5), 445-457. https://doi.org/10.1177/0165025415592514.

OECD. (2018). The future of education and skills. Education 2030. The Future we want. https://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf.

Official European Union Journal. (2018). Council recommendation of 22 May 2018 on key competences for lifelong learning (2018/C 189/01). https://eur-lex.europa.eu/legal-content/ES/TXT/PDF/?uri=CELEX:32018H0604(01)&from=SV.

Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., & Moher, D. (2021). The PRISMA 2020 statement: Αn updated guideline for reporting systematic reviews. BMJ, 372(71), 1-9. https://doi.org/10.1136/bmj.n71.

Pedro, N., Baeta, P., Paio, A., Pedro, A., & Matos, J. F. (2017). Redesigning classrooms for the future: Gathering inputs from students, teachers and designers. In INTED2017 Proceedings, 11th International Technology, Education and Development Conference (pp. 7908-7917). Valencia, Spain https://doi.org/10.21125/inted.2017.1861.

Peña, B. (2023). The Future classroom. Educational experiences. Octaedro. https://rabida.uhu.es/dspace/bitstream/handle/10272/22037/9788419506641.pdf?sequence=2.

Peralta, D. C., & Guamán, V. J. (2020). Active methodologies for the teaching and learning of social studies. Sociedad & Tecnología, 3(2), 2-10. https://doi.org/10.51247/st.v3i2.62.

Pérez-Escoda, A. (2017). WoS and Scopus: The great allies of every researcher. Grupo Comunicar. https://doi.org/10.3916/escuela-de-autores-031.

Ramírez-Montoya, M. S., & Lugo-Ocando, J. (2020). Systematic review of mixed methods in the context of educational innovation. Comunicar: Revista Científica de Comunicación y Educación, 65, 9-20. https://doi.org/10.3916/C65-2020-01.

Sánchez-Serrano, S., Pedraza-Navarro, I., & Donoso-González, M. (2020). How to conduct a systematic review following the PRISMA protocol? Bordón. Revista de Pedagogía, 74, 51-66. https://doi.org/10.13042/Bordon.2022.95090.

Sanz-Benito, I., Lázaro-Cantabrana, J. L., & Grimalt-Álvaro, C. (2024). La formación de competencias en inclusión digital en los grados de Educación Infantil y Primaria de las universidades españolas: Una necesidad aún por cubrir. Educar, 6(2), 321-335. https://doi.org/10.5565/rev/educar.1984.

Sardinha, L., Almeida, A. M. P., & Barbas, M. P. (2017a). Digital future classroom: The physical space and the inclusion of the neet/refugee population - Conceptual and theoretical frameworks and methodology. In INTED2017 Proceedings (pp. 2396-2405). https://doi.org/10.21125/inted.2017.0682.

Sardinha, L., Almeida, A.M. P., & Barbas, M. P. (2018). The classroom physical space as a learning ecosystem - bridging approaches: Results from a Web survey. In Ó. Mealha, M. Divitini & M. Rehm (Eds), Citizen, Territory and Technologies: Smart Learning Contexts and Practices. SLERD 2017. Smart Innovation, Systems and Technologies, Vol. 80. Springer, Cham. https://doi.org/10.1007/978-3-319-61322-2_5.

Sardinha, L., Almeida, A. M. P., & Pedro, N. (2017b). Bridging approaches: Classroom physical space as a learning ecosystem. Interaction Design and Architecture(s) Journal, 35, 56-74. https://doi.org/10.55612/s-5002-035-003.

Shehu, M., & Jere, N. R. (2015). The 21st century namibian classroom: An e-reader approach. In International Conference on Emerging Trends in Networks and Computer Communications (ETNCC) (pp. 73-78). Windhoek, Namibia. https://doi.org/10.1109/ETNCC.2015.7184811.

Solé-Blanch, J. (2020). The educational change in front of the technological innovation, the pedagogy of competences and the discourse of the emotional education. A critical approach. Teoría de la educación. Revista Interuniversitaria, 32(1), 101-121. https://doi.org/10.14201/teri.20945.

Spanish Government. Future Classroom. ADF network. https://auladelfuturo.intef.es/red-adf/

Tena, R., & Carrera, N. (2020). The Future Classroom Lab as a framework for developing competence-based learning and project work. Revista Mexicana de Investigación Educativa, 25(85), 449-468. https://www.comie.org.mx/v5/sitio/wp-content/uploads/2020/05/RMIE_85.pdf.

Tømte, C., & Lazareva, A. (2023). Educating for professional digital competence? Exploring teacher education in a new learning space. In R. Pinheiro, C. Tømte, L. Barman, L. Degn & L. Geschwind (Eds), Digital Transformations in Nordic Higher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-27758-0_4.

Wu, W., & Liu, X. (2013). Construction of future classroom in primary school. In Proceedings of the 2013 the International Conference on Education Technology and Information System (ICETIS 2013) (pp. 400-404). https://doi.org/10.2991/icetis-13.2013.90.

Zhang, J. P., & Chen, W. D. (2011). Study on classroom of the future. Journal of e-Education Research, 8, 18-22.


DOI: https://doi.org/10.26220/rev.5044

View Counter: Abstract | 256 | times, and PDF | 29 | times



Re S M ICT E | ISSN: 1792-3999 (electronic), 1791-261X (print) | Laboratory of Didactics of Sciences, Mathematics and ICT, Department of Educational Sciences and Early Childhood Education - University of Patras.

Pasithee | Library & Information Center | University of Patras