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dc.contributor.authorColeman, Claireen_NZ
dc.date.accessioned2020-07-20T21:41:16Z
dc.date.available2020-07-20T21:41:16Z
dc.date.issued2020en_NZ
dc.identifier.citationColeman, C. (2020). Learnings through explorations of the teaching space: Creating climates of collaboration. Teachers and Curriculum, 20(1), 9–12. https://doi.org/10.15663/tandc.v20i1.347en
dc.identifier.urihttps://hdl.handle.net/10289/13684
dc.description.abstractBeanbags, adjustable tables, retractable walls, high-speed internet and numerous digital devices dominate the current concept of the modern classroom. Urged by the Ministry of Education in New Zealand to build all new classrooms as Innovative Learning Environments (Ministry of Education, 2015), more and more students are finding themselves operating in spaces of various shapes and sizes. Influenced by the PST framework by Radcliffe et al. (2008), these environments tend to focus on creating a balance between the elements of pedagogy, technology and space. While the jury is still out on the benefit of the ILE spaces, there has been universal agreement that education needed to rethink the outdated single cell design (Benade, 2016).
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherWilf Malcolm Institute of Educational Research, Division of Education, University of Waikato
dc.relation.urihttps://www.tandc.ac.nz/tandc/article/view/347/390en_NZ
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
dc.titleLearnings through explorations of the teaching space: Creating climates of collaborationen_NZ
dc.typeJournal Article
dc.identifier.doi10.15663/tandc.v20i1.347en_NZ
dc.relation.isPartOfTeachers and Curriculumen_NZ
pubs.begin-page9
pubs.elements-id255089
pubs.end-page12
pubs.issue1en_NZ
pubs.volume20en_NZ


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