21st Century Learning Environments

There are significant changes that will be seen in many classrooms over the next 3 to 5 years (Victorian Government, 2017). These learning environment changes specifically relate to the Australian Government’s initiative to improve student educational and academic outcomes by the year 2020 (Department of Education and Training, 2017). Some of these learning environment adaptations include standing desks for those students who have difficulty maintaining focus whilst sitting, interactive projectors replacing all interactive whiteboards, and moving walls will be installed to make learnings spaces more flexible (Fraser, 2012). In regards to technological learning environment changes, the Australian government has implemented 62 more financial 2017-2018 grants for those schools who need assistance in ensuring they are up-to-date with 21st-century classroom expectations.

 

In regards to technological learning environment changes, the Australian government has implemented 62 more financial 2017-2018 grants for those schools who need assistance in ensuring they are up-to-date with 21st-century technological advances (Victorian Government, 2017). For those schools that already have students bringing their own laptops and digital devices to class, students will soon be introduced to virtual and augmented reality technology. These types of digital devices will majorly enhance learning in regard to geological, geographical and astronomy learning (Rowlands, 2014). This will relate directly to the Earth and Space Science curriculum but can be used throughout the integration of technology, engineering and mathematics in the STEM program (Wies, Eisenhart, Cipollone, Stich, Nikisher, Hanson, & Dominguez, 2015). One of the largest changes in learning environments supports the scientific case studies and researched knowledge that every student learns differently (Aldridge & Fraser, 2011).

 

One of the largest changes in learning environments supports the scientific case studies and researched knowledge that every student learns differently (Aldridge & Fraser, 2011). Miller (2011) recognises, “There are four driving factors when it comes to changing and updating student learning environments; Basic human need, teaching, learning and student engagement”. With these four factors in mind, it is clear to see why the Australian Government is now building schools with more flexible learning areas, comfortable children furnishings, bright colours, and easily accessible collaborative spaces (Brady & Kennedy, 2014). De Vries (2005) states, “Conventional classroom instruction often fails to expose students to environments, examples, societal situations and problems that make knowledge relevant to them”. By changing current learning environments, encouraging better student engagement frameworks, such as STEM, and promoting the development of social skills students are now being given innovative opportunities that will advance and improve future societies (Incantalupo, Treagust & Koul, 2014).