Students’ Perceptions and Behaviour in Technology-Rich Classroom and Multi-Media Classroom

Abstract

Kurt Lewin proposed the field theory which stated that our behaviour was a result of both our personality and our environment. Based on this theory, it could be deduced that teacher's teaching behavior was a result of both teacher's personality and classroom environment. Considering the challenges of pedagogy transformation and the modest use of technologies in classroom, we hypothesize that designing and using technology-rich classroom (TRC) is one of the methods for changing the classroom from teacher-centered learning to more student-centered learning that encompasses replacing lectures with active learning, integrating self-paced learning programs and/or cooperative group situations, ultimately holding the student responsible for his own advances. In order to test our hypotheses, a TRC was designed according to the adapted SMATE model, and the differences of students' perceptions, learning and teaching behaviour in TRC and in multimedia classroom (MMC) were analyzed. SMATE model referred to the framework for equipping classroom, including showing content, managing facilitates, accessing technologies, tracking process, and enhancing learning. We conducted an experimental research in a primary school with 143 students from 4 classes. The experimental group comprised of two classes in a TRC environment. The environment was equipped with Wi-Fi, wireless display, dual screens, and site facilitators. Additionally, an iPad was made available for every student in the class. The other two classes were the control group and had a MMC environment, in which a computer and a projector were equipped. The experiment lasted for one full semester with 12 weeks. The results indicated that the scores of students' perceptions in TRC were significantly higher than scores in MMC, and students spend more time engaged in individual learning and collaborative learning in the TRC than in the MMC.

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