O r i gi n a l Resea r ch by B r a n k s o me Hall
RESEARCH
C ha n da ri a Re se arch Cen t re
Designing for Deep Inclusion: Exploring Student Engagement Through Technology-Supported Discussions in Traditional and Active Learning Environments By: Izza Tahir, Mira Gambhir, Andrew Kim, Bobby McDonald and Aileen Strickland McGee Keywords: pedagogy, space, technology, active learning classrooms, technology-supported discussions, Parlay, middle school students, physical space design
INTRODUCTION
There has never been a better time to explore the connections between space, technology and Kindergarten–Grade 12 education design. We continually innovate spaces to foster high social engagement and help youth build their capacity to create, debate, discuss and collaborate. From acoustics to furniture to technological tools, every aspect is considered when improving classroom design. In 2020, the rapid adoption of virtual and HyFlex learning in many countries has bolstered interest in technologies that foster inclusion and community.1 Research on space design and technology has increased our understanding of the benefits of particular tools in facilitating interactive learning (McKeown & McGlashon, 2015). Digital learning tools such as polling apps and wikis help students enhance both their in-person experiences and their online learning. Of special interest are tools that help increase students’ peer-to-peer interactions. Classroom discussions are one of the most effective ways to develop critical thinking, communication and relational skills. In our quest for greater student engagement in the classroom, however, we often overlook the ways in which space and digital tools affect social inclusion. Extant research also neglects student and teacher perspectives. In this study, we explore this intersection of pedagogy, space design and technology, giving voice to participants’ experiences. This study is a three-way collaboration between Branksome Hall, Parlay and Steelcase Education. Our research explores teachers’ and students’
perceptions of Parlay Live RoundTable as a tool to promote inclusion and discussion in the classroom. It also examines students’ and teachers’ feelings and behaviour in technology-supported and nonsupported discussions in different classrooms. SETTING THE STAGE: STUDY PARTNERS Branksome Hall: One of the few International Baccalaureate (IB) continuum schools in the world, Branksome Hall offers students in Kindergarten to Grade 12 (K–12) a program that centres on building social action leaders and globally minded citizens. The all-girls school has an international student population and offers a boutique-boarding program.2 Parlay: Parlay is an educational technology tool used by teachers across the world to facilitate student-driven discussions in their classrooms. For the purposes of this study, we have focused exclusively on Live RoundTable, one of three core Parlay components.
1
yFlex (also known as hybrid) learning refers to classes where a teacher instructs both virtually and in person (students attend on campus, join synchronously or take up H materials asynchronously).
2
Please note that at Branksome Hall the term ”girl” is broadly conceptualized as referring to cisgender, transitioning, transgender or gender diverse identities.
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