Technology Teaching Lab for future teachers takes interactive learning to higher level
STL Associate Director Suzanne Colvin is shown with ProTeach students in the tech-enhanced classroom.
After a few months of training sessions and moderate class scheduling, the UF College of Education’s new “technology teaching laboratory” will open in full swing this fall to hundreds of computer-savvy students—not only in education but from several colleges across campus.
Aiming to bring teacher education into the 21st century, the college has converted a vintage 1979 reading clinic—Room 2309 in UF’s Norman Hall—into a digital-age, tech-smart classroom, where professors are incorporating the latest technology into their teaching to transform student learning and increase teacher-student engagement.
The college last year received $141,000 for the room makeover project from UF’s Office of Academic Technology through a campuswide grant program supported by yearly student technology fees.
The reinvented classroom features the latest educational technology. New touch-screen SMART boards complement the traditional dry-erase boards, and students sit in groups for collaboration at seven movable media pods. Up to four iPads or laptops can be connected at each station, and all four screens can be shown at once on a shared large monitor.
“The greatest innovation isn’t the SMART boards or the iPads—it’s the use of technology to redesign the classroom into collaborative thinking stations,” said Suzanne Colvin, associate director of teacher education in the college’s School of Teaching and Learning. She was instrumental in orchestrating the classroom makeover and its funding.
The teaching lab’s seven media pods each face a large screen for the students to share their computer-monitor views with the group. Each station can connect to one of two 40-inch monitors at each end of the classroom. With the screens at each station and the capability to connect to the larger monitors, the instructor can see what each group is working on from a distance, even with large classes.
“The students are literally in awe when they first walk into class,” Colvin said. “They are digital natives, though, so it’s easy for them to adapt to the room and to utilize the equipment.”
Colvin said the classroom technology can improve the interaction between students and the instructor or among themselves in group projects and problem-solving exercises. “Students can get a group-thinking experience in the new classroom that isn’t possible with distance learning or a traditional lecture-style class,” she said.
Clinical assistant professor Caitlin Gallingane likes holding sessions of her literacy methods courses in the tech-smart classroom because “it makes students active participants” in the lessons.
“Instead of showing a video of a teaching practice on the screen at the front of the room, students are each responsible for finding an online example of a teaching practice and then watching them together on the shared screens at the media pod and evaluating the practices as a group,” Gallingane said.
The lab’s collaborative technology lets students take more responsibility for their own learning and become critical thinkers—a necessary skill for success in today’s interconnected knowledge economy.
Barbara Pace, associate professor in English education, teaches technology and media literacy, a required course for future English teachers, and holds some of her classes in the lab so her students can learn to use a variety of digital tools in their reading instruction.
The tech-enhanced teaching lab “offers greater opportunities for students to engage in interactive group work and gather information from a variety of sources,” Pace said. “Synthesizing information (using the lab’s digital tools) seems more focused on ‘why’ than on ‘how’.”
