Future Classroom Lab: a project for the pedagogical redefinition of educational centers

Abstract

The transformation of educational spaces is currently the hallmark of many educational institutions. However, we found little research that identifies the pedagogical impact that this transformation causes at the classroom level. Throughout this article we analyze to what extent going through a teacher training experience based on the European project Future Classroom Lab or Aula del Futuro, causes a redefinition of the pedagogical life of the classroom. To do this, we establish four learning scenarios: Investigate-Develop, Create, Present and Interact-Exchange, in which through a pretest-posttest analysis, we analyze the change in the proposed teaching-learning activities, the role played by the student/a, by the teacher, the interaction with technology, the occupation of spaces… We do it with a sample of 285 participants belonging to different stages pre-university (Early Childhood Education, Primary Education, Secondary Education, Vocational Training…). We found statistically significant differences in all the learning scenarios analyzed, which allows us to conclude that the training experiences carried out have contributed to a pedagogical transformation in terms of: a greater performance of activities related to active and collaborative learning by the students, as well as a change in the use of technology, becoming a means for digital creation. In this way, we show a way to design a new educational landscape in the classroom, in which pedagogy, spaces and technology are put at the service of the student.