Creating flexible learning spaces to support student learning

with technology in the elementary classroom

Research Proposal
Sandra R. Tice
UBC Master of Educational Technology Program
ETEC 500

August 2, 2014
UBC Student #92576123

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Table of Contents
Introduction........ 3
Rationale for the Study .. 3
Research Problem . 4
Research Questions ... ... 5
Review of Literature ...5
Methods ................ 11
Implementation Plan 13
Logistics Plan .13
Timeline and Milestones 14
Data Analysis Plan 14
Limitations of the Study 14
References . 15
Appendices 17
Appendix 1 Survey Questions.17
Appendix 2 Parental permission letter.21
Appendix 3 Principal permission letter... 23
Appendix 4 Teacher permission letter.24
Appendix 5 Classroom observation matrix..27

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Introduction
Technology usage within K-12 education has evolved from use in isolated and
designated computer labs to a point where mobile laptops, notebooks, and other personal
devices are now integrated into traditional classroom layouts and transitional spaces
within schools. Technology can be seamlessly integrated virtually anywhere and at any
time. Although administrators are responsible for budgetary concerns regarding space
usage and technology purchases, teachers face increasing demands to implement
technology and how to plan for the physical space requirements in which it will be used,
oftentimes with limited professional development training in how to best accomplish
these tasks. Technology is changing teacher practice and student learning and greatly
impacts upon the spaces in which we learn. Bruecki (2014) speaks to the importance of
creating new learning spaces for the future:
We are in a new age, a new time and we need to create new places and spaces that
nurture mobile content in the richly literate classroom. From a pedagogical
perspective, we are adrift as mobile devices make their way into the hands of our
children and spread ever more widely into everyday life. Although a growing body
of research points to the potential of mobile computing for influencing childrens
emerging literacy skills, empirical studies on mobile learning in early elementary
are rare. Even less is known about developing learning spaces that can support our
youngest mobile students.
Rationale
Design of learning spaces should be based on current learning theories to ensure
that the physical learning space will contribute to the learning process of the students
using it. Monahan (2002) explains that learning spaces have a built pedagogy or
architectural embodiment of learning theories (p. 4). I have observed through practice
that very little thought has been put into helping intermediate elementary students work

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in effectively designed learning spaces, and instead, students struggle with balancing
laptops on too-small desks, or try to do group work on cold, uncomfortable hallway
floors. Teachers express questions regarding technology in practice. Bulky equipment
carts take up valuable classroom space in already crowded rooms. The computer labs in
two of the schools where I work are currently being de-commissioned, but there is no
alternative space designated for the technology. Despite limited funding, there is a need
for teachers to have access to sound pedagogy to support decisions they make every day
in the classroom regarding classroom space usage and technology integration. According
to a study commissioned in Australia, there are many sweeping claims about the possible
effects of various aspects of learning spaces on student learning that are not substantiated
empirically (Tanner, 2000, as cited by Blackmore, 2011). Emerging pedagogical
approaches from other parts of the world including Australia, Europe, and Asia are
resulting in exciting new trends in learning space design that may be beneficial for use in
Canadian classrooms. Ultimately, I am curious to explore how flexible learning space
design is implemented within classrooms in the school district where I teach and to
implement current best practices locally.
Research Problem
The purpose of this mixed methods research study is to explore the connections
between learning spaces and technology usage in elementary education within classrooms
and common areas located in Surrey, British Columbia, and to find out how teachers are
effectively using existing space, and to explore what challenges they currently face while
incorporating technology towards effective student learning.

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Research Questions
1) What is the relationship between purposefully designed flexible learning spaces in
classrooms and within the common areas within the school, that supports
integrated technology usage and the teachers pedagogical practice?
2) How are learning outcomes (behavior, engagement and achievement) impacted by
creative usage of space?
Additional questions that may arise from research:
- What recent changes, if any, are teachers making to their space to support
student technology usage?
- What do teachers identify in terms of wishes and needs for technology, space
and furniture to support their students learning?
- Do teachers and administration support usage of personal mobile technologies
with their students and is there an existing personal mobile device policy?
- What are the attitudes within the school culture that influence technology
integration in the classrooms?
- How would students wish to change existing space and technology usage within
their schools?
Review of Literature
This literature review identifies theoretical connections made between learning
spaces, pedagogy, student learning outcomes and attitudes, and any existing gaps and to
interpret whether learning within a 21st century context changes environmental learning
conditions and technology usage. The review will also examine progressive case studies
from around the world where learning spaces have been re-designed to support better

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learning outcomes. Outcomes may include improved behavior, increased skill levels, and
greater engagement from students and with curricular content.
The themes that have emerged from this literature review are: how flexible
learning spaces support student learning with student-centered design, and how providing
an environment for social learning utilizing active learning principles may affect learning
outcomes.
Elementary classroom design should support teaching practices and provide
spaces for learning that occur through an interdisciplinary approach and project-based
work. According to Selenger (2011) technology should be readily accessible, easily
available and seamlessly integrated into the classroom environment. To ensure learner
success, Selenger proposes a model placing students and teachers at the centre, and
including the following components: school building and environmental design,
curriculum and assessment systems, professional development of both teachers and
school leaders, content and services, network infrastructure, and devices for technology
access. She advises that students need to be able to move freely around the room in order
to interact with each other and with different technology artifacts. Most importantly,
technology must not be isolated if it is to be a catalyst for learning.
Tapscotts (2007) definition of Net-Geners indicates how this generation of
learners view computers as a normal, everyday part of life. Much of the literature
explored within this proposal supports that view and further supports the idea that
technology should now be integrated thoughtfully in school settings. Students today
regularly access the Internet for many purposes including social interaction, research,
publishing, game-playing, homework, entertainment and much more. This speaks to how

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the Internet has changed how people regard space, time and place. Effective classroom
design should incorporate the ways that students learn using technology, whether in a
classroom or in a real world setting.
Learning space has emerged as an important consideration to learning outcomes
(Oblinger, 2005) and this researcher demonstrates how key studies link learning space
and course design with student achievement, mastery, and retention. Given these
implications, space should reflect the learners needs, learning modes, and existing space
usage. Oblinger believes that space should reflect institutional values, be designed around
people and multiple types of learning, be flexible, comfortable, secure and functional, as
well as be a convergence of technology, pedagogy, and space.
Oblingers work goes on to suggest that two important learning principles should
be considered in learning space design. First, she states that learning is social, requiring
feedback and interaction among participants, and designated space should be where
learners can engage in dialogue, work on group projects, interact in a variety of ways, and
can present work publicly either by teaching others or giving feedback; and secondly,
classroom design should utilize principles of active learning, whereby learners are able to
practice and receive feedback from peers and experts, and work together to address realworld problems through interactions with people and information from outside the
classroom. Additionally, classroom areas should support student work including debate,
research, inquiry, and problem solving, engagement in simulations, virtual field trips, and
role-playing.
Research conducted by Hunley (2009) makes connections between learning
space, learning and pedagogical methods and identifies a reciprocal interaction between

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learning space and its users whereas the effectiveness and quality of learning outcomes
partially results from both student and faculty engagement. Although this study occurs
within a post-secondary institution, it outlines a model that may also apply to elementary
schools. Hunley says learning spaces that are likely to increase the engagement of the
learning facilitators and its learners promote a sense of connection with the environment,
stimulate positive emotional responses, interest and enjoyment, and encourage feelings of
autonomy and competency during challenging tasks. Design elements should include
spaces for individual work with computer stations and study carrels, and group work
areas should contain soft furnishings, four-to-six personal tables for shared computer use.
Her work illustrates how learning is optimized through engagement and its promotion
through thoughtful learning facilitation within appropriate learning contexts.
Loveless (2002) conducts a substantial literature review regarding creativity, new
technologies and learning. This literature speaks to the importance of collaborative
learning, and how knowledge is constructed through interaction and communication with
others in communities (Lave and Wenger, 1991; Somekj, 2001 as cited by Loveless).
Classroom implications indicate that learners should have opportunities to develop ICT
skills and techniques in authentic and challenging creative contexts, and that
considerations should be given to flexibility in time and space for creative activities.
Loveless stresses the importance of access to a range of technologies to support student
learning and creative learning processes.
There is a scarcity of literature that demonstrates either quantitative or qualitative
data regarding student outcomes as affected by learning space design within elementary
schools. Whitesides (2009) research focuses on developing evidence-based criteria for

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student-centered, integrated, active learning spaces using flexible design and innovative
use of technology tools. It asks the primary question, to what extent, if any, do formal and
informal learning environments shape teaching and learning practices and student
learning outcomes? For answers, this Minnesota-based study incorporates instructor
interviews, student focus groups, and classroom observations and photo surveys to
support a visually rich understanding of students usage of formal and informal learning
spaces. In this work, three case studies were prepared. The results provide a useful model
of learning space research can be conducted in future settings and also identifies which
methods to employ. Active learning classrooms (ACL) were studied providing evidence
relating to instructor and student perceptions and the positive effects these spaces had on
their collaborative projects. The study evaluates implications of various space-related
features including round table room set-up, open formal learning space, furniture layout,
comfort and convenience, availability and access to technologies such as glass markerboards, document cameras and student display apparatus. One recommendation from this
study is to incorporate innovative research tools such as student logs and photo surveys to
provide deeper data that may lead to future evidence-based solutions. Again, this research
was conducted at the post-secondary level, but can also be applied to learning at lower
levels.
Miller (2008) contends that the design of learning space should increase levels of
engagement for students, fostering active learning and teaching, and notes that getting
and keeping students engaged is perhaps the most important step in creating a successful
learning outcome. He suggests designing space to influence self-directed learning by
allowing greater involvement in group activities, helping create an environment that is

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more supportive of speaking up and participation in discussions, and providing increased

access to technology to support both research and dynamic learning activities. In another
related study, Miller uses what he terms evidence-based design to try to understand the
role of adaptable spaces in supporting the learning experience, through examination of
technologies, pedagogies, and furniture within the spaces. They gather evidence about the
experiential perceptions of students and faculty about the learning environment. Four key
constructs emerge from this work: basic human needs, teaching, learning and engagement
that learning spaces support the learner, and that communication and collaboration play
pivotal roles in the learning experience. The most significant tenant of this research,
according to Miller, is the importance of administrators being able to support the
transition from a traditional teaching space and that new approaches require innovative
learning spaces that can respond in new ways.
According to Blackmore (2011), little or no research on learning outcomes arising
from practices in new learning spaces exist. However, pieces of evidence relating to both
tangible and intangibles can be examined. The tangibles relate to the physical space in
terms of comfort, safety, purposes, etc. and the intangible features include behavior
analyses, student perceptions relating to belonging (inclusion), self-esteem, feelings of
confidence or security, engagement with the teacher, other students, or with the course
content.
An assumption that technology is changing the way students work together is an
underlying belief in this study. I believe that classrooms today can be designed
purposefully with student engagement in mind, be technologically rich and built to
support successful learning outcomes. With flexibility and authentic learning experiences

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in mind, effectively designed learning spaces can enhance diverse teaching styles and
flexible student groupings. Use of ergonomically designed furnishings and a teaching
style that approaches learning with an open mind as well as open space can offer
accessibility, security, comfort, increased engagement and improved outcomes for
students of all ages.
My research going forward will gather evidence from current practice in Surrey
elementary schools, and will examine connections between existing learning spaces in
intermediate classrooms, technology accessibility, and perceived teacher and student
engagement, through the use of surveys and observations.
Methods
This section outlines the methods used to explore the current space usage utilized
by teachers in a classroom setting. Given the context above, my two research questions
will be addressed in the study.
Survey and Observations
a. Description My research will gather data with a focus on two different grade
6/7 classrooms with the Surrey School District, and on the teachers within each
school, along with their students. Each school will have at least 300 students, and
be pre-identified as using technology as one of their school goals. At least one
school will be less than 10 years old, and at least one school more than 10 years
old.
b. Research Participants Grade 6/7 teachers and their students in Surrey School
District 36. It is anticipated that each classroom will accommodate 30 children.

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c. Data Collection and Instruments The type of design for the observations in
this study will be naturalistic, to gain a more realistic picture of childrens
behavior. Both quantitative and qualitative data will be gathered through the use
of a survey of teachers regarding classroom space usage, technology integration,
as well as perceived student outcomes in their teaching. Further research in the
schools will provide qualitative data from that will be gathered through
observation of teachers and students, while they are using existing technology as
part of their lesson, either in classrooms or in common areas (library, learning
commons, shared space or hallways). This mixed methods research approach
contains the underlying assumption that flexible, adaptable shared learning spaces
are lacking in design and are not adequate for the technology integration that is
occurring. Qualitative methodology to be used will be used to develop a case
study, with purposeful selection (Stake, 1995) combined with a quantitative
approach to acquiring data through a survey. The researcher will be a passive
observer while conducting observations, although may speak to the students in
order to make them feel at ease or to clarify details of what is being observed.
Coding will be utilized during and following observations. The researcher will
interact and speak with the classroom teachers to gain greater insights about
teachers opinions.
Special Materials or Apparatus Items required will include: a survey for classroom
teachers, special permissions from school administration, classroom teachers to conduct
observations and to photograph locations (both with and without students), parental
permissions for classroom observations and photography release. Regarding ethics and

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permission, informed consent will be obtained from the elementary school principal as
well as the elementary school class teacher. Before the observation session, two letters
will be sent, one to the principal of each school, and one to the classroom teacher
formally asking for permission to sit in on two 45-minute sessions of each class. Parental
permission will also be obtained as the researcher may minimally interact with the
children, and permission is needed to take photographs of children using the learning
space. The photographs will be used to analyze student and teacher movement within the
room as well as ICT usage (height of tables, where students choose to sit, etc.) and for
researcher presentations resulting from the research. Both teachers and the principals at
each school will be invited to evaluate research results.
Research Design
The naturalistic design of this research allows for observation of normal
classroom activities. The methods as described above will employ teacher surveys
regarding usage and attitudes followed by classroom observations. Developing a comfort
level with the classroom teacher in conducting this research will help to gain greater
detail and understanding of collected data, and will help inform the researcher in
development of the case studies of each classroom. Purposeful selection will be used to
determine the sample schools to ensure that technology usage is one of the school-wide
goals.
Implementation Plan
Surveys will be delivered to grade 6/7 teachers personally to ensure higher rate of
participation and to promote understanding of research. Observations will be conducted
within the same semester at both locations.

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Logistics Plan
Research permissions will be sought during the fall 2014 semester, with research
to commence as soon as permissions have been granted. Budget to include mileage,
photocopying, and coffee and snacks for participating teachers.
Timeline and Milestones
Fall 2014, study to be completed Winter 2015. Final reports completed by June 2015.

Figure 1 charts the timeline and milestones for this study:

figure 1
Data Analysis Plan
Data will be comprised of an analysis of survey results and from notes from
observations. Coding will be utilized both during and following observations as notes and
photographs are reviewed. Since there is more than one site included, analysis will
require a cross-site analysis (Miles and Huberman, cited by Gay, Mills, and Airasian
2012). A site-ordered effects matrix will be used to display probably cause-and-effect
relations among student space usage and learning outcomes (behavior, engagement, and
achievement).
Limitations of the Study

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School selection will not be random to ensure both older and new schools are
included and that technology usage is a pre-identified school-wide goal, as well as to
ensure that access will be granted based on prior connections to school administrators
and/or teachers. Data may not necessarily apply or be generalized to schools outside of
the district. Primary classes will be excluded due to existing play-based design of
classroom areas.

References
Blackmore, J. & Hayes, D. 2007-2010, Redesigning schools and school leadership:
An Australian comparative study, ARC Discovery Project.
Brueckei, I., Lessons about space from K-6 and implications for secondary schools.
(2012). Retrieved from http://www.brueckei.org/RaisedDigital/2012/01/29/lessons-about-space-from-k-6-and-implications-for-secondaryschools/
Carlson, E., Innovative learning designs a weblog, Retrieved from the Internet, July 5,
2014. http://innovativelearningdesigns.ca/wordpress/?cat=3&paged=2
Davies, D., Jindal-Snape, D., Collier, C., Digby, R., Hay, P., & Howe, A. (2013).
Creative Learning Environments in Education--A Systematic Literature Review.
Thinking Skills And Creativity, 880-91.
Gay, L.R., Mills G.E., & Airasian P. W. (2012) Educational research. Competencies for
analysis and applications. International version. New Jersey, Pearson Education
Inc.
Hall, M. Johnston Heights Secondary School: A local library transformed into a learning
commons, Surrey, BC. Retrieved from the Internet July 14, 2014.
https://www.youtube.com/watch?v=sdkNWESBv1g
Hunley, S., & Schaller, M. (2009). Assessment: The Key to Creating Spaces that Promote
Learning. Educause Review, 44(2), 26.
Korones, S., Sweden Debuts First Classroom-less School, Retrieved from the Internet
May 2014.
http://www.smartplanet.com/blog/smart-takes/sweden-debuts-first-classroom-less-school/
Loveless, A. (2002). Literature review in creativity, new technologies and learning.

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(Lave and Wenger 1991; Somekh 2001).

Learning Spaces that make the grade (2011), Retrieved from the internet
http://www.buildings.com/article-details/articleid/13054/title/learning-spaces-thatmake-the-grade.aspx
Miller, H. (2008). Rethinking the Classroom: Spaces Designed for Active and Engaged
Learning and Teaching. Rethinking the ClassroomResearchHerman Miller.
Monahan, T. (2002). Flexible space and built pedagogy: Emerging IT embodiments.
Inventio, 4(1), 1-19. Available from http://www.torinmonahan.com/papers.html See more at: http://innovation.ed.psu.edu/2013/04/how-learning-theory-contributesto-the-design-of-a-learning-space/#sthash.k9sVuSzG.dpuf
Oblinger, D. (2005). Leading the transition from classrooms to learning spaces. Educause
Quarterly, 1(7-12).
Selinger, M. (2011). Learning for Today: The Interaction between Pedagogy, Learning
Spaces and Technology. Educational Facility Planner, 45(1-2), 14-17.
Tapscott, D. (2008). Grown up digital: How the net generation is changing your world
HC. McGraw-Hill.
Walker, J.D., Brooks, C.D. and Baepler, P.,Pedagogy and Space: Empirical Research on
New Learning Environments, Educause Quarterly Retrieved from the Internet July
15, 2014
http://moocblogcalendar.wordpress.com/tag/open-spaces/
Whiteside, A., & Fitzgerald, S. (2009). Designing learning spaces for active learning.
Implications, 7, 1-6.
http://www.informedesign.org/_news/jan_v07r-pr.2.pdf
Woodward Hill School, Innovative Learning at Woodward Hill Elementary, Surrey, BC.
Retrieved from the Internet July 5, 2014. http://youtu.be/ThyZ7OPY2-Q

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Appendices
Appendix 1 Survey Questions
UBC Master of Educational Technology Student Research Project - draft
November 2014
The purpose of this study is to ascertain teachers views on how students best learn in
flexible or fixed learning spaces and how these learning spaces affect technology usage,
your teaching practice and student learning outcomes. Please return the completed
questionnaire in the enclosed envelope. If you have any questions on how to proceed,
please call Sandra R. Tice, Project Coordinators at 604-351-xxxx, or e-mail:
sandraticeUBC@gmail.com
Thank-you very much for your participation in this study!
The first set of questions asks about your classroom and the number of students
1. How many students are in your classroom? _______________
2. What is the grade level _______Gr. 6 _________Gr. 7
The next set of questions asks about your classroom space.
Please check off as many as apply.
3. In your classroom, where do students use individual technology such as laptops or
tablets (iPads)?
___On their individual desks
___On group tables
___On the floor
___In other areas (For example, in hallways, please explain)

_____________________________________________________________________

This section asks about your opinion about using technology in your classroom.
Please rate the following by circling the answer that best describes your opinion.
4. How important to you is it that you are able to integrate technology into the grade
level or subject taught?
VERY
IMPORTANT

FAIRLY
IMPORTANT

NOT
IMPORTANT

VERY
UNIMPORTANT

NO
OPINION

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5. How important is it that you are able to implement collaborative or group methods
of teaching (e.g. cooperative learning) using technology in your lessons?
VERY
IMPORTANT

FAIRLY
IMPORTANT

NOT
IMPORTANT

VERY
UNIMPORTANT

NO
OPINION

6. How important is it that you are able to address the diverse needs of students with
specific technology usage within your classroom?
VERY
IMPORTANT

FAIRLY
IMPORTANT

NOT
IMPORTANT

VERY
UNIMPORTANT

NO
OPINION

7.How important is it that you are able to integrate personal devices (phones, tablets)
within your classroom?
VERY
IMPORTANT

FAIRLY
IMPORTANT

NOT
IMPORTANT

VERY
UNIMPORTANT

NO
OPINION

The next section asks about amount of technology usage and how you adapt your
learning space to utilize technology for your students.
8. Have you changed your classroom set-up to adapt to using more technology in your
classroom within the past year? _______Yes ________No
What did you do? _____________________________________
____________________________________________________
9. How often do your students use technology (tablets, laptops, or personal devices such
as phones within the school day as part of their technology tools for learning? Circle one.
a) None
b) Less than 30 minutes per week.
c) Between 30 minutes and one hour per week.
d) Between 1 and 3 hours per week.
e) Between 3 and 5 hours per week.
f) Every day and for more than 1 hour per day.
10. Which technology tools (if any ) do you use at least two times per month as part of
your lessons in your classroom? (Please check all that apply).
________laptops
________iPads or other tablets
________iPods
________iPhones or other cell phones
________computer in computer lab
________computer station(s) in your classroom
________digital still cameras
________Other (type) _______________________

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11. How frequently do students re-group or change seats or desks during a typical day
when they are using technology? Circle one.
a) Never
b) One time per day
c) Twice per day
d) 3-5 times per day
e) Multiple times per day (lots of flexibility and choice for students)
12. Do you believe that students learning outcomes (engagement, behavior, or
achievement) improve when students are able to freely move within the classroom?
Circle one.
a) No, behavior and learning outcomes get noticeably poorer.
b) No, not at all.
c) Yes, improve a little bit.
e) Yes, good improvement.
f) Yes, very improved.
Can you give a brief example of an improvement that you have observed
(engagement, behavior, or achievement.) CIRCLE one and describe below.

________________________________________________________________________
13) Do you believe that students learning outcomes (engagement, behavior, or
achievement) improve when students are learning with the use of integrated technology?
a) No, outcomes get noticeably poorer.
b) No, not at all.
c) Yes, improves a little bit.
e) Yes, good improvement.
f) Yes, very improved.
14) Can you give an example of which specific learning outcomes have shown
improvement when your students use integrated technology?

The last section asks about your future wants and needs, regarding space, furniture and
technology within your classroom.
15) Do you have adequate access to the technology that you need for your students?
Circle answer.
a) Yes
b) No

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c) If no, briefly what do you need in the immediate future? ______________

_____________________________________________________________
16) Do you have the furniture that you need for your students to provide a flexible
learning area?
a) Yes
b) No
c) If no, briefly describe what you wish for in the immediate future? ___________

17) Do you have enough classroom space for the types of learning with technology that
you wish to facilitate within your school?
a) Yes
b) No
c) If no, briefly describe what you wish for in the immediate future?

18) Do you have any additional comments that you would like to add regarding flexible
learning spaces or technology integration within your classroom?

*(please use back of survey form if needed).

I may conduct a follow-up telephone interview to discuss your classroom set-up and its
impact on student learning in your classroom. This interview will take about 15 minutes.
If you are willing to be contacted for this interview, please check the box below and
provide your daytime or evening phone number.
Yes, you may contact me for a follow-up interview.
Your name _________________________________
You may contact me at the following telephone number (s):
Evening phone __________ ____________Daytime phone _________________

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Appendix 2 -Draft of Parent Permission Letter

Dear Parent or Guardian,

I am currently doing graduate work in education at the University of British Columbia, and I am
preparing to begin work on a research project. This project is a requirement of an Educational course,
is supervised by NAME ETEC XXX INSTRUCTOR, and it is designed to help improve my practice as an
educator. My research topic is students learning with technology in flexible learning spaces, which I
will pursue in the context of observing students using technology within both the classroom and
common areas of the school. Better understanding about what motivates students as they work both
individually and collaboratively using technology in spaces that support their learning will help me
improve as a teacher and contribute to improving education at our school.

Should you and your child agree to participate in the classroom research project, she or he will be
asked to participate in regular classroom activities using technology as they normally would
throughout their lessons.
The other data I would collect specifically for this research project involves my recording of my
observations about student behaviors and engagement with their lessons, and so, generally would not
require any extra work on the part of your child as a student. I also want to stress that this research
project is an extension of the work I do as part of my normal responsibilities as a teacher.

Participation in my research is completely voluntary, and you may withdraw your permission for your
child to participate at any time without any consequence for you or your child. I do not foresee any
risks from your childs participation in the research. I will keep all the data I collect completely
confidential, and I will not use students names in any research reports. Any information that I
present will not be linked to any personal information that could be used to identify individual
students.

I will be taking photographs of the students within their classes to help me analyze their activities and
I will probably include some of these photographs from the project in my written and oral research
reports, which I will present to my supervising faculty and peers within the program. In addition, I
may present my research report to teachers at XYZ Elementary School or at upcoming professional
development conferences, if I think my findings would help others improve their teaching.

If you have any questions about the research, you may reach me at 604-351-xxxx or at
sandraticeUBC@gmail.com.
Please sign below and return a copy of this letter to me indicating whether or not you give your child
permission to participate in this research project.

Thank you for your consideration.

Sincerely,

Sandra R. Tice
XXX Elementary School Teacher and UBC Graduate student

I do give permission for my child to participate in the research project describe above.
I do give permission for my child to have his/her photographs taken as part of the
project.

RESEARCH PROPOSAL CREATING FLEXIBLE LEARNING SPACES TO

SUPPORT STUDENT LEARNING WITH TECHNOLOGY
I do not give permission for my child to participate in the research project describe
above.

Childs Name

Signature of Parent/Guardian

Date

22

RESEARCH PROPOSAL CREATING FLEXIBLE LEARNING SPACES TO

SUPPORT STUDENT LEARNING WITH TECHNOLOGY

23

Appendix 3 Draft of Principal Permission Letter

Dear Mr./Ms. ___________ (Principal),

I am currently doing graduate work in education at the University of British Columbia, and I am
preparing to begin work on a research project. This project is a requirement of an Educational
course, is supervised by NAME ETEC XXX INSTRUCTOR, and it is designed to help improve my
practice as an educator. My research topic is students learning with technology in flexible learning
spaces, which I will pursue in the context of observing students using technology within both the
classroom and common areas of the school. Better understanding about what motivates students as
they work both individually and collaboratively using technology in spaces that support their learning
will help me improve as a teacher and contribute to improving education at our school.

Since the research Im proposing will involve conducting two 45-60 minutes classroom
observations within a grade 6/7 class, as well as distributing a survey to the classroom teachers, I
am seeking your approval to carry out this research project.

The observations will be held at during the Fall 2014 semester. I will choose a time that is
convenient for the classroom teachers and myself. I will also gather data for my research, using
information and photographs (with parental permission) about what I am generally hearing from
the classroom teachers about how they integrate technology into their classroom spaces. Any
follow-up with the classroom teacher would occur outside of classroom instructional time.

The other data I would collect specifically for the research project involves my recording of my
observations about student learning outcomes and behaviors as a result of using technology in a
flexible environment , and so, generally would not require any extra work on the part of the
students. I also want to stress that this research project is an extension of the work I do as part of
my normal responsibilities as a teacher.

I will probably include some of my observations and photographs in my reports, which I will
present to the my supervising faculty and peers within the program. In addition, I may present my
research report to teachers at XYZ Elementary School or at upcoming professional development
conferences, if I think my findings would help others improve their teaching.
I will keep all the data I collect completely confidential, and I will not use our schools name nor
any students names in any research reports. Any information that I present will not be linked to
any personal information that could be used to identify individual students. I am confident that I
have taken the necessary steps to ensure that my research will be conducted in ways that meet
ethical standards. I have attached the consent letters that I wish to give to the students and to
their parents/guardians.
Please sign below and return a copy of this letter to me indicating whether or not you give me
permission to conduct this action research project.

Thank you for your consideration.
Sincerely,

RESEARCHER NAME

RESEARCH PROPOSAL CREATING FLEXIBLE LEARNING SPACES TO

SUPPORT STUDENT LEARNING WITH TECHNOLOGY

I give permission to you to conduct the action research project described above.
I give permission to you to take photographs of the students and space with parental
permission.
I do not give permission to you to conduct the research project described above.
Typed name of Principal

Signature of Principal

Date

24

RESEARCH PROPOSAL CREATING FLEXIBLE LEARNING SPACES TO

SUPPORT STUDENT LEARNING WITH TECHNOLOGY

25

Appendix 4 Draft of Teacher Permission Letter

Dear Mr./Ms. ___________ (Teacher),

I am currently doing graduate work in education at the University of British Columbia, and I am
preparing to begin work on a research project. This project is a requirement of an Educational
course, is supervised by NAME ETEC XXX INSTRUCTOR, and it is designed to help improve my
practice as an educator. My research topic is students learning with technology in flexible learning
spaces, which I will pursue in the context of observing students using technology within both the
classroom and common areas of the school. Better understanding about what motivates students as
they work both individually and collaboratively using technology in spaces that support their learning
will help me improve as a teacher and contribute to improving education at our school.

Since the research Im proposing will involve conducting two 45-60 minutes classroom
observations within a grade 6/7 class, as well as distributing a survey to the classroom teachers, I
am seeking your approval to carry out this research project within your classroom.

The observations will be held at during the Fall 2014 semester. I will choose a time that is
convenient for the you, the classroom teacher and myself. I will also gather data for my research,
using information and photographs (with parental permission) about what I am generally hearing
from you, about how you integrate technology into your classroom spaces. Any follow-up with
you would occur outside of classroom instructional time.

The other data I would collect specifically for the research project involves my recording of my
observations about student learning outcomes and behaviors as a result of using technology in a
flexible environment and so, generally would not require any extra work on the part of the
students. I also want to stress that this research project is an extension of the work I do as part of
my normal responsibilities as a teacher.

I will probably include some of my observations and photographs in my reports, which I will
present to my supervising faculty and peers within the program. In addition, I may present my
research report to teachers at XYZ Elementary School or at upcoming professional development
conferences, if I think my findings would help others improve their teaching.
I will keep all the data I collect completely confidential, and I will not use our schools name nor
any students names in any research reports. Any information that I present will not be linked to
any personal information that could be used to identify individual students. I am confident that I
have taken the necessary steps to ensure that my research will be conducted in ways that meet
ethical standards. I have attached the consent letters that I wish to give to the students and to
their parents/guardians.
Please sign below and return a copy of this letter to me indicating whether or not you give me
permission to conduct this action research project.

Thank you for your consideration.
Sincerely,

RESEARCHER NAME

RESEARCH PROPOSAL CREATING FLEXIBLE LEARNING SPACES TO

SUPPORT STUDENT LEARNING WITH TECHNOLOGY

I give permission to you to conduct the action research project described above.
I give permission to you to take photographs of the students and space with parental
permission.
I do not give permission to you to conduct the research project described above.
Typed name of Principal

Signature of Principal

Date

26

RESEARCH PROPOSAL CREATING FLEXIBLE LEARNING SPACES TO

SUPPORT STUDENT LEARNING WITH TECHNOLOGY

27

Appendix 5
Student and Teacher Activity Observation Matrix
Flexible Space and Technology Research Study S. Tice
Date _________________________

ACTIVITY

1.What are students

DOING?

2.What are
Students LEARNING?
3.What technologies are
students USING?
4.How are students
working within the
SPACE?
5.What is noticed about
COMFORT?
6.What is noticed about
STUDENT
ENGAGEMENT?
7.What is noticed about
STUDENT
MOVEMENT?
8.What is noticed about
TEACHER
MOVEMENT?

When
students enter
class

When students
are listening to
directions

When
students are
in activities

When
students are
cleaning up

When
students
Transition
to next
activity

RESEARCH PROPOSAL CREATING FLEXIBLE LEARNING SPACES TO

SUPPORT STUDENT LEARNING WITH TECHNOLOGY

ACTIVITY

9. What is noticed about

STUDENT
BEHAVIOR?
10. Number of:
____chairs
____tables
____desks
____couches
____dividers
____carrells
____outlets
____mobile cart
____computer
stations
OTHER
OBSERVATIONS:
Student/tech ratio Draw a Diagram
of the space: (use
blank sheet) noting #
of students and
placement and type of
furnishings
Distinct areas within
class
Notes about any
Photographs
Taken

When
students enter
class

When students
are listening to
directions

When
students are
in activities

When
students are
cleaning up

28

When
students
Transition
to next
activity