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(yellow tabs)

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The curved chair allows the students to share information, while the teacher can provide feedback and make anecdotal observations.

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Students should be encouraged to choose a workspace within the classroom that suits their preferred learning style. For example, if studying rainforests, the classroom set up allows students to investigate and design activities in different zones, incorporating student direction. The significance of this area allows for students to speak or read narratives, also enhancing the learning of any indigenous students in the classroom.

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How schools can use technology to promote cultural knowledge, connectedness and inclusivity.

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Skype in the Classroom brings together classes in New Zealand and California

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Finger et al (2015) suggest that it is important for school classrooms to have an area that can be used to incorporate 'Tpack', which is the intersection of Technological knowledge (TK), Content Knowledge (CK) and Pedagogical knowledge (PK). The area includes a Smart TV that can be wheeled around the classroom and has an interactive whiteboard whiteboard behind it as well. The shelving units also contain chrome books and iPads.

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This area provides opportunities for students to develop skills in these three learning styles. Naturalistic students have an area of shelving that allows them to propagate plants, as well as a window and sink for close water access. Kinaesthetic students can use the table for creating projects and allows a space for their body to be more involved with their learning. Around the walls of the area are pinboards where V isual learners can observe or display artworks and ideas.

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Primarily, this area can be used for quiet reading, and as a possible spill-over area for students with ASD.  This workspace is also well suited to students with musical and visual intelligence (Gardener, YEAR). Learners can use technology and the ample space to create songs, posters or to perform. This corner is flexible and can be used in a number of ways for individuals or small groups.

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Johnstone and Popplewell (2009) found that when students were 'creating and making' within their lessons, their lessons were purposeful and engaging. The inclusion of a wet area within the classroom allows students the oportunity to create.

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The technology space incorporates elements from the Quality Teaching Framework, such as engagement, as students can use the area to explore content through useful and relevant ICT. It also allows for connectedness as technology is valuable beyond the classroom, allowing students to connect through email/skype and other communication channels.

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The whiteboard desks have been chosen for a number of reasons. Firstly, from personal observations as a Teachers aide I have observed children who often worried about writing (because they hated making mistakes) completely change their attitude when given a whiteboard. Additionally, they are a perfect supplement to the 21st Century classroom because they are relevant and allow opportunities for linguistic and mathematical students (Gardner, 2006) to learn, with confidence. I opted for traditional style seating in this area as I wanted one space that allowed students to sit in groups to enhance social support.
The grouped seating arrangement, with chairs facing inward, allows the teacher to walk around the class groupings to observe children to working. I wanted a classroom that wasn't transmissive (all teacher directed) but allowed students to take both open and guided approaches to discovery..

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Johnstone and Popplewell's (2009) study analysed knowledge integration, and found that students who were studying HSIE had greater motivation to learn when their lessons incorporated the creative arts.  A classroom needs an allocated wet area to meet these needs. This room has two entrances, an open doorframe as well as a door that contains glass so that the teacher can observe from the classroom. There is also a window against the wall facing outside, for light and ventilation.

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(Green tabs)

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This area contains comfortable cushions and a sharing mat, as well as storage for iPads and workbooks.

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Includes: a stand-up table, storage for arts and crafts and a sink. It has two entrances. It also includes a window facing the technology area to enable a direct line of sight for the teacher to see from the classroom.

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The main desks in the class are rectangular  whiteboard desks, placed in groups and include ergonomic chairs to promote correct posture.

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Classroom design: This classroom was created to ensure that all learners have the opportunity to acquire knowledge and perform to their highest standard, whilst being engaged, enthusiastic, self motivated learners. The classroom needed to be inclusive, allow for student direction and provide areas where the teacher could work on deepening knowledge through the incorporation of technology. The space contains four different zones that cater for all different learning styles (Gardener, 2006).

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Classroom whiteboards. [Image]. Retrieved from https://i.pinimg.com/originals/08/4d/a0/084da0204a173a5ca83738df322dce61.jpg
Edge, K., Reynolds, R., & O'Toole, M. (2012). 'Typical HSIE Pedagogy'- Quality Teaching in NSW HSIE classrooms. Australian Association For Research In Education. Retrieved from https://www.aare.edu.au/publications-database.php/6504/typical-hsie-pedagogy-quality-teaching-in-nsw-hsie-classrooms

Finger, G., Romeo, G., Lloyd, M., Heck, D., Sweeney, T., Albion, P., & Jamieson-proctor, R. (2015). Developing graduate TPACK capabilities in initial teacher education programs: Insights from the teaching teachers for the future project.The Asia - Pacific Education Researcher, 24(3), 505-513. doi:http://dx.doi.org.ezproxy.newcastle.edu.au/10.1007/s40299-014-0226-x

Free and online 3D home design planner - Homebyme. Retrieved from https://home.by.me/en/

Gardener, H. (2000). Can Technology Exploit Our Many Ways of Knowing?, 32-35. Retrieved from https://howardgardner.com/multiple-intelligences/

Gardener, H. (2006). Chapter 1: In a nutshell. In H. Gardener, Multiple Intelligences: New Horizons (pp. 5-31). Retrieved from https://howardgardner01.files.wordpress.com/2012/06/in-a-nutshell-minh.pdf

Giphy. Create Gif [Video]. Retrieved from https://giphy.com/gifs/art-fun-artist-3ohzdWsUVRcZC2L7Ms?utm_source=media-link&utm_medium=landing&utm_campaign=Media%20Links&utm_term=

Johnstone, P. R., & Popplewell, K. (2009). Linking Language with Art: Developing a Cross-curriculum Multicultural K-6 Art Program. International Journal Of Learning, 16(11), 201-210.quality teaching

Starkey, L. (2010). Teachers’ pedagogical reasoning and action in the digital age. Teachers And Teaching, 16(2), 233-244. doi: 10.1080/13540600903478433

Whiteboard Desks. (2013). [Video]. Retrieved from https://www.youtube.com/watch?v=V3NcRBsiUQk

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The technology area includes a large comfortable seat for children, a circular rug, a stand and chair for the teacher and the big smart Tv. The shelf to the right of the door contains iPads and additional Technology storage.