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ABSTRACT

The impact of digital technologies in education has been the subject of numerous studies. The findings have produced mixed results, highlighting the high degree of complexity involved in teaching and learning and the uniqueness of school settings. Continuous and rapid technological developments present educational communities with opportunities to solve numerous academic challenges. Current trends reveal a move towards the seamless integration of digital technologies into learning spaces to complement face-to-face teaching and learning. This study used Interpretive Phenomenological Analysis to understand an Art teacher’s lived experiences as her classroom was transformed into a smart teaching and learning space using a combination of technologies to increase efficiencies in the delivery of the curriculum and address individual learning needs. The case study indicates that transforming traditional classrooms into smart learning spaces using a combination of technologies: uses time more effectively by automating the distribution of a range of educational resources; enhances teaching and learning by blurring the boundaries between physical and digital spaces; increases flexibility, mobility and creates extra opportunities for learning; frees up teaching time to address individual needs; enhances time on task and students’ focus on the learning intention; and, encourages students to self-regulate their learning.

Keywords: smart classrooms, digital learning, learning spaces