First outcomes of Designing the future classroom V. Blahová * , Ľ. Jakabová * , M. Michalko * , Z. Szalay * , I. Sivý * , F. Jakab ** * elfa s.r.o., Košice, Slovakia ** TUKE/Cisco Systems Slovakia viera.blahova@gmail.com, jakabova@elfa.sk, szalay@elfa.sk, michalko@elfa.sk, sivy@elfa.sk, fjakab@cisco.com Abstract — This is the second paper presenting the iTEC project, we have first introduced at the ICETA 2011 International conference. The research is based on 5 cycles of testing learning stories and activities while using new innovative technologies in classrooms. Meanwhile the project has come to its middle point; the 3 rd cycle of testing learning stories and activities is implemented in hundreds of classrooms of 17 countries this school year. The article discusses first international results from cycle 1, brings outcomes from cycle 2 on national level and presents new approaches coming with cycle 3. The project is focusing both on innovative pedagogies as on innovative technologies used in education. The iTEC project is funded by the European Commission. I. INTERNATIONAL RESULTS (CYCLE 1) In Cycle 1, two Learning Stories (LS) were piloted: • The Outdoor Study project requires teams of learners to collect data (scientific, multimedia) outside the classroom. • The Bring in the Expert project requires teams of learners to collaborate with outside experts via communication technologies. Each was underpinned by 4 core Learning Activities (LAs): teamwork, recording team, newsflashes, peer feedback and mental notes about learners. In Cycle 1, 231 teachers and 278 cohorts of learners from 17 countries participated in the evaluation of these two Learning Stories. Teachers were very positive about the experience and enjoyed opportunities to experiment and take risks. Most teachers implemented the Outdoor Study project. Teachers were confident both LS could lead to innovation in the classroom. Other benefits were the adoption of new pedagogical strategies (particularly collaboration and group work), increased student autonomy, increased use of digital tools in the classroom, positive impact on teacher and student attitudes, perceived potential to impact positively on a range of learning outcomes. Unsurprisingly, ICT infrastructure, training and in- house technical support were considered essential for scaling-up. Enablers included teacher experience, teacher motivation, the support of colleagues, iTEC resources (the Learning Story guidance, and a widget for forming groups called TeamUp, training and support, intuitive technologies, digital tools for communication and collaboration, and school ethos/culture. Challenges included insufficient ICT infrastructure (access to ICT, reliable Internet provision), time for planning and implementation, ICT compatibility problems, and students adapting to unfamiliar pedagogical approaches. The three most important enablers were student motivation, ICT infrastructure and teacher motivation. Others included the support of colleagues, communication and collaboration tools, iTEC resources (Learning Story documentation, TeamUp) and the support of the National Pedagogical Coordinator, school ethos/culture and parental support. Challenges included: insufficient time for planning and implementation, insufficient ICT access, unreliable Internet access and restrictions, site registration issues, a lack of teacher ICT skills, and organizing groups. In terms of benefits, teachers felt that increased student motivation was an important benefit in both cycles. Of course, this could be attributed to the Hawthorne effect. Teachers also expressed positive views about their experiences, suggested that implementation led to new pedagogical approaches, increased student autonomy and collaboration. In Cycle 1 engagement with experts and outdoor learning were identified. This is not surprising given that the LS focussed on these. II. CASE STUDIES IN SLOVAK PILOT SCHOOLS (CYCLE 2) In Cycle 2, three Learning Stories were piloted: • Mathematics in a multicultural setting: This scenario uses the language of mathematics to improve participation and communication in a multicultural setting. Groups explain mathematical concepts linking to online resources via a wiki using their own language and link to other group’s explanations in native or other languages. • Embedding exam preparation in learning activities: The scenario provides both teachers and students with useful and innovative ways of using technology to build a bank of resources that can be used for ongoing learning and revision. Students create resources for homework such as podcasts, puzzles, questionnaires, notes in wikis. Students also arrange ad-hoc collaborative sessions with other students nationally and internationally. • Students creating (science) resources: Students support one another to learn difficult concepts in science or other subject areas. They create exhibits (for example, posters, podcasts, simulations) for younger students to teach a concept from the curriculum, with mixed- experience teams focusing on different concepts. The Learning Stories were underpinned by two packages of Learning Activities: package A focusing on learning in teams, and package B focusing on learning individually.