Smart Classrooms 1
Running head: SMART CLASSROOMS
Smart Classrooms-The Technological Advanced Classroom
Lisa Delmore
Jessica Reinstein
Alyssa Schwartz
Towson University
In partial fulfillment of the requirements for ISTC 201
J.D Knode
December 5th, 2007
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Abstract
Over the past ten or so years, several classrooms throughout all grade levels and colleges have
undergone significant technological changes. These changes include video projectors, internet
access, digital boards, communication abilities with other classrooms, and numerous other new
advancements that are emerging every school year. Classrooms containing all these things are
known as smart classrooms. While, some believe such classrooms have some downsides, many
support the idea because of all the positive aspects that go along with a smart classroom. It would
not be difficult to go to any college today, small or large, and find at least a couple of classrooms
that are ―smart.‖ Smart classrooms are changing not only the way educators teacher, but also the
way students learn.
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Ten years ago, if people were asked to describe a typical classroom, most would probably
name desks, chalkboards, and of course, chairs. In the past ten, even five years, their answers
have expanded adding computers, projectors, DVD players, and cameras. All this technology in
classrooms has become a norm and has enhanced learning for students of all ages.
In today‘s classrooms, students are learning in an environment that is technologically
advanced. This new type of environment is possible because educators are developing new types
of technology for classrooms to make learning more fun. These new equipped classrooms are
known as ―smart classrooms.‖
Smart classrooms can be described as an electronic or technologically enhanced
classroom (Vartabedian, 2002). These types of classrooms can also be referred as ―digital‖ or
multimedia or ―new media‖ classrooms (Smart Classrooms). Basically, smart classrooms
provide a learning environment with advanced technology. These types of rooms are equipped
with various pieces of equipment to make teaching easier (Kutny, 2006). With the new addition
of advanced technology accessed to classrooms, students will improve with learning and their
performances on standardized tests (Pierson & Bitter, 2005).
In smart classrooms, teachers use several different types of equipment. One type of
equipment used is a projector. Projectors are capable of showing computer data or video images,
sound systems, and Internet connections (Smart Classrooms). VCRs, laser discs, and DVD
players have been revamped to be used in the smart classrooms.
Podiums are also commonly used in smart classrooms. Podiums have been designed to
have sympodium monitors, a ProMax Document Camera, VCR, an audio amplifier, ceiling or
wall mounted speakers, and an HP computer equipped with a DVD drive.
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ID350 Interactive Monitors have also been installed in smart classrooms. They provide a
touch screen that has a pen tool used to control computer applications or write in digital link.
A new type of presentation equipment that‘s been designed is called the DP580
Document Camera. It‘s the most versatile piece of presentation equipment used today. The
DP580 Document Camera contains a high-resolution digital camera that can photograph
anything it aims at. It can also record avi videos. You can also display other items such as
rocks, worms, and computer memory cards. These new technological advanced equipment has
been placed in smart classrooms at universities. After the equipment was set up in the smart
classrooms, universities instantly praised them.
Northwestern University for example, became an innovator for using technology in
education (Honan, 1997). An article discussing Northwestern University installing the Internet
on campus said, ―[Northwestern University] has spent more then $5 million on wiring for smart
classrooms (Internet-connected lecture halls) and other technological aids (Honan, 1997).‖
Many professors at Northwestern University have enjoyed the new additions to the lecture halls.
Jerry Goldman, an associate professor of political science, spoke in the article about how he
enjoys using the Internet to teach his constitutional law class. In reference to finding the voice of
Justice Thurgood Marshall on the Internet, Goldman said, ―You can almost feel that lawyer
sweat. That‘s how this new technology is transforming teaching. It will change our
understanding of the world because when we read, hear and see all at the same time – which
technology makes possible – we learn more‖ (Honan, 1997). Carl Smith, a professor of English
and American studies, said, ―You can‘t find these images in a textbook, and the students can
view them on their own at their own pace. Beyond that, they can rearrange the material, write
about it, and share their ideas with anyone else (Honan, 1997).‖ Smith was referring to how
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useful the Internet is. He was explaining how the Internet could help answer any question faster
than looking something up in a book. Northwestern University is just one of many schools
reaping the benefits of smart classrooms.
Fordham University and the University of Wisconsin are two of several schools that have
multi-tiered smart classrooms. There is the most basic form which includes an overhead
projector and a screen to a distant learning room. Then they have the most advanced smart
classrooms which have high-tech sound systems, internet access for each student, and sound
amplification and video conferencing capabilities. (Murphy, 2002).
Smart classrooms are a fairly recent phenomenon in schools emerging about ten years
ago with new technologies being added constantly. Updated equipment comes out almost every
year. At Tsinghua University in Beijing, China, for example, a professor is able to teach students
who are not even in the classroom. All she has to do is write on a digital white board and the
students receive what she is writing. She interacts with them almost as they were in the actual
classroom. This is not how it was in the past. ―Until now, most smart classrooms for distance
learning have required teachers to use desktop computers to run their classes. But this version
allows Shi to lecture and interact with remote students more naturally, using speech, gestures,
and handwriting,‖ (Huang, 2004).
It used to be that there was only one computer in high school classrooms, if any at all.
Now, there is almost one computer for every student. One California high school had one
computer for the entire school in 1982. Today, there are approximately 800 computers for their
900 students, (Technology Rich in Classrooms, 1997). Obviously, this school, and many others,
has undergone major changes due to the advancement of technology and smart classrooms.
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Although many schools have added smart classrooms, there are several things that should
be taken into consideration before creating one. One important factor is knowing whether the
faculty of the school is comfortable with this new technology. The teachers should have
sufficient training with the smart classrooms before using it in class. If they do not know what
they are doing, the students will defiantly not learn anything. There should be technical support
available during all class times so that if something does go wrong, there is not much time spent
fixing the problem and the teacher can go on with instructing the students.
A school must also be aware of how much technology they need. Clearly, a small college
will not need as many smart classrooms as a large state school. This would only be a waste of
money. (Murphy, 2002). After taking into account all of these factors, a school can start thinking
about added smart classrooms to their campuses.
Smart classrooms are being introduced into schools across the United States and throughout
the world. They are now found in elementary schools, middle schools, high schools, and now in
many universities. The main reason for this is that they are found to be very beneficial to
students as well as teachers. Some, though, claim that smart classrooms are a waste of time and
money.
On all education levels, smart classrooms give an edge to students as well as teachers.
For example, teachers can set up their lessons, and as a result spend more time teaching instead
of writing. This gives more attention to the students and many teachers reported that lessons go
smother. Also, students and teachers found it easier when a student was absent from class.
Since the lesson was saved on the computer, it is easier for the student to get caught up on what
they may have missed.
Although many report benefits to using new technologies, there are also some problems which
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come with installing these smart classrooms. The cost is the first issue. Especially in public
schools, finding funding for these new technologies is challenging. Many say the money being
spent on these should be spent on programs such as art and music, which are usually
the first programs cut when budget issues occur. Also, after these technologies are purchased
and installed, a vast amount of training for the teachers needs to be done. This in return costs
money and time.
It is also argued that the use of this technology on a college level can be counterproductive.
New techniques such as streaming video of the lectures limit student-educator interaction. Also,
with the use of the internet, students can basically ‗go to class‘ anywhere, which is not the
best location. This could mean students will be trying to learn in environments that will distract
them and therefore they would have to study harder in order to learn the same material. If
students did not need to go to class because they can learn from the comfort of their own home,
or where ever they are, a social aspect of learning is lost also. Many also believe that using these
technologies doesn‘t allow the student to learn the best way they personally learn and retain
information. If notes are lessons are typed up in front of them, they never learn note taking skills
or how to stay organized—stills they will need when they are done with school and
enter the work force.
It is clear that new smart classrooms are both negative and positive aspects. Clearly, they can
be useful to students and teachers as long as both know how to use them correctly, and they are
affordable. Many believe using new technology to eliminate classroom learning will not be
beneficially. In fact, students surveyed at University of South Dakota seemed to prefer smart
classrooms to the tradition by an overwhelming amount, (84 percent versus 9 percent; 7 percent
had no preference), (Tornabene, 1998). Educators, on the other hand, seem to have more anxiety
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about smart classrooms. (Novek, 1996). This is likely due their inexperience with the technology
and the extra work it may add in the beginning of the process. As a result, a combination of new
technologies and older proven methods are most beneficial, but overall, it depends on the
teacher‘s individual style when teaching.
In today‘s society, most college-level students have taken a class in a smart classroom,
even in its most basic form. These students have been able to experience education in a much
different way than students in the past. With all the new technology they are able to
communicate with student in other schools, use the internet for class while in the class, and even
go to class without having to go to the lecture hall. Education will forever be continuously
changing because of the emergence of the smart classroom.
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References
Honan, W. (1997, May 28). Northwestern University takes a lead in using the internet to
add sound and sight to courses. The New York Times p.B7.
Huang, G. (2004). China‘s Clever Classroom. Technology Review, 107, 5, (26).
Kutny, A. (2006). Smart Classrooms. Retrieved November 12, 2007, from
http://www.uncfsu.edu/ITTS/smart_classrooms/
Murphy, C. (2002). ABCs of Smart Classrooms. Retrieved November 20, 2007, from
http://campustechnology.com/articles/39224_2/
Novek, E. (1996). Do Professors Dream About Electric Sleep? Anxiety about the Information
Age. Retrieved November 15, 2005, from ERIC Database.
Pierson, M.E. & Bitter, G.G. (2005). Using Technology in the Classroom (6th ed.)
Boston: Pearson.
Smart Classrooms. (n.d). Retrieved November 12, 2007, from
http://www.unbf.ca/cetl/smart/
Technology-Rich Classrooms of the Future—In Blackstock Junior High Today. (1997).
Curriculum Administrator, 31, 9, (49-51).
Tornabene, L. (1998). The SMART Classroom Versus the Traditional Classroom: What Students
Are Saying. Retrieved November 22, 2007, from ERIC Database.
Vartabedian, R. (2002). Funding Smart Classrooms: Administrating Technological
Advances. Retrieved November 28, 2007, from ERIC Database.
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