Open-plan learning environments and teachers’ digital technology use

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This paper reports on research conducted over one year in four Victorian government schools. The study sought to better understand teachers’ choices to use, or not to use, technologies in their classrooms. This qualitative research took a Constructivist Grounded Theory approach (Charmaz, 2006) to data generation and analysis, and engaged nine teacher-participants as co-constructors of data. Through iterative interviews, focus groups and classroom observations, teachers were seen to engage in professional learning embedded in their daily professional practice. Teachers reported and demonstrated that open-plan, shared teaching spaces impacted their learning with and of technologies. These innovative learning environments were seen to provide at point-of-need learning. Significantly, teachers positioned themselves as more likely to take risks and trial new digital pedagogies within shared teaching spaces, where their colleagues could share both successes and failures. This research has implications for leaders seeking to engage effectively with digital technologies in innovative learning spaces.
Original languageEnglish
Title of host publicationWhat Are Teachers Doing (well) when Transitioning from Traditional Classrooms to Innovative Learning Environments?
Subtitle of host publicationProceedings of International Symposia for Graduate and Early Career Researchers in Australasia, Europe and North America
EditorsW. Imms, M. Mahat
Place of PublicationMelbourne Vic Australia
PublisherUniversity of Melbourne
Number of pages6
ISBN (Print)9780734055057
Publication statusPublished - 2019
Externally publishedYes
EventTransitions18 - University of Melbourne, Melbourne, Australia
Duration: 1 Jun 2018 → …


Period1/06/18 → …
Internet address


  • learning spaces
  • open-plan learning
  • teacher learning
  • professional learnin
  • digital pedagogies
  • educational technologies

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