Questions/Answers

The purpose of this study is to examine the impact of innovative and creative pedagogies in the classrooms of tomorrow. It intends to integrate technological, cognitive, pedagogical and organizational aspects that will adequately prepare schools, educators, and students as a community to thrive in this information age. The digital classroom for 21st century in secondary schools, branded as Classe21, intends to be a concept classroom for innovative pedagogies and is expected to equip schools with tools that are required to succeed in imparting 21st century skills to the digital natives. Implementing such a learning environment will be made through proper hardware, adequate support to educators, and a robust technological environment to sustain the initiative. The ecosystem put in place attempts to provide a whole range of creative and collaborative options which is expected to yield new teaching and learning patterns. This study aims to promote innovative and creative pedagogies by using digital tools. The research team believes that introducing Classe21 will fundamentally enhance and enrich the learning environment by providing learners with opportunities to develop 21st century skills. Furthermore, active and collaborative learning experiences facilitated by the Classe21 are expected to contribute to the creation of a knowledge-based student population. They are thus more likely to become productive and informed citizens in a constructivist learning environment where teachers acting as 21st-century facilitators engage with learners. Additionally, through Classe21, this study seeks to shed light on the most efficient way to integrate technology in teaching and learning processes on a relatively diverse community. The results can bring forth fresh perspectives regarding changes in learning patterns and pedagogical approaches through 21st century skills which are required for digital citizenship.

CLASSE21 helped shorten time-spent by teachers in large-group instruction in order to create highly interactive, inquiry-based learning experiences for individual students and small groups. • Through BYOD – students brought whatever technology they had (if any). Those who could not afford used available students’ tablets thus ensuring increased technology integration • The Mythware CMS allowed repeated remedial to support slow learners. • The flexible seating configurations encouraged collaboration and peer teaching within groups thus increasing class participation. • Training of students and educators were done on the use of tablets and projectors. • Subject Matter Experts (SME) posted in the schools ensured support through demo classes

CLASSE21 supports SDG4 (TARGET 4.7) Sustainable development is synonymous of change and “Education is the most powerful weapon which you can use to change the world” (Nelson Mandela). At this crossroad where technology is taking gigantic leaps, empowering people to transform the way they think and work towards a sustainable future becomes but mandatory. In this vein the society needs a transformation through the re-orientation of education. Pushing aside the traditional method of teaching, CLASSE21 has offered opportunities to help develop knowledge, skills, values and behaviours – ingredients for sustainable development. The project has encouraged students to be responsible actors to resolve challenges for a more sustainable world. CLASSE21 has developed in them the 21st Century skills namely Communication (promotion of a culture of peace and non-violence), Collaboration (appreciation of cultural diversity), Critical Thinking & Creativity. Moreover, the Extended Stream students (with special educational needs) have also benefitted from the logistics of CLASSE21. Such classes were conducted using mobile devices connected to the interactive projectors putting the learners at the centre-stage allowing them to take the lead. Students of different backgrounds, cultures, and experiences were taught with varied teaching approaches and multiple instructional methods made possible by the various features of CLASSE21.

Social Sustainability: CLASSE21 provides students with quality education aligning them with job market trends and requirements. It satiates educators’ needs for training and professional development. By actively participating in the business of teaching and learning and made them feel that their voices are important too. Economic Sustainability: CLASSE21 empowers students to identify external factors influencing their own lifestyle, habits of consumption, values and attitudes thus becoming eco efficient citizens conscious and thinking customers by reduction of energy consumption, sharing, re-loaning and reusing of items, recycling of domestic products. Environmental Sustainability: They become citizens believing in saving their planet.

Digital tools and skills are an integral part of learning standards. While computer labs, multimedia labs, language labs, and other technologically enhanced classrooms exist in some schools, the devices are standalone systems which limit collaborative learning experiences. Furthermore, the life of existing equipment and software can no longer handle the latest needs of the learners. In CLASSE21, each learner has access to a tablet PC and the educator provides instruction to the whole class or part thereof. The classroom is equipped with five interactive projectors each connected to a laptop. All the laptops and the tablet PCs have a classroom management system (CMS) installed to enable monitoring and exchange of information among all the devices. For the CMS to be effective, a WiFi hotspot is available. With all these features, CLASSE21 undoubtedly becomes the unparalleled innovative initiative in our country.

CLASSE21 has been running in two boys’ schools and two girls’ schools giving equal opportunity to both genders to avail of the facilities and logistics it offers. Through equity in public education, it proposes to address any gender inequality as it offers tailored learning opportunities to each individual’s needs helping students to prepare for career readiness. Moreover, training was provided equally to female and male educators on the use of technology and pedagogical resources.

The target groups were students of the college where CLASSE21 has been sheltered. In fact all students were given the opportunity to avail of the facilities of CLASSE21. Educators were trained thoroughly to accept the great challenge to let go and give students more independence and trust. Students in general were mesmerised with the learning experience they had when lessons were conducted in the new setup. They liked the group seating arrangements, were more disciplined and worked collaboratively helping each other in solving problems. They kind of cherished the moment spent there – no copying of notes, working in groups of four, taking the lead to communicate ideas, thinking critically when prompted by the teacher, creating presentations to depict their understanding, using mobile phones to connect to projectors, besides valuing the opinion of their fellow group members. To cut it short, they busy experiencing learning. On the other hand, creating such an environment where students are self-motivated to learn proved to be not the teacher’s goal but in fact their greatest reward. This change brought about a liking for learning in most students and they got hooked to their studies.

Logistics At the outset, the following logistics were sent to each CLASSE21 centers: 5 Laptops, 40 Student Tablets, 2 Charger racks, 1 router, 1 WIFI Repeater, 40 Tables and Chairs, 5 EPSON WIFI Enabled Interactive Projectors, Licensed Software (Mythware Classroom Management System) and Apps. Training Training of educators on the use of tablets and the various features of the Mythware Classroom Management System (CMS) was followed by training of students on the use of tablets. Demo classes for educators and students were then taken up by the research team. A deeper training on innovative pedagogies was put up for educators acquainting them to the world of ICT integration. With the advent of the EPSON’s WIFI-enabled interactive projector educators were trained to use the various features Support Follow-Up Ongoing support by Subject Matter Experts (SMEs) posted in the various CLASSE21 centres. The SMEs were responsible to troubleshoot problems and report to the centre every week. They were in turn supported by the technical team for major interventions. Educators using CLASSE21 got the immediate assistance of SMEs who helped them prepare their pedagogical scenarios, provided basic technical support for the smooth running of their lessons. The Rectors of the schools played their parts by encouraging all teaching staff to make intelligent use of CLASSE21 through proper planning thereby creating a positive impact on the learners. Moreover, the team of SMEs moved to the various schools sheltering CLASSE21 to motivate the educators and provide additional training as and when needed. The educators’ reports (filled by each educator using the new facilities) were collected at regular intervals and statistics analysed to gauge the direction of the project.

Such an initiative required a change in mindset of the educator and the student. The protagonists were not ready to embrace change. Training, demo classes, dialogue and rapport building tackled the issue. The battery life of tablets proved to be a hurdle when performing assessments. Through proper scheduling the said problem was successfully resolved to the satisfaction of one and all. Lack of technical assistance for logistics handling did slow down the momentum of the initiative time and again. SMEs had to step in to support the educators to do the setting up prior to and post lessons.

Digital tools and skills are an integral part of learning standards. While computer labs, multimedia labs, language labs, and other technologically enhanced classrooms exist in some schools, the devices are standalone systems which limit collaborative learning experiences. Furthermore, the life of existing equipment and software can no longer handle the latest needs of the learners. In CLASSE21, each learner has access to a tablet PC and the educator provides instruction to the whole class or part thereof. The classroom is equipped with five interactive projectors each connected to a laptop. All the laptops and the tablet PCs have a classroom management system (CMS) installed to enable monitoring and exchange of information among all the devices. For the CMS to be effective, a WiFi hotspot is available. With all these features, CLASSE21 undoubtedly becomes the unparalleled innovative initiative in our country

CLASSE21 drew its inspiration from the NEPAD and the Open SansKoré Projects

No, it is a totally new concept yet to be adapted.

CLASSE21 is a robust and powerful technology-enhanced classroom. The project team has supplied the hardware aspect, complementary software, a shared repository, interactive pedagogical activities, continuous professional development and support. It empowers educators to integrate technology into their curriculum and use innovative pedagogical techniques besides providing a virtual creative and collaborative learning environment to the learners. Interestingly, is attracting educators and learners in a wide array of instructional activities that excites and arouses their curiosity. Indeed, this project benefits the new educational needs of the learners by equipping them with skills which are needed in the 21st century. Classe21 is a significant step forward since the blending of innovative learning techniques is really low in secondary schools in Mauritius.

Financial Resources One CLASSE21 centre was an investment of MUR 1,000,000 (USD 27,000) Human Ressources The CLASSE21 Research Team consisted of 10 resource persons. Around 117 educators and a little more than 400 students were roped in without forgetting the rectors and deputy rectors of the 4 centres.

The whole world is gearing towards technology and so we are bound to follow the same footsteps. The choice was to put the latest technology as an experimentation to see how it fares and replicate the same, upon success, to other schools and academic institutions. From here, given the demand, similar projects with few amendments can have the potential of transforming the educational ecology of the island as a whole. It is a future investment for the citizens of tomorrow whom we want to be IT literate.

Yes

CLASSE21 was externally evaluated by the Mauritius Research & Innovation Council through the various reports sent as the project sailed forward.

It was evaluated by the Research Teach through interviews of educators, students, rectors. Questionnaires were also used to gather information about the project’s appreciation. Field observations were also carried out to gauge the feel of the protagonists being involved in the project. Educator’s Survey Reports which were filled by each educator at the end of a lesson conducted in CLASSE21. Regular departmental meetings to take stock of things with regards to usage of the facilities, response of students and resolving issues of any kind.

Preliminary observations suggest that educators believe that technology enhances learning and performance in the classroom. Although logistics support is important, the participants highlighted the importance of Continuous Professional Development (CPD) and trainings to master the various options in CLASSE21. The research team found that educators would not like to step in a classroom which is full of technological glitches and uncertainties. Hence, the 24/7 support by the technical team provided the necessary coverage for repairs, testing and other hardware interventions to ensure seamless interactions in CLASSE21. Teachers designed lessons in which students are engaged through inquiry and project-based learning (PBL), allowing them to delve deeper into their learning. Teachers and students used content and information that gave them what they need to know, when they need to know it, and in a format that is accessible to them. The existence of the 5 Interactive boards and 5 Laptops for students greatly favoured group works and collaboration within CLASSE21. Teachers not only did proper follow up of students’ individual performance but also guided their project works besides promoting the culture of collaborative learning.

CLASSE21 is a project which takes on board all stakeholders on board and operates in harmony both vertically as well as horizontally. For the former, it respects all hierarchies and protocols as reporting goes up through rector to the zones and to headquarters. Any request for the project is dealt with by following the proper channel with proper justification of any kind whatsoever. Duly approved by the Ministry of Education, CLASSE21 project is being followed and closely monitored. For the latter, it has had the good experience of being appreciated by the heads of schools, educators and students of neighbouring academic institutions. Thus it has attracted many visitors who are surprised by the facilities and opportunities that are sheltered in the various centres of CLASSE21.

With a passion for improving teaching and learning through technology in Mauritian secondary schools, CLASSE21, which lives at the heart of education, was conceptualized in 2017 by the Mauritius Institute of Education (Centre for Open & Distance Learning). It was duly approved by the Ministry of Education and funded by the Mauritius Research & Innovation Council Design: Principal Investigator: Dr. V. A Oojorah, Senior Lecturer, Head Centre for Open & Distance Learning, Mauritius Institute of Education Technical Team: Mr H. Rajcoomar, Mr A.S. Bullee, Ms S. Panchoo, Mr N. Meunier, Mr V. Roocha Subject Matter Experts: Dr A. Pultoo, Mr M. Ujoodha, Mr K. Sheoraj, Mrs P. Naseeven Schools Involved: Bon Accueil State College, Port Louis North SSS, France Boyer De la Giroday SSS, La Ferme College (Rodrigues) Implementation By the Mauritius Institute of Education with the approval of the Ministry of Education and Human Resources, Tertiary Education and Scientific Research. Evaluation The Mauritius Research & Innovation Council (MRIC) which is the apex body to promote and co-ordinate national investment in research provided the funding of CLASSE21 and evaluated the project through the reports sent by the design and implementation team.

Introduction of new technology requires proper planning, policy making and on-going support. This research provided novel and valuable empirical data that could help policy makers and stakeholders understand acceptance and use of technology from the educators’ point of view. The needs of the educators should be addressed so that pedagogical methodologies could be designed by considering the factors that lead to the educators’ intention to use technology. Policy makers could invest in elevating teachers’ technology competencies and readiness to embrace Classe21 through useful and practical training. Adopting new technologies is an ongoing and continuous process. The need is for more research to determine the impact of technology enhanced classrooms such as Classe21 on usage of technology by educators to enhance the acquisition of 21st century skills by students. Other key issues underpinning digital technology must also be investigated to ensure optimum benefit from any new technology introduced in the Mauritian schools. Researchers are encouraged to employ qualitative research methodology to obtain an in-depth view of students’ intention to use technology using other external variables. Future researchers may also improve the study by enlarging the scope of study by including data from students in order to obtain their views on Classe21.