Smart Classrooms i l'adveniment de la Quarta Revolució Industrial: anàlisi dels factors clau per al disseny d'aules intel·ligents

Identificador:  TDX:3401

Handle: https://hdl.handle.net/20.500.11797/TDX3401

Autors:  Mogas Recalde, Jordi

Resum:
This work started with the aim of describing smart classrooms by analyzing their differentiating elements, their dimensions and their interrelationships, in order to understand what are the trends that can provide improvements in the teaching and learning processes of 21st century students. To do this, an exploratory research methodology is used to collect data and concatenate results to expand the reference framework. Given that this work summarizes a total of twelve publications, the research techniques and instruments used are varied, both qualitative and quantitative: systematic literatura reviews and theoretical approaches with expert assessment, interviews, focus groups, documentary analysis and objective tests. The theoretical foundation allows to contextualize the Fourth Industrial Revolution and its potential in education. As a result, a definition of smart schools is introduced, which must be equipped with comprehensive management systems and automated solutions, must be people-centered and inclusive, and must be sustainable, with the goal of hosting smart education while efficiently adopting new learning methodologies and advances from the Fourth Industrial Revolution. There is also a conceptualization and definition of smart classrooms through a dimensionalization of their characteristics, and describe the main characteristics they must have in terms of technology, environmental factors and pedagogical processes. Special emphasis is placed on environmental conditions, as they are found to be influential in teaching and learning processes and represent a relevant path for innovation in classrooms. The two most important topics are studied in depth: lighting and acoustics. The emerging results of data collection show various implications of smart classrooms and their level of maturity. It is worth noting, on the one hand, that the educational centers of Catalonia are ready to face the pedagogical innovations that the arrival of Industry 4.0 entails, but they would not yet be prepared to obtain efficient results. On the other hand, the effectiveness of dynamic systems for controlling lighting in the classroom is highlighted, as a first step in automating environmental conditions in a smart classroom.