The physical placement of classroom technology and its influences on educational practices

The purpose of this study was to gain deeper insights into how technology the classroom as a spatial setting and how the positioning of these can be associated with educational practices. The research includes photographic and schematic representation of 115 classrooms in 12 primary in Belgium, resulting in a typology based on structural features of the . Based on the typology derived and the specific positioning of technology, teachers were purposefully selected and interviewed regarding their concerning the link between the use of technology and the classroom . The results indicate that (1) the positioning of technology can be related specific types of technology use; (2) the classroom layout is in transition from central display to multiple screens; and (3) because of physical access to , the educational practice of individual classes is spatially dispersed different locations within the school.