ICT活用型学校における児童生徒の行動から見る空間特性

 Introduction: Now that ICT can be used to support teaching and learning activities in schools, it affects both educational methods and facility design. Improving teaching methods and meeting personal needs are enhanced in the new courses of study for elementary and secondary schools in Japan and these are compelling reasons to use ICT. Schools are seemed to be encouraged to offer a diverse range of provisions to suit the National Curriculum, however, the facility design doesn't link to new ways of learning nor the impact of ICT. This paper examines a case study utilization of learning space at an independent school in Sweden called Kunskapsskolan Spånga. The school provides personalized education and applies ICT in order to achieve its pedagogical goal. The school plan helps enable the students to work individually. The main goal of this case study is to grasp concepts in order to design school buildings to open up new<br> Methods: We conducted interviews with a principal as well as teachers, a questionnaire to the students and one day of observational research in Kunskapsskolan Spånga. In the interviews, we grasped the class management style, the allocation of classrooms and open spaces and dug deeper into the day's activities when we did observational research. The questionnaire asked students' about their usual and favorite spots when they studied alone or with friends. In the one day observation, we had every student from Year 6 to 9 wear a corresponding colored wrist band to distinguish their Year. We plotted the spots where students learn on sheets which had a floor-plan and furniture arrangements had been drawn.<br> Conclusion: Students have a lot of time to learn individually at their own pace. Floors are divided into subject areas, so students move to the English area if they study English. There are students who study themselves and who take lectures in a specific subject area. Only one or two classrooms are taken as lectures and other classrooms are occupied with students who work on their own tasks. This means that there are no dedicated spaces and the school uses the entire space flexibly. Glass walls between classrooms and open spaces not only make visual links between them but also shut down noise, so classrooms can easily change their use applications for both lecture rooms and open spaces.<br> The popularity of different furniture is scattered widely and this result shows there are multiple needs. A variety of different furniture in open spaces enables students to find their own favorite space. Round tables in classrooms and long tables with desktop computers are mostly chosen when studying alone. Tables designed for sitting down facing each other with high backed chairs are chosen when studying with friends. The groups who tend to choose this type of table to study at seem to want to feel that they have their own territory. More than half of the students use computers at the same time. Laptop computers allows pupils to stay anywhere they want.<br> Discussion: An increase in independent learning and ICT use will have an effect on the balance of spaces. ICT makes it easier for students of different ages and abilities to work in the same area like the school of this study does. The difference between classrooms and open spaces is likely to become blurred. Dedicated rooms used as particular groups or subjects will discourage new ways of learning, so use applications of rooms should be changeable.