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

In this paper, it is argued that conceptual design in Model Code 2010 should be considered as a design act, rather than a design phase. This creative design act can be defined as an ill-defined problem and co-exists to some extent with the 'other' design acts the engineer performs during the design phase. This is illustrated by a case study. A part of the design process for the curved roof of a sports hall is traced. While the team had already decided on the architectural form and the structural concept during the competition, afterwards the roof gradually evolved from concrete vaults to a steel truss system. Several observations are made on the design process and an alternative scheme for the flowchart in Model Code 2010 is proposed.

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