PurposeThe purpose of this research is to determine whether new intelligent classrooms will affect the behaviour of children in their new learning environments.Design/methodology/approachA multi‐method study approach was used to carry out the research. Behavioural mapping was used to observe and monitor the classroom environment and analyse usage. Two new classrooms designed by INTEGER (Intelligent and Green) in two different UK schools provided the case studies to determine whether intelligent buildings (learning environments) can enhance learning experiences.FindingsSeveral factors were observed in the learning environments: mobility, flexibility, use of technology, interactions. Relationships among them were found indicating that the new environments have positive impact on pupils' behaviour.Practical implicationsA very useful feedback for the Classrooms of the Future initiative will be provided, which can be used as basis for the School of the Future initiative.Originality/valueThe behavioural analysis method described in this study will enable an evaluation of the “Schools of the Future” concept, under children's perspective. Using a real life laboratory gives contribution to the education field by rethinking the classroom environment and the way of teaching.

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New information and communication technologyintroduces new educational paradigms in the teaching and learning process. New computer software are leading to a transition from paper to electronic media in the technical drawing field. This research focuses on a technical drawing course where computer software are being used more effectively in order to transforming it into a distance learning course. The methodology includes a diagnosis of the course, a review of the material used in the course and an assessment by students to obtain their insights and satisfaction. The course was redesigned and tested for structuring a new method for teaching the technical drawing course. Results show the dissatisfaction of most students with the methods using the tracing paper. In the electronics module, there was great motivation of the students. The analysis of the changes made in the course enabled to correct paths and set guidelines for the implementation of the distance learning module.

Proposal: This paper presents some results from a study that evaluated the insertion of solar water heating in the social housing produced by "LARES-Habitação Popular" Program of COHAB-MG, in small towns of the province of Minas Gerais, Brazil. It discusses the impacts of incorporating solar collectors in the habits and customs of the users and possible changes in behavior resulting from this technology. Methods/Approaches: It presents a case study carried out on the "Residential Higino da Fonseca", located in the city of Itatiaiuçu. To the post-occupancy evaluation we adopted methods such as the documentary and field survey, using direct observation and structured interviews with residents. Results: As there was positive impact user satisfaction with the financial savings generated and the comfort afforded by increasing the quality of bathing, and lack of concern with energy consumption. On the other hand, there was a lack of regular maintenance of the solar heating system, which can compromise the effectiveness of the system over time, and the disconnect between the use of technology and reducing environmental impacts. Contributions and Originality: Despite the positive impacts related to economic and cultural sustainability, the users don't make connections between solar technology and environmental sustainability. It is recommended that the incorporation of solar water heaters in the social housing is accompanied by environmental awareness actions to extend the benefits to the population for long time.

A incorporação de tecnologias digitais aos ambientes de aprendizagem agrega novas possibilidades às pedagogias tradicionais e possibilita uma transformação dos processos de ensino atuais através da construção de ambientes de aprendizagem contemporâneos. O governo federal utiliza, atualmente, projetos padrão para a reprodução de creches e pré-escolas públicas através do Programa Proinfância. Os projetos disponibilizados não tiram partido das tecnologias digitais disponíveis para construção de ambientes de aprendizagem contemporâneos de qualidade, embora a legislação educacional brasileira incentive o uso de tecnologias educacionais e o desenvolvimento de propostas pedagógicas inovadoras. Este artigo possui o objetivo de propor diretrizes para inserção de tecnologias digitais interativas para qualificar o ambiente de aprendizagem nas pré-escolas construídas pelo Proinfância. Com este intuito, desenvolveu-se uma pesquisa aplicada exploratória de natureza qualitativa, com foco em aspectos comportamentais. A metodologia da pesquisa divide-se em duas fases, após pesquisa bibliográfica, documental, de mercado e levantamento das tecnologias digitais utilizadas em uma pré-escola Proinfância, a pesquisa seguiu o método investigação-ação, no qual se planeja, age, descreve e avalia ações para melhora de uma prática. Espera-se que através das diretrizes propostas para incorporação de tecnologias digitais consiga-se replicar as experiências realizadas e propor novas experimentações nas diversas escolas do Programa, considerando as diversas especificidades locais, contribuindo dessa maneira para a qualificação dos ambientes de aprendizagem Proinfância, transformando-os em ambientes mais interativos e estimulantes.