64 | SCHOOL DESIGN | INDUSTRY
C
omputers have a dramatic impact on every aspect of our daily lives and, with the proliferation of
smartphone technology, are becoming increasingly mobile. Continuing to follow the principles of Moore’s Law from 1965, they are also becoming more compact and powerful and, with the advent of wireless technologies, no longer need to be tethered with cables. The mobility and diminishing size of computers opens up many possibilities as to how buildings are designed to accommodate them. The world of learning will always
be early adopters of technology, and schools have been at the forefront of using digital technology to ensure future generations are appropriately equipped to deal with the rapidly developing and globalised digital world. Schools are embracing the power of mobile learning to transform the way students are taught and how they learn. Learning is becoming increasingly personalised, with everything you need just a finger swipe away. That is not to say that technology dominates: many important lessons still occur without technology and designing spaces to accommodate the full range of teaching styles remains paramount. For architects working in the education
sector, the integration of information and communications technology (ICT) has always featured prominently in the design of buildings for teaching and learning. With increasingly mobile devices and greater wireless possibilities, buildings need to be designed to support teaching and learning digitally and physically, as well as being adaptable to the continuing rapid pace of future change. As much as the current austerity-
ABOVE:
Designing for intelligent schools
The rapid advance of technology hasn’t just changed the learning experience, it’s also affected the way architects approach school design, says Jude Harris
driven agenda tries to tell us that all we need to facilitate great teaching is simple and compact boxes, we passionately believe that architecture has the power to transform learning spaces and experiences. Human nature tells us that our environment maters, and designing spaces that enable, enrich and enhance can only support improved learning experiences. It is interesting to reflect on the
history of computers and buildings. The first computers of the 1950s required whole rooms to house what can now be accommodated within a small black desktop computer or even integrated into a mobile laptop. More recently we have witnessed the proliferation of mobile tablet devices that rely on the 'cloud' for increased mobility, disconnected from a permanent power and data source.
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68 |
Page 69 |
Page 70 |
Page 71 |
Page 72 |
Page 73 |
Page 74