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The paper argues that the physical location and organization of computer technologies—from labs and classrooms to libraries and hallways—shape how teachers discuss and use computers. 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Correspondence regarding this article can be directed to her at: [jjenson@edu.yorku.ca](jjenson@edu.yorku.ca)  \nChlo ë Brushwood Rose is an Assistant Professor in the Faculty of Education at York University . She can be reached at: brushwood rose@edu.york u.ca  \nAbstract  \nAbstract: With the large scale acquisition and installation of computer and networking hardware in schools across Canada, a major concern has been where to locate these new technologies and whether and how the structure of the school might itself be made to accommodate these new technologies . In this paper, we suggest that the physical location and organization of computer technologies, whether in the lab, classroom, library, or even school hallway, delimits and shapes the ways in which teachers talk about and make use of computers in their schools . As with the distribution of and access to any kind of resource, the distribution and organization of computers has an impact on the frequency and quality of teachers ’integration/implementation efforts . We focus on three case studies that highlight how the structuring and re structuring of space in schools can be a significant factor in whether and how this technology is used by teachers and students .  \nRé sumé : Avec l’achat et l’installation à grande é chelle d’ordinateurs et de composantes de ré seaux dans les é coles de l’ensemble du Canada, nous avons ét é pré occupé par l’end roit o ù installer ces nouvelles technologies et à déterminer s i et comment la structure de l’é cole pourrait loger ces nouvelles technologies . Dans cet article, nous suggé rons que l’emplacement physique et l’organisation des technologies informatiques, que ce soit en laboratoire, en salle de c lasse, à la bibliothèque ou mê me dans les couloi rs de l’é cole, délimite et dirige de quelles façons les enseignants parlent deleurs ordinateurs et utilisent leurs ordinateurs dans leur é cole . Comme pour la distribution de n’importe quelle ressource ou leur accè s, la distribution et  \nl’organisation des ordinateurs ont des ré percussions sur la fré quence et laqualit é du travail d’inté gration et de mise en place des enseignants . Nous nous concentrons sur trois études de cas qui soulignent à quel point l’organisation et la ré organisation de l’espace dans les é coles peuvent être des facteurs importants pour déterminer s i et comment cette technologiesera utilis é e par les enseignants et les élèves .  \nOverview  \nThe large scale acquisition and installation of computer and networking hardware in schools across Canada has forced administrators and teachers to address two significant concerns . First, where to locate these new technologies : in computer labs, classrooms, libraries or mobile laptop labs . Second, whether the architectural structure of the school (i.e ., classroom size and shape, including desks that accommodate mobile laptop technology, the building of new labs and/or the creation of computer libraries) needs to be altered to accommodate new technologies . Cost factors often determine the placement of computers in schools, as the price of rewiring an older school to equip classrooms with networking and internet capabilities can be excessive and not easily afforded by schools . The access to and location and allocation of computers is a complex financial consideration for schools, their administrators, and technical support staff. Teachers, on the other hand, are faced with demands by provincial policy makers to make educational use of these new tools, often without any discussion of the teaching and learning issues around computer use ( Cuban, 2001; de Castell, B","cbCailsOw4DhHFUJ","https://ap.wps.com/l/cbCailsOw4DhHFUJ","pdf",309709,15,"English","# Overview\n## Key concerns about locating computer technologies\n## Institutional disruption and debates on access and use\n## Pedagogical questions and study focus","[{\"question\":\"What key concerns does the paper identify regarding installing computers in Canadian schools?\",\"answer\":\"It highlights two concerns: where to place the technologies (labs, classrooms, libraries, mobile labs) and whether the school’s architectural structure must change to accommodate them.\"},{\"question\":\"How does computer location influence teachers’ use of technology?\",\"answer\":\"The paper argues that the physical location and organization of computers delimit and shape how teachers talk about and make use of them, affecting both frequency and quality of integration.\"},{\"question\":\"What does the article focus on through its case studies?\",\"answer\":\"It focuses on three case studies showing how structuring and restructuring school space can be a significant factor in whether and how teachers and students use the technology.\"}]","Finding space for technology - Pedagogical observations on the organization of computers in school environments | PDF",1792085428,38]