Space matters: framing the New Zealand learning landscape

Abstract

Significant funding is devoted across the world to transforming traditional classrooms into flexible learning environments. These efforts are often motivated by a desire to create learning spaces attuned to twenty-first century competencies, which involve learning how to communicate, collaborate, think creatively, and how to become critical users of technologies engaged in both the consumption and production of knowledge. In New Zealand, these flexible learning spaces are seen as part of innovative learning environments (ILEs), which are conceptualised as ecosystems involving learners, educators, communities, pedagogical practices, knowledge, and digital and material resources, including buildings and furniture. In line with ILEs, the notion of place-based spaces for networked learning foregrounds learning activity as enmeshed in an assemblage of elements—involving physical spaces, artefacts, digital technologies, people, ideas and tasks. In this paper, we adopt a networked learning perspective to frame the New Zealand learning landscape. Key findings from a national survey with 222 primary teachers, 126 secondary teachers and 163 school leaders, show that most teachers and leaders perceived their schools as being in-transition to ILEs. Findings highlight the importance of having a shared vision and leadership dedicated to supporting teachers’ experimentation with new practices in innovative spaces. The survey details the digital and material resources, the social configurations used in classrooms, the types of learning tasks students are engaging in and a range of emergent practices in innovative and traditional environments for learning across New Zealand.

Full text

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Learning Environments Research
https://doi.org/10.1007/s10984-020-09311-4
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ORIGINAL PAPER
Space matters: framing theNew Zealand learning landscape
LucilaCarvalho1· TomNicholson1· PippaYeoman2· PatriciaThibaut3
Received: 31 May 2019 / Accepted: 23 March 2020
© Springer Nature B.V. 2020
Abstract
Significant funding is devoted across the world to transforming traditional classrooms
into flexible learning environments. These efforts areoften motivated bya desire to create
learning spaces attuned to twenty-first century competencies, which involve learning how
to communicate, collaborate, think creatively, andhow to become critical users of tech-
nologiesengaged in both theconsumption and production of knowledge. In New Zealand,
theseflexible learning spaces are seen as part of innovative learning environments (ILEs),
which are conceptualised as ecosystems involving learners, educators, communities, peda-
gogical practices, knowledge, and digital and material resources, including buildings and
furniture. In line with ILEs, the notion of place-based spaces for networked learning fore-
grounds learning activity as enmeshed in an assemblage of elements—involving physical
spaces, artefacts, digital technologies, people, ideas and tasks. In this paper, we adopt a
networked learning perspective to frame the New Zealand learning landscape. Key findings
from a national survey with 222 primary teachers, 126 secondary teachers and 163 school
leaders, show that most teachers and leaders perceived their schools as being in-transition
to ILEs. Findings highlight the importance of having a shared vision and leadershipdedi-
cated to supporting teachers’ experimentation with new practices in innovative spaces. The
survey details the digital and material resources, the social configurations used in class-
rooms, the types of learning tasks students are engagingin and arange of emergent prac-
tices in innovative and traditional environments for learning acrossNew Zealand.
Keywords Design for learning· Innovative learning environments· Learning spaces·
Primary schools· Secondary schools
* Lucila Carvalho
l.carvalho@massey.ac.nz
1 Institute ofEducation, Massey University, Auckland, NewZealand
2 Educational Innovation Team, Deputy Vice Chancellor (Education) Portfolio, The University
ofSydney, Camperdown, Australia
3 Institute ofHistory andSocial Sciences, Universidad Austral de Chile, Valdivia, Chile

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Introduction
Schools in New Zealand have recently begun transitioning into new spatial arrangements
that disrupt traditional one-to-many classroom configurations with students organised in
rows oriented towards the teacher at the front. This move—supported by the Ministry of
Education through policy, standards and guidelines (ERO 2018; MOE 2015)—is changing
classrooms across the country into flexible learning spaces that often require educators to
rethink their teaching and learning practices (Beetham and Sharpe 2013; TKI 2019). Navi-
gating these changes requires experimentation, adaptation and deep consideration about
what is valued and what is possible in these newly-configured spaces, including the role of
emerging technologies and the development of teaching practices that support team teach-
ing and collaboration.
New Zealand’s policies, standards and guidelines reflect both global trends and domi-
nant narratives in education, which suggest that these alterations to the designed environ-
ment are likely to support alterations in teaching and learning practice (Alexander etal
2019; ERO 2018; Freeman etal. 2017; Mulcahy etal. 2015; OECD 2015a, 2015b, 2017).
The aim of these policies is to support the creation of learning spaces attuned to twenty-
first century competencies that involve young people learning how to communicate, col-
laborate, think creatively, and how tobecome critical users of technologies both in terms of
the consumption and production of knowledge. But many New Zealand educators appear
to be struggling to align their pedagogical models with these new learning spaces and the
use digital technologies for learning. Students are also being challenged to develop new
habits and routines, while many of their parents are having their views about schooling
challenged (Benade 2017).
Uncertainty about the effectiveness of these environments is raising concerns in local
communities which are often highlighted in the media. In a recent example, a principal of
a leading secondary school praised flexible learning environments as spaces in which chil-
dren could learn to work collaboratively, whilst also expressing concerns about the effects
of these changes on children’s relationships with their teachers (Sissons 2018). In this arti-
cle, we make the case for an increasingly-nuanced understanding of spaces for learning.
We start by mapping the current New Zealand learning landscape based on results from a
national survey exploring school teachers’ and leaders’ experiences of their current learn-
ing spaces. This article contributes to the lack of in-depth research into how primary- and
secondary- school teachers are responding to challenges resulting from major changes in
classroom design across the country.
In framing the New Zealand learning landscape, we acknowledge the indirect influ-
ence of the built environment on learning activity. In line with Gislason (2010), we believe
that school design can be conceived as part of “a network of elements that together shape
the learning environment” (p. 142). This resonates with ecological perspectives in learn-
ing that situate learning activity in multiple contexts, social practices and tools (Damşa
etal. 2019; Säljö 2010; Vartiainen etal. 2018). Similarly, the New Zealand Ministry of
Education, adopts a holistic view of learning based on OECD (2015a), referring to Inno-
vative Learning Environments (ILEs) as “an ecosystem that includes learners, educators,
families/whānau, communities, content and resources like property and technology” (TKI
2019). This conceptualisation of ILEs goes beyond the material elements or the flexible
furniture, spaces and technologies to encompass how educators moving into these spaces
embrace the notion of ILEs, their willingness to explore the subtleties of how the proper-
ties of these new materials are likely to influence learning activity (Sørensen 2009), and

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how these spaces can be (re)configured to accommodate different forms of curricula and
social arrangements (Carvalho and Yeoman 2018).
The notion of ILE is well framed using the concept of place-based spaces for networked
learning, in which learning activity is seen as embedded in and arising out of a network
of physical spaces, material artefacts, technologies, people, ideas and tasks (Carvalho and
Goodyear 2014; Carvalho, Goodyear and De Laat 2017; Carvalho and Yeoman 2018).
Using this networked learning perspective, we identify connections between physical
spaces, artefacts, digital technologies and learning activity, and frame the experiences of
primary- and secondary-school teachers and school leaders across New Zealand, exploring
their current teaching and learning practices and the types of physical learning spaces in
which these activities unfold. We argue that mapping the New Zealand learning landscape
is a necessary part of supporting positive processes of transformation because of the need
to understand and account for educators experiences, in order to develop support mecha-
nisms capable of helping them and their students engage in the networked societies of the
twenty-first century.
Mapping learning spaces
Existing literature about learning spaces reveals that interest in connections between tech-
nology and learning spaces is not new. There are many ways to model how new tech-
nologies are shaping innovative spaces for learning. Radcliffe’s (2009) pedagogy-space-
technology (PST) framework focuses on embedding the use of new technologies through
design and how technology extends the built environment for learning. Wilson’s (2009)
‘places for learning spectrum’ explores different modalities of learning, how these align
to particular learners, and the degrees of formality within the built environment. These
representations offer ways to explore spaces and technologies in relation to learning. Other
models, such as the networked learning landscape model (Nordquist and Laing 2015), fore-
ground the power of networks in learning and extend beyond the idea of learning as some-
thing that happens in a contained space. Gislason (2010) also explores how the physical
design of a school contributes to the quality of the learning environment, but notes several
non-architectural factors that influence the experience of a particular setting. In Gislason’s
(2009) research, the physical design was considered to positively contribute to collabora-
tive, multidisciplinary teaching practices and, in one school, the open-plan architecture was
considered to positively influence school social climate. In particular, student interviews
revealed a preference for open-plan classrooms, based on how these designs facilitated
social connections with peers, relative to other more-enclosed environments (Gislason
2009).
Other studies of the role of physical space in shaping educational practices focus on the
role of policy, design or pedagogical practices (Benade 2017; Cardellino etal. 2017; Dan-
iels etal., 2018; Imms etal 2017; Wood 2019; Woolner 2010; 2018). One study involved
surveying 822 school principals in Australia and New Zealand about the types of learning
spaces and teaching practices in their schools (Imms etal. 2017), with the aim of provid-
ing an overview of the current state of affairs in relation to ILEs. A study of the influence
of design on the perceptions and actions of students and teachers in UK secondary schools
(Daniels etal. 2018) aimed to go beyond traditional post-occupancy evaluation to connect
environmental and social factors. That study demonstrated that, where design and practice
are well-aligned, practitioners are more likely to perceive the newly-designed space as cre-
ating opportunities to engage in transformation. Where they are not, newly-designed spaces

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are perceived as creating a ‘significant challenge’ that is accompanied by a sense of dissat-
isfaction and discomfort (Daniels etal. 2018).
Our research draws on the holistic approach taken by the Learning Environments Evalu-
ation Program (LEEP), which was launched in 2013 to examine the impact of physical
learning environments on learning, health and well-being (OECD 2019). LEEP develops
and diseminates evidence-based guidelines to support the design and use of physical envi-
ronments to support twenty-first century learning needs, and conceptualises learning envi-
ronments as “the result of interactions between physical resources (i.e. learning spaces,
material and technology), learners, educators, content, learning leadership, society and pol-
icy” (OECD 2017, p. 12). Therefore, the physical learning environment is conceptualised
as providing the conditions for, and playing a key role in, the mediating relationships that
influence student learning activity at a number of levels, including the cognitive, physical
and social. In addition, notions of spatiality, connectivity and temporality are also high-
lighted as playing important roles in mediating learning activity. Spatiality is about the role
of space in natural and built environments and how it shapes social relations and practices
in schools. McGregor (2003) speaks of spatiality or space–time as going beyond physical
or social space as “the recursive interplay between the spatial and the social, the product
of complex ongoing relations” (p. 363). Connectivity looks at the role of learning spaces
in relation to digital technologies and how together they mediate relationships and teaching
and learning practices. Temporality addresses the temporal dimension related to the devel-
opment, use and impact of learning spaces, reminding us that alterations in the nature and
use of physical spaces (such as open and closed; indoor and outdoor; physical and virtual)
are directly linked to pedagogical and organisational changes related to time organisation
(e.g. team teaching has different time demands).
Building on these ideas, our research aimed to develop new methods of abstracting and
foregrounding the relationship between key components of complex learning environ-
ments. In what follows, we outline our analytical framework for exploring physical ele-
ments and their design, as one dimension of the complex assemblage that constitutes the
learning environment in its totatlity.
Framing emergent learning activity
The Activity Centred Analysis and Design (ACAD) framework offers a way to examine
the emergent learning activity characteristic of complex networked learning environ-
ments (Goodyear and Carvalho 2014). ACAD is a relational framework that focuses on
(1) designed structures and (2) emergent activity or, more specifically, on how designed
structures and human activity relate to one another (Fig.1). When using ACAD, primacy
is given to what learners actually do or their learning activity, including their thoughts
and feelings. This activity is described in terms of emergence because it is not design-
able, and only indirectly influenced through design choices made in advance by educa-
tors. ACAD supports design for learning by focusing attention on the physical, conceptual
and social structures of learning. These dimensions are refered to as (1) the set design—
relatedto the choices about material and digital tools available to learners, (2) the epis-
temic design—related to the choices about tasks and suggestions of useful things to do
and (3) the social design—relatedtothechoices about valued social arrangements such as
working in pairs or groups or following scripted roles. ACAD also recognises (4) people’s
agency to co-create and re-shape what has been proposed. In this study, the experiences of

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New Zealand school teachers and school leaders were explored through the ACAD dimen-
sions of design (set, social and epistemic) and practices of co-creation.
Study design andmethods
This study followed a mixed-method approach with a concurrent nested strategy (Creswell
2013). It involved a national survey of New Zealand schools in which both quantitative
and qualitative (open-ended response) data were collected. The online survey was distrib-
uted to primary and secondary teachers and school leaders, with the aim of exploring their
experiences of both ILEs and traditional environments. Insights from the survey provided
an overview of the current New Zealand landscape. The following research question and
accompanying sub-questions guided our research:
What are teachers and school leaders experiences of ILEs and traditional environments
within the New Zealand context?
• What types of school spaces, technologies and resources are available? (set design)?
• What types of learning tasks (which involve the use of technologies) do teachers pro-
pose to their students? (epistemic design)?
• What are the types of social arrangements within lessons? (social design)?
Instrument andparticipants
The survey instruments were based on the OECD School User Survey: Improving Learn-
ing Spaces Together (OECD 2018), but included specific questions exploring the types
of tasks (epistemic design), forms of social organisation (social design) and the learning
Fig. 1 ACAD framework (Carvalho and Yeoman 2018)

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spaces and resources available (set design), as well as respondents experiences of teaching
and learning practices enacted in these spaces (emergent activity).
The survey instrument for primary and secondary teachers was divided into eight
sections:
• Section1 involves information about the school such as school region, type of commu-
nity (i.e. rural, small town, large city) and type of school and number of students;
• Section2 involves demographic such as gender, age, years of experience and type of
employment;
• Section3 involves respondents’ views of school leadership;
• Section4 involves information about spaces used by the respondents such as how learn-
ing spaces are used, how many teachers share a space, the number of students, types of
spaces available, and how often the respondent used these spaces.
• Section5 involves information about comfort such as noise, temperature and light;
• Section 6 involves information about spatial arrangements used in learning spaces,
using representations as in the original OECD protocol, such as layouts for presenta-
tion, group work, etc.
• Section7 involves information about the respondents use of technology;
• Section 8 involves information about overall satisfaction with learning spaces and
respondents’ views about whether their school is an ILE or not.
The survey instrument for school leaders replicates Sections 1, 2, 3, 7 and 8, with
minor changes, and the sections referencing physical spaces were framed to explore learn-
ing spaces from the perspective of school management (e.g. allocation of learning spaces,
school policy about bringing one’s own device, etc.).
Following the OECD (2018) protocol, some questions were phrased as multiple-choice,
while others used a five-point Likert scale. Participants also had opportunities to add com-
ments throughout the survey, complementing the quantitative data with more-nuanced
accounts of practice. The survey was anonymous. All schools in the New Zealand gov-
ernment database (Education Counts 2019) were sent an invitation to participate via an
email to principals and school administrative offices. When a total of 2557 emails were
sent, 511 survey responses were returned, including 222 responses from primary teachers,
126 from secondary teachers, and 163 responses from school leaders (e.g. principals and
deputy principals of both primary and secondary schools). Table1 provides an overview of
the communities in which the participating schools are located.
Table 1 Percentage frequency of respondents from different school communities
School community Percentage frequency
Primary
teachers
Primary
leaders
Secondary
teachers
Second-
ary
leaders
Village or rural area (less than 3000 people) 16 23 6 13
Small town (3000 to about 15,000 people) 17 11 34 20
Town (15,000 to about 100,000 people) 19 13 16 13
City (100,000 to about 1,000,000 people) 29 32 27 23
Large city (with over 1,000,000 people) 17 18 14 30

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In New Zealand, schools can be characterised as State, State Integrated, Private or
Alternative. State Integrated schools are former private schools that have been integrated
into the state education system but retain their ‘special character’. This means that these
schools are funded by the government, but are run by a particular religious faith (e.g. Cath-
olic, Jewish, Muslim) or use special educational methods (e.g. Steiner or Montessori). State
Integrated schools are also funded by the government, but some charge compulsory fees to
help maintain their facilities. Table2 shows that most participants were from State schools.
State Integrated, Alternative and Other included descriptors such as religious schools, Kura
Kaupapa Maori, residential special school, Montessori, Steiner or Democratic.
The number of students attending the schools represented in this study are summarised
in Table3. Most primary and secondary teachers and school leaders came from medium to
large schools (between 201 and 1000 students).
Findings anddiscussion
After exploring how participants characterised their schools, we analyse their responses
using the lenses of the ACAD framework to explore physical and digital resources (set
design), the types of learning tasks proposed (epistemic design), and the types of social
arrangements in place (social design).
Innovation often involves the introduction of new things, ideas or ways of doing some-
thing. According to Sawyer (2009), innovation emerges from interactions in complex
social systems that involve ongoing communication, collaboration and knowledge sharing,
Table 2 Percentage frequency of
respondents from different types
of schools
Type of school Percentage frequency
Primary
teachers
Primary
leaders
Secondary
teachers
Second-
ary
leaders
State 83 81 88 86
State integrated 11 13 8 10
Private 2 2 0 0
Alternative 0 2 2 0
Other 2 2 0 3
Table 3 Percentage frequency
of respondents from schools of
different sizes
School size Percentage frequency
Primary
teachers
Primary
leaders
Second-
ary
leaders
Second-
ary
teachers
Less than 50 students 4 12 0 0
51–100 students 8 11 0 0
101–200 students 15 22 0 5
201–500 students 41 39 40 23
501–1000 students 28 13 40 44
More than 1001 students 0 0 6 26

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and it is often the product of visual processes that enable ideas to generate other ideas.
Collaborative environments accelerate innovation because they accomodate people work-
ing alongside one another, and this increases both the potential for generating ideas and
the volume of ideas produced. Therefore, in considering aspects related to participants’
emergent practices, we focused on whether or not teachers and school leaders expressed
a shared vision regarding their teaching and learning practices, if experimentation was
encouraged and nurtured, and if collaboration was part of the school culture. These were
important characterisations, because teachers and leaders might share a vision about how
learning spaces should be used, but this vision might not necessarily lead to innovative
practices in the classroom.
Perceptions ofthelearning environment: innovative, traditional, transitioning
orreverting?
Participants were asked to reflect on a short description of ILEs put forward by the New
Zealand Ministry of Education (TKI 2019) that ILEs include:
... the physical, social, and pedagogical context in which learning occurs. An innova-
tive environment supports strengths-based teaching and learning. It offers students
and teachers flexibility, agency, ubiquity, and connectedness. Working in an innova-
tive learning environment where teaching and learning is collaborative, reflections
and inquiries are shared, and communities engaged leads to a more robust, continu-
ously improving community of practice (TKI 2019, online).
It was important to situate the conceptual framing used in our research so that partici-
pants understood that ILEs extend beyond the physicality of the learning environment (TKI
2019). Having read the statement above, participants were asked whether their school was
an ILE, a traditional learning environment, an environment ‘in transition’ showing some
aspects of ILEs, or had been an ILE but was now reverting to a more-traditional learning
environment.
Table 4 shows that primary-school teachers were more likely than secondary-school
teachers to agree with the statement that their school was already an ILE (primary teach-
ers 31%, secondary teachers 14%). Both groups were similar in their agreement that their
school was in transition (primary teachers 51%, secondary teachers 46%); and secondary
teachers were more likely to say that their school was traditional or had moved back to tra-
ditional (secondary teachers 38%, primary teachers 17%).
Table 4 Percentage frequency of respondents from different types of learning environments
Type of learning environment Percentage frequency
Primary
teachers
Primary
leaders
Secondary
teachers
Second-
ary
leaders
Innovative learning environment 31 33 14 25
Traditional learning environment 15 32 35 20
Learning environment in transition 51 32 46 50
Reverting to traditional learning environment 2 0 3 5

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Table 4 also shows that primary leaders were more likely than secondary leaders to
agree with the statement that their school was already an ILE (primary leaders 33%, sec-
ondary leaders 25%). Secondary leaders were more likely than primary leaders to agree
with the statement that their school was already in transition (secondary leaders 50%, pri-
mary leaders 32%) and primary leaders were more likely to say their school was traditional
or had moved back to traditional (primary teachers 32%, secondary teachers 25%).
These data suggests that New Zealand primary schools are more likely to have adopted
ILEs than secondary schools, but many schools have not fully transitioned, highlighting
the need for careful consideration of what it means to be in-transition and how educational
researchers and policy-makers can support teachers and school leaders in this period of
transition. In reflecting on their school’s positioning along the traditional–innovative con-
tinuum, a few teachers referred to the need for adaptation or for practices that combine
aspects of innovative and traditional environments. For example, the following respondent
mentioned that his/her school was seeking a balance of what was most successful for their
students, who came from diverse backgrounds, including both new and traditional learning
environments:
We take what is useful from the new and retain many of the important features of the
old. We consider everything in the light of how it will affect our unique school with
the children’s varied ethnic, cultural and socio-economic backgrounds.
Another respondent commented that her school moved carefully towards ILEs in order
to avoid alienating teachers. Whilst undertaking renovations to create innovative learning
spaces, teachers kept some traditional classrooms so that they did not feel compelled or
obliged, at this stage, to see themselves within the ILEs framing:
The school has undertaken some renovations to allow for innovative learning envi-
ronments, but also keeps traditional classrooms to cater for all learners and not force
teachers into innovative learning.
In the following quote, another participant suggested that teachers are working together
through the challenges, with some teachers eager to collaborate and share insights with
those less familiar with ILEs, as well as those not yet wanting to engage with them:
We generally experiment, allowing teachers to work to their pedagogical beliefs then
share our learning with our colleagues. While some staff are highly read on best prac-
tice others are late adaptors and resistant to modern teaching and learning practices.
Overall, these respondents were signalling that their schools are moving towards ILEs
but doing so carefully, in a constructive way, to make sure that all staff are on board and
that the changes are experienced positively by pupils. This is a subtle but important move,
because alignment between design and practice is crucial and misalignment is more likely
to be be perceived as challenging and accompanied by discomfort and dissatisfaction
towards ILEs (Daniels etal. 2018). Similarly, ERO (2018) foregrounds the need for the
development of “a culture of continuous improvement to support [a] vision” towards ILEs
and the maintenance of “coherence across all domains of the school, aligning everything to
the vision” (p. 5) as key factors influencing the development of successful ILEs.
Other comments about ILEs revealed the importance of acknowledging current trends
(Freeman etal. 2017):
I’d like to think our school is ‘up with the play’ and we are continually reflecting and
self-reviewing in order to improve practice and raise achievement.

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Interestingly, the distinction between ‘innovative’ and ‘traditional’ practices is some-
times portrayed as being ‘resolved’ through practical divisions, such as school year:
Seniors could be seen as working in an innovative learning environment (years 7–8
in particular). Years 1–4 are largely traditional.
This comment, however, conflicts with our data indicating that secondary schools were
more likely to report traditional spaces and practices, whereas primary schools were more
likely to report active engagement with innovative learning environments.
Set design—New Zealand school spaces, technologies & resources
Spatiality includes natural and built environments, with both influencing social relations
and practices in schools (OECD 2017). Thus, the survey explored the types of spaces avail-
able in schools and how often teachers taught in them. Most primary (85%) and second-
ary (87%) teachers had access to a library and an assembly hall (primary 78%; secondary
88%). Primary teachers reportedly have more access to collaborative teaching areas (55%)
than secondary teachers (38%), and those teaching in secondary schools (80%) report more
space configured as traditional classrooms than in primary schools (59%). Table5 summa-
rises the types of spaces in New Zealand schools:
The spaces most commonly used by primary and secondary teachers were traditional
classrooms (Fig.2) with no breakout spaces (used every day by 42% primary and 47% sec-
ondary teachers). Traditional spaces with direct access to breakouts were used every day by
32% primary and 23% secondary teachers. Collaborative teaching areas were used by 32%
Table 5 Percentage frequency of respondents from different types of internal spaces
Type of internal space Percentage frequency
Primary
teachers
Second-
ary
teachers
Traditional classroom with no access to breakout spaces 59 80
Traditional classroom with direct access to breakout spaces (e.g. for collabora-
tive group work, project work or individual work)
52 52
Collaborative teaching area (2 or more teachers) with the teachers and students
sharing a variety of connected learning spaces (e.g. for collaborative group
work, project work or individual work)
55 38
Space in a corridor outside the classroom 44 54
Library 85 87
Assembly hall/auditorium 78 88
Cafeteria/ tuck shop/ canteen 14 78
Science laboratory 12 85
Workshop/studio space for art, music or design 23 86
Computer laboratory 7 78
Kitchen/food technology space 46 84
Workshop space for technology (wood, metal, plastics, robotics) 15 79
Space for working with special needs students (e.g. literacy tutoring room) 45 73
Marae 1 39

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of primary teachers every day, whilst only 9% of secondary teachers used these space every
day. Figure2 uses P to refer to primary school teachers’ responses and S refers to second-
ary school teachers’ responses.
All New Zealand schools have access to external spaces (Table6), such as playgrounds,
grassed areas, sports courts/fields or vegetable gardens. These outdoor learning spaces
might be important in the context of health and wellbeing, as well as creating opportunities
for environmental learning within schools. Other spaces mentioned included natural trails,
beaches, bush walks, bike tracks, swimming pools, rivers and farms.
Because one of the key areas of our research was understanding connections between
the use of digital technologies and ILEs, the survey explored the types of technologies to
which teachers and students have access in their learning spaces, as well as how often they
use these resources. This relates to the concept of connectivity (OECD 2017) and allows
exploration of the role of learning spaces in relation to digital technologies, as well as how
Fig. 2 Frequency of commonly-used spaces
Table 6 Percentage frequency of
respondents from different types
of external spaces
Type of external space Percentage frequency
Primary teachers Second-
ary
teachers
External (outside) space—usually with
seating (e.g. a playground)
97 9
Grassed area (not a sports field) 81 89
External (outside) hardball court/ sports
court/ hard paved area
95 92
Sports field 86 92
Vegetable garden 78 64
No external (outside) spaces 0 2
Other 30 18

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together these can mediate relationships and teaching and learning practices. Table7 sum-
marises the types of technologies available in primary and secondary schools in our study.
While there are differences in the availability of digital technologies across New Zealand
schools, 86% of primary and 88% of secondary schools reported access to Wireless Inter-
net in all learning spaces.
The availability of these technologies and resources does not necessarily mean they are
used. Figure3 summarises the frequency of their use in both primary and secondary school
settings. Wireless internet access is used every day in most secondary and primary schools.
Epistemic design—Learning tasks involving theuse oftechnologies
Figure 4 summarises the types of tasks involving the use of technology for learning
reported by primary and secondary teachers. These tasks were those in the original OECD
instrument (2018). However, the use of technology per se does not necessarily lead to
innovative practices, because teachers might repurpose new tools for traditional purposes.
But these findings provide a baseline for discussion and future exploration of how such
technologies and tasks are being interpreted and enacted in ongoing teaching and learning
practice. A range of tasks are reported, with Online research being an everyday task in both
primary (24%) and secondary (32%) classrooms.
Social design—Group andindividual arrangements
Most secondary-school teachers reported being the only teacher in their classroom (73%).
However, nearly a third reported that two or more teachers were present in their classroom
(29%). In primary settings, teachers were more likely to report team teaching arangements
than their secondary counterparts (Table8).
Social design encompasses the different types of groups and various divisions of labour
in a learning situation (Goodyear and Carvalho 2014). For example, teachers could ask
students to work in small groups or individually, or the lesson could be delivered in a one-
to-many lecture configuration. In traditional learning environments, one would expect an
increased incidence of the lecture mode, but those working in ILEs also might adopt this
configuration together with other social arrangements. Teachers were asked to consider
four different types of social arrangements in relation to their teaching practices and their
students’ learning activity (Fig.5).
Figure6 shows the frequency of use of a number of different layouts in both primary
and secondary schools. Type A layouts support explicit instruction and are used in both
primary (48% every day; 16% 2–4 times a week) and secondary settings (40% every day;
22% 2–4 times a week). The most commonly-used social arrangement in both settings was
Type B involving students work in small groups (this layout is used every day by 79% of
primary teachers and 48% of the time in secondary schools). Type D, or team teaching,
appears more commonly in primary schools (40% every day; 15% 2–4 times a week) than
in secondary schools (10% every day; 11% 2–4 times a week), with 67% reporting never or
hardly ever using this layout.
Because alignment between the tools and resources (set design), social arrangements
(social design) and proposed tasks (epistemic design) is critical for the emergence of
productive learning activity in ILEs (Carvalho and Yeoman 2018), we investigated the
ways and frequency with which teachers organised their settings to suit intended social
arrangements for specific tasks. Figure7 shows that teachers in primary settings were

Learning Environments Research
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Table 7 Percentage frequency of respondents reporting different levels of availability of different technologies and resources
Technologies/resource Percentage frequency of respondents reporting levels of availability
All spaces Most spaces Few spaces None
Primary Secondary Primary Secondary Primary Secondary Primary Secondary
Interactive AV display (Interactive whiteboard or interactive screen) 21 12 15 12 13 15 49 60
Wireless internet access 86 88 12 10 1 1 0 0
Ability to project sound and vision for a group of students (such as a
projector or large TV with audio)
55 61 34 31 6 3 4 3
In-school laptops/ notebooks (stored in that room) 46 27 28 10 9 27 14 33
Desktop computers 10 6 12 3 27 50 49 39
Tablets (e.g. iPads, Surfscebook) 40 2 28 3 19 39 11 54
Charge points (for mobile devices) 52 35 22 23 14 27 11 13
Cabled internet access 23 18 19 22 15 30 41 28
No internet access 2 1 0 1 9 9 87 65

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Fig. 3 Frequency of use of technologies and resources
Fig. 4 Frequency of learning tasks and use of technologies
Table 8 Percentage frequency
of respondents from different
teaching arrnagements
No. of teachers in classroom Percentage frequency
Primary teachers Second-
ary
teachers
1 teacher 58 73
2 or more teachers 45 29

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more likely to encourage the movement of students, rather than re-configuration of fur-
nishings (this is done every day by 69% of teachers in primary settings and by 30%
in secondary settings). Regarding reconfiguring furnishings, only 8% of primary teach-
ers and 10% of secondary teachers reported arranging tables and chairs or modifying
aspects of the space prior to a lesson on an everyday basis. In addition, only 10% of
primary teachers and 16% of secondary teachers changed the layout, within a lesson, on
a daily basis because it suited a particular task. Engaging students in moving furniture
to suit specific social arrangements was reported only 23% on a daily basis and 20%
Fig. 5 Types of social arrnagements (OECD 2018)
Fig. 6 Frequency of use of different types of social arrangements

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between 2 to 4 times a week in primary settings, while 23% and 12% were the corre-
sponding frequencies in secondary settings.
These results can be explained by Wall’s (2016) considerations that, while flexible fur-
niture can accommodate students’ comfort and well-being, at times, it also can restrict flex-
ibility because of the need for re-arrangement between learning activities. In other words,
flexible furniture is seen as demanding more effort. However, when teachers were asked
to consider what supports or hinders their use of different spatial arrangements, they did
not express such a view. Teachers seemed somewhat reluctant to modify spaces to suit the
needs of a particular task or social arrangement, but they did not find it difficult to re-con-
figure their learning spaces. Figure8 shows that both primary and secondary teachers said
that it is relatively easy to re-arrange their space, with 70% of primary teachers and 58% of
secondary teachers either agreeing or strongly agreeing.
Indeed, social design and the (re)configuration of spaces for learning are influenced by
the temporal dimension, which is implicated in the development, use and impact of learn-
ing spaces (OECD 2017). As mentioned earlier, alterations to the nature and use of physi-
cal spaces (e.g. open or closed; indoor or outdoor; physical or virtual) are often connected
to pedagogical and organisational changes that play out over extended time frames. For
example, a move towards team teaching implies different demands on time than solo teach-
ing, and the high-level changes in pedagogy involved in ILEs require time and effort to
contextualise in ongoing teaching and learning practice. Next, we consider the experiences
of school teachers that connect learning spaces and practices enacted in these spaces.
Teacher’s perceptions ofemergent practices
In this section, we summarise teachers’ responses to the qualities associated with learning
spaces, including how well they can hear students and control temperature and lighting.
Also collaborative practices and support for innovative practices within the New Zealand
learning landscape are considered.
Fig. 7 Frequency of altering set to suit social and epistemic design

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Qualities associated withlearning spaces
Although flexible learning spaces can produce noise levels that disturb or even disrupt
learning activity (Wall 2016), learning depends not only on students’ ability to hear
a single voice, but also to effectively communicate with others to productively curate
information and co-create knowledge. To do this well, learners must develop a range of
skills and capacities to support interaction, not only with their peers but also with mate-
rials such as tools, resources and the buildings that accomodate them (set design). Stu-
dents need to be able to understand how various spatial arrangements support or hinder
certain types of learning activity (Woolner 2010) and to develop a range of strategies to
navigate increasingly-diverse learning environments.
In thinking about learning spaces, respondents were asked if they felt disturbed by
noise levels (outside, inside) and whether they could clearly hear their students. Fig-
ure9 shows that most primary teachers were able to hear their students clearly, in all
(39%) or most (53%) spaces. Similarly, most secondary teachers reported being able to
clearly hear their students in all (39%) or most (51%) of learning spaces.
Because the ability to regulate different variables within a space also can affect the
comfort and well-being of teachers and students (OECD 2017), respondents were asked
if they felt they were able to control heating, air conditioning, glare, lighting and ven-
tilation in their learning spaces. Windows, lighting and glare were often controlable by
both primary and secondary teachers. Figure10 shows that more primary-school teach-
ers reported being able to control heating (45%) and air conditioning (36%) than sec-
ondary teachers (24% and 15%, respectively).
In addition, comments by respondents also alluded to specific qualities of spaces and
how they influence students’ learning activity. For example, the following participant
Fig. 8 Frequency of agreement with statement about reconfiguration of space

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highlighted that ‘being comfortable’ helps students to focus and that their freedom to
choose is perceived as supporting students’ agency:
Fig. 9 Frequency of agreement with statement about noise levels and disturbance
Fig. 10 Frequency of agreement with statement about ability to regulate the space

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Students can choose between multiple spaces depending on where they feel most
comfortable. Being comfortable helps students focus. Being able to choose their
spaces also allows them agency in their learning.
The sense that certain valued qualities of learning activity (peer–to–peer discussion) can
simultaneously be perceived as both postitive (collaboration) and negative (disruptive to
reflection or one-to-many) is pragmatically dealt with in one school:
If children are frustrated by classroom noise, they can head into the Takiwa (small
spacebetween classes that is separated by sliding doors and often a quiet space). Kids
get the best of both worlds with opportunities to collaborate and work individually or
in groups.
However, while qualities of space are often seen as supporting learning activity, not all
New Zealand schools are equally resourced. The following respondent reported a lack of
care that is linked to a perceived lack of funding and investment in her school:
The space is fine in regards to teaching and learning, but the condition of the space
leaves much to be desired. Because we have leaky buildings, we have had buckets
catching water when it rains and water pouring down the walls, through light fittings
and behind the heater. The carpet has rotted due to the amount of water in one area
and the carpet is nearly threadbare in other areas. This to me shows a lack of fund-
ing, and the kids and teachers are being put in an unhealthy and unsafe environment
because of this lack of funding. We would welcome a change.
Although understanding the role of the designed environment is essential, designed
physical and digital elements are only part of the puzzle. The next section focuses on issues
related to collaborative practices, which play a role in shaping emergent learning activity.
Collaborative practices
As eloquently put by one of our participants, although architecture plays a key part in the
enactment of collaborative practices, this is not the only factor. Fostering or nurturing col-
laborative relationships is also key to successful innovative practices:
Architecture plays a big part in the ease with which collaborative teaching can occur.
In my opinion, our newest buildings are not that well designed for flexible teaching/
learning despite having large sliding doors between rooms. As well as architecture,
relationships between teachers who are working together need to be strong. Our sen-
ior school has very effective collaborative teaching because teachers are a committed
group with strong connections to each other. In the middle school, this is not working
so well, which has nothing to do with the learning spaces, and more to do with the
combination of staff. You can’t expect collaborative teaching to occur just because
teachers are thrust together.
Similarly, the following participant reminded us that, while aspects of the space (such as
breakouts) or access to technology can offer opportunities for collaboration, in themselves
digital and material things might not be enough because some teams might be more col-
laborative than others:
There are some of our classes which have breakout spaces, allowing more successful
collaborative teaching. We all have access to technology, but we do not yet have one

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device per student. We are all teaching collaboratively in teams of 2. Some teams are
more collaborative than others.
Indeed, opportunities for collaboration can also be viewed with certain resistance which
reveals a dissonance between design and practice (Daniels etal 2018). The following quote
provides insight into the experience of a teacher in a school reverting to more-traditional
layouts and individual teaching:
I cannot teach the way I need to as I am aware that other teachers are in the space.
True collaborative teaching is not happening at our school even though the space was
designed for this. We have recently rebuilt the walls to close the spaces in again! No
PD given for collaborative teaching.
In contrast, other teachers perceived great benefits in working collaboratively. The fol-
lowing respondent offered insight into how initial resistance from parents was addressed
over time by using these spaces to provide more-stimulating and -effective environments
for learning:
We have had our innovative learning environments (or as I tongue in cheek refer to
them..Cafes…Collaborative and Flexible Environments) for 4years now, despite all
of the nay sayers and the negative reactions from parents in the first year. Personally
I think they allow us to provide more stimulating and effective environments for our
students. I see real benefits in two teachers working collaboratively.
Overall, respondents reported challenges in adopting reflective and collaborative prac-
tices. Working in teams requires a willingness to develop a collective vision, shared prac-
tices, an ability to identify and solve problems, and resilience to work through the chal-
lenges of being ‘in transition’ into a range of innovative learning environments. Proactive
leadership that supports staff to work through these issues is crucial in order that the whole
school community can develop a strong shared vision (ERO 2018).
Support foremerging practices
Participants were asked if they felt that leaders and teachers had a shared vision of what
constituted ‘best use’ of their learning spaces. In recognition that this shared vision might
not necessarily include innovative practice, we also asked if experimentation was encour-
aged. We were also interested in whether participants felt that the design of spaces sup-
ported collaboration with other teachers, variety in teaching practices or preferred teaching
practices, and whether there was sufficient time allocated for providing advice on how to
use new spaces well (see Fig.11).
Regarding to school support for teachers’ practices, primary teachers were more likely
than secondary teachers to agree that they shared their leaders’ vision (88% vs 68%), feel
encouraged to experiment (90% vs 74%) and experience adequate provision of time to
learning to use new spaces well (49% vs 30%).
Both primary and secondary school leaders reported a shared vision with their teach-
ers (primary leaders 93%, secondary leaders 96%), felt that they offered encouragement
for experimentation (primary leaders 94%, secondary leaders 96%) and provided adequate
time for teachers to make adjustments (primary leaders 78%, secondary leaders 76%). Fig-
ure11 reports primary school teachers’ responses (PT), primary school leaders’ responses
(PL), secondary school teachers’ responses (ST) and secondary school leaders responses
(SL).

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In summary, successful transitions to ILEs involve not only access to specific resources,
such as flexible learning spaces or access to digital technologies, but also support for teach-
ers as they work to align new spatial arrangements with contemporary learning theories
and pedagogical practices. This is explicitly highlighted in the New Zealand government
ERO (2018) which describes effective leadership in terms of building relational trust
within school communities, displaying knowledge, skills and a mindset oriented towards
innovation that supports experimentation amongst staff. In our surveys, although teachers
generally felt supported by school leaders to experiment with different ways of using new
learning spaces, they experienced a lack of time and advice in planning how to do this well.
Conclusion
Vartiainen etal. (2018) call for educational systems to move towards organic, complex and
adaptive notions of learning networks, with students embedded in much larger ecologies of
learning. They describe learning networks as co-evolving and connected to multiple con-
texts, social practices and tools. Similarly, the New Zealand government is reconceptualis-
ing their educational system as an ecosystem, but this is an ongoing and evolving process.
Insights from this study suggest that primary teachers are more likely than their secondary
counterparts to teach in an ILE or as part of an ecosystem. However, most respondents
reported an overall sense of being intransition, which raises important questions for gov-
ernment and policy-makers regarding good ways to support teachers and school leaders
through what is a system wide process of transformation.
McGregor (2003) reminds us that studies of teachers’ workplaces often take spatial
dimensions for granted by either ignoring them entirely or “focusing on the spaces of the
classroom, staffroom and school as fixed and bounded” (p. 353). Our research focused on
how the properties and spatial configurations of materials give rise to emergent learning
Fig. 11 Frequency of agreement with statement about support for emergent practices

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activity. This is why we took a networked learning approach in framing the web of connec-
tions between specific elements of the set, social and epistemic design (Goodyear and Car-
valho 2014). Mapping the learning landscape is the necessary first step in understanding
how constituent parts relate to the learning whole, or how design choices regarding space,
tools, tasks and social arrangements can support valued learning activity. Furthermore, if
change is to be sustainable, it is critical that educators understand where to focus their ener-
gies (designable elements), why alignment between the structural dimensions (set, social,
epistemic) of any learning network is so important, and how tools, spaces, tasks and social
arrangements indirectly influence learning activity. In summary, educators need support in
aligning theory, design and practice (Carvalho and Yeoman 2018; Daniels etal. 2018). By
mapping the current landscape and framing the relations between constituent parts in this
way, we begin the process of understanding how best to support educators through pro-
cesses of transition that aim to equip learners with the skills and knowledge necessary to
take their place in the networked societies of the twenty-first century, both in New Zealand
and further afield.
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