Rapid growth in the past few years in the use of wireless-enabled devices has meant that the need for specialist ICT spaces is declining. By enriching more spaces with technological capability, opportunities are rising across the learning environment and community to support a wider range of pedagogies and learning styles.

However, it is important to note that some literature has emphasised that the implications for designing spaces to incorporate the wider use of ICT across the environment seem to be minor. Space should not be designed around technology as a central theme, and instead technology should act as a layer integrated with the learning environment.

Technology provision will be instrumental in supporting new educational philosophies because it is an integral component of knowledge sharing and creation. It allows for the collection, analysis, display, retrieval and dissemination of knowledge.

Not only should technology be embedded in the space and ubiquitous throughout the learning environment, it should also respond to the technologies that pupils may be taking advantage of outside of the learning environment.

This will increase the chances that pupils will engage with it and have an impact on their learning. The literature encourages the use of mobile devices, wireless connectivity, visual and interactive learning devices, and the use of technology can include social networking and participatory applications such as MySpace and blogs to link into the social aspect of learning in a virtual community.

Additionally, careful implementation of technology can facilitate in supporting other spatial themes such as responsiveness, fluidity, human-centred design, and community integration.