Abstract
Technology education, a compulsory subject in junior high schools, involves a range of classwork that includes practical, hands-on training. This requires that classrooms devoted to that purpose have dedicated facilities and equipment. However, there is a risk of worsening the state of these technology classrooms when rebuilding school facilities. This paper looks at the aforementioned issue and takes Tokyo's Kita-ku, which is pursuing across-the-board reconstruction of its public junior high schools, as a case study for the survey, analysis, and explication of how technology education classrooms change when public junior high schools are rebuilt. Our findings showed that, even though, as sites for practical training, technology education classrooms play a pivotal role in the curriculum, there is virtually no system in place by which opinions and requests from faculty in charge of those classrooms are utilized when proceeding towards a reconstruction.
