As people become more sophisticated in their understanding of the workings of the human mind, it becomes increasingly clear that the processes of teaching and learning are more complex and subtle than was once thought. Models of education that were appropriate in the past are now obsolete. Cornell (2002) proposed an emerging paradigm of teaching and learning that moves from the model for an industrial economy to one that is appropriate for a knowledge economy. Pink (2005) shifted the paradigm even further by moving beyond the knowledge economy to what he referred to as "the conceptual age." Fundamental to living in the conceptual age will be the use of creativity. Creativity can be described as any "human act or process that occurs when the key elements of novelty, appropriateness, and a receptive audience in a given field comes together at a given time to solve a given problem" (Warner, 2000). The ideas advocated by writers such as Cornell and Pink make for a persuasive argument that all teachers, including technology educators, should examine what is being taught, how it is being taught, and how the development and growth of creativity should be woven into the educational fabric of teaching and learning. In this article, the authors focus on one important component of the dynamics of making creativity an integral part of the teaching and learning experience. That component is the importance of space and place toward facilitating creativity in the classroom or lab. (Contains 9 figures.)