Digital technology called ICT (Information and Communication Technology) has changed our environment in many ways with the facilities such as a sensor infrastructure, a networking system, and ubiquitous display. It improves learning environment as well as teaching-learning methodologies and its contents. It is also expected that ICT will redraw the physical boundaries of the classroom, enable more teamwork, allow learning to be a continuous time-independent process, and realize multi-level knowledge creation. The long-term and short-term impacts of ICT on the users, especially the young students and their learning environment and school life, however, have not been measured. This research focused on uses and needs of teachers and students who are the actual users of ICT as to establish the design guidelines reflecting the changes in the learning environment by ubiquitous computing. It prospect how digital technology affects learning environment and how the user responds to the learning environment built in ubiquitous digital facilities. The study performs in two processes. One is done by literature review using available data from the reports and documents and the other is done by field research accompany with survey of the users. Multi-disciplinary approaches integrating educational paradigm, ICT, and the architectural design are applied to the ubiquitous learning environment design. Design modules and modernization efforts for the school design to present new design guidelines are investigated. The survey research is conducted targeted on users, the students and teachers of middle schools and high schools in Busan. It measures uses and needs of ICT in schools and accounts all the facilities on the checklist. It includes the use of the computer and internet as well as up-to-date facilities at the classroom, the multi-purpose room and the playground. The users are grouped in four, middle school students, middle school teachers, high school students, and high school teachers. The responses of each user group are compared by the statistical procedure such as crosstabs, t-test and one-way ANOVA. The results are as follows. All the user groups anticipate that the current classroom goes side by side the uclassroom, one of the multi-purpose rooms and u-classroom does not replace the current off-line classroom. Both teachers’ and students’ response to equipment utilization are positive presented in “comprehension,” interest,” “concentration,” “satisfaction,” and “participation.” The advantage of u-classroom is proved as enhancement of interest and participation through a variety of equipments available and the disadvantage is caused by difficulty when the equipment is failed. The needs of ubiquitous facilities are significantly differed by the characteristics of each group. In conclusion, the uses and needs are important in learning environment design not only for the user satisfaction but also for the effective resource application. The matter of acquiring user-friendly and easy-accessible environmental design should be an important issue. Improvement of ICT design guidelines for learning environment gives an advance strategy for the future school design.