Recommends maximum sound power levels for personal computers, laptops, printers, projectors, and servers in classrooms. Also matches the types of devices with their respective sound output levels, with suggestions on how to arrange equipment so that noise impact is minimized. 4p.

In recent years there has been an increased emphasis on the design of classrooms so that instructional technologies will enhance the learning environment. Good design does not happen accidentally, and when classroom designs are in the planning stages, the first priority should be the needs of the students. This paper discusses classroom design issues that can effectively and efficiently accommodate technology for promoting learning. 5p.

This includes detailed directions for running cables from a central point to schoolrooms, then, in order to make the schoolrooms connect, mounting wall jacks and wiring the schoolroom ends of the cables into the jacks, and finally, wiring one end of each cable to a kind of "switchboard" called a patch panel.

This identifies the "must-have" technologies most likely to transform schools through innovation, including active highly portable large storage devices, datacasting, digital assessments, intelligent essay graders, intelligent pattern analysis performance projections, sound-field amplification, multisensory, customized learning tools, programmable phone systems, student information systems, learning management systems, blogs, and radio frequency identification data.

Five K-12 classroom teachers have been selected to develop a replicable classroom model of technology integration that is sustainable and that supports research-based instructional strategies through the careful selection of technology tools, the provision of technology-related professional development, and through ongoing support and collaboration. Interactive whiteboards, document cameras and projectors, wireless response systems and classroom audio systems will be used. This describes the sustainable classroom model, the various technologies, and provides supporting documents.

Offers guidance to ensure that high schools built today serve tomorrow's educational needs, use technological advances to control burgeoning square footages, and accommodate community groups and other after-hours users. It is written for boards of education, school building committees, district superintendents, and other decision-makers. Methods for involving stakeholders in the specifications, design, and project management are detailed. General and curriculum-specific design issues are covered along with conceptual drawings. Indoor air quality, technology, and accessibility considerations are covered in individual chapters. (Includes 11 references.) 151p.

This paper provides an overview and analysis of twenty years of key policy reports addressing the challenges and opportunities involved in integrating technology into K-12 education in the U.S. The report summarizes recommendations made in these reports, and comments on the shifting rationales for and expectations of educational technology investments that have shaped those recommendations over time. [Authors' abstract] 32p.

These guidelines incorporate basic ergonomic principles into all aspects of computer use in schools and at home. Through text and photographs, it recommends the position of students in relation to the keyboard/mouse height. There is also a discussion of the use of laptops by children and young adults.

Presents the district's design, facilities, training, maintenance, and support plans for technology integration. The vision for technology and mission statement are explained, and state legislation for educational is cited. Cost estimates and a funding/implementation plan are provided. Appendices discuss E-rate and provide detailed specifications for telecommunications and server rooms, classrooms, computer labs, administrative spaces, and specialty rooms. 75p.

Summarizes the results of this March 2003 conference, which investigated the relationship between information technology and school facilities. Issues explored included 1) the difference in life expectancies of buildings, their interiors, and technology, 2)Impact on facilities of distributed learning environments (school common areas, homes, etc.), 3) funding ratios for technology versus buildings, 4) integrated capital planning for technology and buildings, 5) the balance between renovation and new construction, 6)impact on staffing, and 7) planning for uncertainty. 20p.

An interactive whiteboard is a large, touch-sensitive board which is connected to a digital projector and a computer. This report is based on an analysis of current research about the use of interactive whiteboards in teaching and learning. It summarizes the key findings and suggests resources for further reading. Key benefits include: 1) encourages more varied, creative, and seamless use of teaching materials; 2) engages students to greater extent than conventional whole-class teaching; and 3) facilitates student participation through the ability to interact with materials on the board. 4p.

Presents a floor plans and axonometric views for two electronic classroom designs. Includes 17 references. 10p.

This document discusses integrating computers logically and affordably into a school building's infrastructure through the use of wireless technology. It begins by discussing why wireless networks using mobile computers are preferable to desktop machines in each classoom. It then explains the features of a wireless local area network (WLAN) and its common standards. The next section provides an update on advances, developments, and concerns in seven key areas: bandwidth, interference, system design and layout, security, network administration, occupant health, and vandalism. The document then addresses the impact of WLANs on learning and on the future of school design, and issues of costs and equitable access. (Contains a glossary of terms, a comparison of wireless standards, a discussion of Bluetooth and 3G, information on one-to-one computing, and 12 references.) 12p.

This publication offers aid for North Carolina schools in planning new and renovated facilities to accommodate technology. It is a supplement to the North Carolina Public School Facilities Guidelines and should be used in conjunction with the STS-1000 Telecommunications Wiring Guidelines and the North Carolina School Technology Plan and other materials listed in "References for Further Reading" at the end of the publication. The emphasis of the STS-1000 is on network infrastructure, and the emphasis of the North Carolina Instructional Technology Plan is on the use of technology in schools and the specific equipment to support those uses. The material presented in this publication has a different emphasis--that of building needs to accommodate this technology equipment. The publication addresses: space, electrical, and cooling requirements for personal computers; computer and keyboarding labs; media centers; special use, computer aided design and drawing (CADD), graphics, and vocational labs; distance learning and information highway labs; administration areas; other uses of technology in schools; network wiring systems; head-end and file server rooms; and distributed wiring closets. 32p.

Evaluates the effect of new learning technology on vocational education spaces in Australia. Topics covered include distance learning, miniaturization, property management, shared use of space between learning and working environments, planning, design, adequacy, and affordability. Includes 30 references. 15p.

This kit features tools and resources to raise awareness among K-12 educators, students and families about online safety and computer security. It includes a guide for school administrators with practical suggestions and resources for ensuring that school computer networks are secure from cyber attacks, and a list of cyber security and online safety web sites.

Electronic classrooms have become increasingly common over the past decade. The combination of data projectors, computers, video playback, and a range of ancillary devices have been found useful in a variety of instructional formats, resulting in pressures for more, and with an important institutional cost impact. Simultaneously, faculty recognize that the configuration of 'smart' rooms has a powerful influence on the conduct of instruction. A desire to facilitate collaborative/constructivist learning in such spaces has led Dickinson College and this researcher to devise new models for physical learning spaces, while simultaneously trimming the costs of creating them. This paper presents our developing 'Smart3' (3rd generation) classroom designs, including seminar, mid-sized, and larger spaces. Their rationale, underlying research, and the technological and physical features of these spaces are presented. [Author's abstract] p261-262

Learners working on collaborative assignments using computers (which may also involve blended/hybrid learning) must engage in social as well as intellectual tasks. Many existing facilities support such interaction badly if at all. This writer has undertaken a continuing investigation of persons-computer-facility interaction and has developed a series of learning facilities that appear to strengthen the quality of learner interaction by increasing time on tasks. This report demonstrates the process of creating groupwork oriented class and study spaces, the challenges and variables encountered, and the first pedagogical results of this work-in-progress. It also explores pedagogical strategies for instructors using such arrangements. [Author's abstract] p174-180

Overview of the impact of various federal investments in educational technology, in particular the E-Rate Program, which has assisted in building the technology infrastructure of American K-12 schools. Suggestions for improving the E-Rate program are offered. 62p.

Considers a basic question that many schools districts face in attempting to develop affordable, expandable district-wide computer networks that are resistant to obsolescence: Should these wide area networks (WANs) employ wireless technology, stick to venerable hard- wired solutions, or combine both. This publication explores the wireless option to WAN connectivity in educational facilities, examines its advantages and various limitations, and considers interface, security, and reliability issues. The author also examines the aspects of a school district that make it a good candidate for utilizing wireless technology in creating a WAN. Final comments discuss ways to perform a building site survey before deciding to install a wireless WAN, and WAN infrastructure requirements and installation costs.(Contains eight references). 6p.

This book provides a critical look at the actual use of computers by teachers and students in early childhood education, high school and university classrooms. It combines an historical overview of school technologies with statistical data and direct observation of classroom practices in several Silicon Valley schools. The author contends that all the technology that has been infused in schools has done little to change the way teachers teach. He concludes that without a broader vision of the social and civic role that schools perform in a democratic society, our excessive focus on technology use in schools runs the danger of trivializing our nation's core ideals. 256p.

Evaluates current and possible future impacts of information and communication technology (ICT) on school timetables, curricula, and facilities. Facilities-related topics include new configurations of existing space, sharing of spaces, configurations and equipment for classroom flexibility, virtual and linked classrooms and campuses, wireless technology, changes to library areas, and reconfiguration of the teaching schedule. Includes 17 references and 42 website referrals. 46p.

This directory provides hundreds of sources for school technology funding, including government agencies; private, corporate, and community foundations; companies that make equipment donations; and resources for grant seekers. Information also includes funding restrictions, deadlines, and financial data on each donor. Appendices provide samples of a query letter; a grant application form; a sample project narrative; a prospect worksheet; and forms 470, 471, 472, and 486. A terms glossary and several indexes conclude the directory. 298p.

This report explores issues relating to technology implementation in school buildings, including cost and finance issues, space requirements, classroom configuration, equity in technology availability, staffing, infrastructure development, security, and environmental issues. The report also explains the development of building technology plans for both individual schools and school districts. Appendices provide Internet, book, and professional organizational resources for help and a basic technology checklist. 24p.

Children now use computers throughout their education. As schools have focused on purchasing computers and providing internet access, there has been little consideration of ergonomics. Even if educators and school administrators acknowledge students would benefit from better ergonomics, they may assume it is too expensive or not know where to begin. This paper describes the processes used to implement low cost ergonomic improvements and provide training for teachers, staff and students in an elementary school. 10p.

Proposes the phenomenon of play as a legitimate goal for interactive multimedia learning environments. Technology offers many routes to serious play. Some are aligned with the design of interactive multimedia, such as simulations and games. Others are aligned with design activities where students themselves take charge of multimedia tools. Three collaborative projects are offered as examples of this proposal and the issues that frame it involving elementary and middle school students, graduate students, and students with intellectual and behavioral disabilities. 9p.

This guide assists Minnesota school districts and libraries in technology planning by providing information for meeting the requirements for federal assistance through the Universal Service Fund E-rate program and gaining approval from the Minnesota Department of Children, Families & Learning. Fourteen technology plan criteria needing to be addressed for approval by the CFL are detailed. Final comments address the submission of technology plans to the CFL, and provide a checklist for technology planning and a list of suggested web resources that cover each of the guideline criteria. 60p.

PowerPoint presentation on education through technology integration, and the use of this model as a template for school design.

This document provides the set of standards for K-12 library media coordinators and instructional technology facilitators in North Carolina, including tenets on programs, personnel, budgets, resources, and facilities to guide the building of a technology-rich learning environment. Guidelines are provided in the following areas: (1) teaching and learning, including collaboration for instruction, information access, staff development, and public relations; (2) information access and delivery, including making resources accessible, planning and designing facilities for learning, developing educational specifications, educational specifications for school and media/technology spaces, educational specifications for the school library media center, educational specifications for furniture and shelving, and general technology infrastructure for instruction; (3) program administration, including planning the program, being the change agent, advisory committee membership and responsibilities, staffing the program, budgeting for the program, creating and implementing policies and procedures, building support for vision and programs, and issues and myths; (4) system-level guidelines, including system-level leadership, teaching and learning, information access and delivery, and program administration; and (5) research and evaluation, including how to evaluate programs, using output measures for evaluation, a reference chart of measures and what they support, and program evaluation rubrics. Includes a glossary. (Contains 214 references.) 234p.

This report summarizes survey findings on Connecticut high school designs meeting future educational demands and presents an overview of specific problems and solutions identified by the survey. Problem areas within the curriculum are highlighted; security issues in tomorrow's high school are addressed; and the problems and solutions in the utilization of technology to reduce square footage needs and maximize state reimbursement funding are discussed. New Milford High School is used as an example of a school designed to meet both present and future educational needs by incorporating the latest technological systems. 54p.

Discusses the development of an information technology plan for a school library media center and how to effectively manage technology to achieve goals of the school. Emphasizing applications in the areas of management, services, and curriculum, this discusses issues in planning, selection of hardware and applications, budget, staffing and facilities, user education, publicity/promotion, and possible developments in the future. 290p.

Rural schools face significant challenges in upgrading their technology infrastructures. Rural school districts tend to have older school buildings that have multiple problems and lack climate control, adequate space, and necessary wiring. In rural districts, it may be difficult to find the leadership and expertise needed to provide professional development, create an appropriate technology plan, and manage and maintain building and system infrastructures. In addition, rural districts may not have local companies available or willing to partner with schools in technology projects, and staff members may not have the time or experience to write grant applications for technology development. Wayne (Nebraska) Community School District overcame these difficulties through a collaboration with Wayne State College, the chamber of commerce and city council, local businesses, federal and state agencies, and the students themselves. In 1992, a districtwide committee of diverse stakeholders developed goals and identified needs for a comprehensive technology plan. During the plan's implementation, the nearby college was a constant resource. Stages in the plan included installation of a computer lab, distance education activities, expansion of technology infrastructure with a corporate grant, and development of a communitywide computer network. Lessons learned from the Wayne experience concern the needs for careful planning, continual training of staff and students, and a vision for the future. 14p

A report examines technology's influence on the educational process as well as the physical classroom, and the needs and concerns these new technologies bring to architects and educators in designing an adaptable classroom. Technology and the classroom are examined in the following areas: the use of television; microcomputers and computer terminals; power and communication cable distribution; voice and data distribution; heating and air conditioning needs; furniture requirements; and security issues. 16p.

The total cost of ownership (TCO) of computer technology in California's K-12 public schools is assessed via a study of two high schools, one elementary school, and one school district that have implemented successful technology programs. The research covers four fundamental problems in such ownership that add costs to schools and create problems for educators: (1) lack of technical expertise; (2) lack of sustained funding; (3) lack of incentive to manage technology efficiently; and (4) difficulties in managing technology programs. Three State policies are recommended to help schools and school districts identify, plan, and manage TCO for technology. 76p.

Increased student enrollment, collection growth, the need for multimedia workspace, and other technology changes are all reasons for embarking on a facilities project in a library media center. This book describes the keys to success for library media centers of the future, and addresses the need for developing support for the facilities plan. Guidelines are provided for building a facilities project team, including advice on team selection and leadership. This step-by-step guide includes numerous checklists of critical strategies, questions and planning components, key forms for planning and analysis, and a suggested timeline to keep the facility design plans on track. Library media center layout samples provide a base; elementary, middle school and high school designs can be modified for any type of school. In addition to the bibliography, a list of library facilities related Web sites is included. 100p.

Computers and network connectivity in the classroom raise new challenges in workspace design. Unlike corporate or dedicated laboratory facilities, a technology-rich classroom plays multiple roles throughout its working day. Classroom design demands flexible and robust construction, particularly when applied in an elementary school setting. Using the PCs for Families project as a case study, this paper discusses design issues of a technology- rich networked classroom from ergonomic design to system support.

Reports the results of a classroom level study to determine how technology was being used in Pennsylvania schools and to discern the perceptions of principals, teachers, and students regarding information technology after three years of the states "Link-To-Learn Initiative," which had invested over $137 million in school technology. The study found that technology was being integrated across all grades and increased as the grade level rose, but that increased integration with the curriculum was still needed. Includes 85 references. 113p.

Incorporating computer technology into the education process involves redesigning the physical space where instruction takes place. Articles in this guide provide examples and advice on modifying existing classrooms to accommodate new technologies and on designing and building new teaching environments.

A chapter on facility planning includes strategies for future needs and retrofitting, specifications, planning sequence, self-evaluations, program management, facility planning personnel, and case studies.

Rural schools often have difficulty in developing and implementing a 21st century, K-12 technology plan. This report describes one rural school district's (Wayne, Nebraska) successful efforts at technology integration. It discusses the efforts of installing 25 networked computers in the local high school, linking buildings with fiber-optic cables, automating the middle school library, and creating a distance education program by upgrading software and hardware to link the schools to the community via the Internet. The report reveals that rural schools can succeed in integrating technology into the curriculum, but it takes a united effort combined with the rural districts' willingness to seek help from regional and state agencies. (Contains 3 references). 15p.

New York State Regents directed that new guidelines and "standards" be developed for technology infrastructures in educational facilities in order to assist administrators and educators in planning technology integration during retrofits, renovations, or new construction of educational facilities. This document provides the first draft of these guidelines that respond primarily to the needs of rehabilitation and modernization projects, but also can be used for new construction. The guidelines are broken down into nine areas as follows: Environmental/Life Safety; Planning for Electrical Power; Lighting; Space Planning and Pathways; Structured Cable Plants; Libraries; Security; Wireless Systems; and Distance Learning Capabilities. Appendices presents information regarding asbestos regulations and resource addresses. 34p.

This examines the quality assurance codes and standards for telecommunications systems installed in Maryland's public schools; address specific issues concerning the design of school buildings relating to integrating the telecommunications infrastructure; describes minimum requirements for cabling types, topologies, distribution, and installation; outlines additional requirements, recommendations, and planning considerations for dedicated broadband video distribution systems; and discusses the building of electrical systems that are designed to accommodate telecommunications. The final section presents a glossary of terms used in document. 115p.

A practitioners guide to preparing school buildings for tomorrow’s technology. This document includes information on: current and future trends in education and technology; technology applications; voice video and data systems; developing building and district technology plans; infrastructure and cabling; technology bid packages.

This digest lists resources containing background information, instructions, application forms, help lines and other useful information related to the E-rate.

This book guides school leaders through school facility planning and technology systems planning, describing the importance of long-range planning and revealing the decision-making faced by some school leaders who have led successful facility design efforts. It recommends a seven-step process that distinguishes what facilities a school district needs and how to gain community support. It also examines how to select an architectural firm and how to work with it to create educational specifications and building designs that accommodate technology use, including the design of technology-rich spaces such as media centers. Concluding chapters define the infrastructure options school leaders can choose from, and examine the step-by-step approach of a bond issue campaign a school district may need to fund new and remodeled facilities. 114p.

These guidelines are written to help educational administrators and staff at the buildings, campus, district, and state levels better understand why and how to effectively secure their organization's sensitive information, critical systems, computer equipment, and network access. Chapter 5 covers physical security, which refers to the protection of building sites and equipment (and all information and software contained therein) from theft, vandalism, natural disaster, manmade catastrophes, and accidental damage (e.g., from electrical surges, extreme temperatures, and spilled coffee). It requires solid building construction, suitable emergency preparedness, reliable power supplies, adequate climate control, and appropriate protection from intruders. 11p.

Personnel involved in planning or developing schools lack the costing tools that will enable them to determine educational technology costs. This report presents an overview of the technology costing process and the general costs used in estimating educational technology systems on a macro-budget basis, along with simple cost estimates for technology systems based on a per-port system. It offers suggestions on determining the quantity and types of space required during the preliminary stages of project design and how to determine the educational technology budget. A sample budgetary worksheet is included.

This document provides guidelines to assist local districts and county coordinating councils in developing their distance learning plans. The first section addresses the educational specifications in the classroom design that reflect a technology- rich learning environment. The design and review processes and the organization of the educational specifications are discussed. The second section presents guidelines for modernizing learning environments with educational technology. The final section details the new areas of school activity created when a technology infrastructure is adopted, including the use of instructional television, media centers, TV production facilities, and distance learning. Appendices provide an sample of an educational specifications form, a glossary of communications technology terms, a clarification of electronic communication systems terms, specifications on wiring and classroom diagrams, and a study supplement program and recommendations. 71p.

This study was prepared for the New York School Construction Authority whose principal aim was to provide options for the incorporation of education technology into classrooms within existing New York City public school buildings. This study was particularly targeted at grades 4 through 8. 27p.

This book provides information for school leaders on technology funding practices. It contains the following chapters: Educational Technology and the Investment Paradigm, Designing and Costing the Technology Plan, - Funding Strategies for the Technology Plan, and Case Studies of Funding Mechanisms in Action. Bibliography, resources and glossary included.

This booklet is designed to provide educational administrators and planners with an easy guide to understanding the constantly evolving elements of school technology. The booklet presents a comprehensive overview of modern information systems in schools and how they can enhance the students' learning environment. Seven sections address a variety of topics, including: a basic discussion of computer networks and technology in schools; a description of computer networking with suggestions for infrastructure selection and wiring; computer hardware; concerns regarding the selection, purchase; upgrading and maintenance of computers Internet accessibility, as well as security issues and educational opportunities available on the World Wide Web; integrated communications systems within a school; and design issues, such as electrical wiring and the classroom layout. 20p.

This resource manual focuses on innovative schools around the country that are integrating technology and involving parents, business, and the community. Ten chapters are divided into four sections. In Section 1, "Students," two chapters look at learning and assessment. The two chapters in Section 2, "Teachers," focus on the role of the teacher and learning to teach. In Section 3, "Communities," the three chapters explore involving families, connecting communities, and business partnerships. In the final section, "Schools," the three chapters discuss reinventing schools, places for learning, and technology. Each chapter contains four elements: visionary essays; reports from individuals active in school reform; brief profiles describing how the concepts promoted in the book have been implemented in a variety of schools, communities, and successful programs; and a resource list of organizations, publications, and other contacts. A glossary and a list of electronic resources are included. 300p

Covers such topics as how to orient your room; shutting out visual distraction; width of student spaces; how high should tabletops be; modular workspaces. 7p.

This study compared the perceptions of public school principals about school construction design components for communication and information technology. Respondents from secondary schools built, renovated, or rewired prior to 1990 felt that many of the construction design component statements were worthy of high ratings. Secondary principals in newer schools rated each component lower than did secondary principals from the older schools. The reverse was true for elementary school principals. It appeared that secondary principals anticipated more benefit than was derived once the technologies were either in place or considered for inclusion in the school. Elementary principals did not think as highly of these elements until their schools were upgraded. 209p.

This thesis examines the cost and benefits of communication networks in K-12 schools using cost analysis of five technology models with increasing levels of connectivity. Data indicate that the cost of the network hardware is only a small fraction of the overall networking costs. PC purchases, initial training, and retrofitting are the largest one-time costs for starting the network, and network support is the largest ongoing annual cost that schools must face. Over the first 5 years, support and training together comprise 46 percent of the total costs of networking schools. Costs are significantly reduced when aggregated at the district and state levels due to increased purchasing power. Using the Internet's CNN Newsroom to evaluate the benefits of K-12 networking reveal that students using CNN Newsroom placed more emphasis on the use of computers for school projects than did other students with similarly high access to technology. Lack of training and support was the biggest barrier for teachers and students, highlighting the need for school funding of the human infrastructure in addition to the network infrastructure. (Contains 48 references). 121p.

Discusses environmental implications of educational technology such as the impact of sustained exposure to video display terminals, recycling of computers, repetitive stress injuries, ergonomic furniture, and indoor air. Includes 27 references. 16p.

This examines fiscal and instructional planning, acquisition, wiring, training, and applications for technology use for New York State schools, and presents general guidelines for staff development in instructional technology integration in educational facilities. 3p.

Details the standards established by Maryland public schools for information and communication distribution systems in new construction and renovation projects. The function of the communications distribution room (CDR) is to house the distribution equipment of the school's communications systems and may contain gateways, tuners, video cassette recorders, audio/video distribution systems, mainframes, documentation, and test equipment. It is connected to a communications closets (CC) for horizontal distribution to the end user. The CDR is the demarcation point for external systems such as telephone and cable lines. Primary considerations for CDR development are presented. In retrofitted facilities where a CDR cannot be provided, a CC can perform the termination and cable distribution function of the CDR. The CC distributes communications cable to end users or to communications distributions outlets to user areas. Development requirements for the CC are detailed. Horizontal distribution is described as the means by which information and communications services are brought from the CC to the user station or the communications outlet. Cable and wiring specifications for this transfer are discussed. Communications outlet requirements for the classroom and the laboratory are presented, along with electrical system requirements.

Cost models representing equipment, services, software, and training needs are presented for evaluating the total cost of fully connecting K-12 schools to a national information infrastructure (NII). Analysis indicate that the baseline service required for connecting to the NII will cost $9.4 to $22.0 billion in one-time costs with annual maintenance costs of $1.8 billion to $4.6 billion or $212 to $501 in one-time installation costs and an ongoing annual cost of $40 to $105 per pupil respectively. Hardware is the most significant cost item for schools. PC expenditures represent most of the hardware costs, and costs for support of the network represent about one-third of all networking. Support and training together constitute 46 percent of the total costs of networking schools, and costs for telecommunications lines and services represent only 11 percent of the total costs. If all schools coordinate purchasing at the state level, cost savings will exceed $2 billion. If a nationwide program were instituted, potential savings would be $800 to $1.8 billion. Free Internet connectivity would provide a reduction in total costs for school Internet connections between $150 and $630 million. Financing for school networking remains to be adequately addressed. 12p.

This guide provides the layperson with a concise overview of factors to consider when making plans to outfit elementary and secondary schools with technology inexpensively. The guide includes sections on: the importance of planning; the basics of networks; the cost of technology; implications for school design; what technical information the planners need to know; and resources for advice on planning for educational technology.

Computers and other technological innovations are becoming a greater part of today's educational system requiring educational facility designers to plan for their use when designing or renovating new buildings. This booklet considers the building needs for accommodating new technology, particularly focusing on the impact of personal computers and their interconnectivity. It discusses space requirements for workstations and workstation layouts; the cooling and electrical requirements for personal computers; and the design considerations when building computer and keyboarding labs, media centers, head-end and file server rooms, special use rooms and vocational labs, and labs for distance learning and the information highway. Other uses of technology in schools are highlighted such as systems for food service, energy management, facility management, and network connections. The booklet's final section examines design considerations for network wiring and file server closets. (Contains 9 references.) 28p.

A study of 120 students selected from the user populations of four music education computer laboratories was conducted to determine the applicability of current ergonomic and environmental design guidelines in satisfying the needs of users of education computing workspaces. Eleven categories of workspace factors were organized into a questionnaire encompassing 59 items, each representing a specific factor. Significant differences were found in user ratings across the four facilities as well as individual workspace factors. Analyses reveal a trend toward user satisfaction with workspace factors designed in accordance with ergonomic and environmental design guidelines. Included in the Appendices is a glossary of terms, student comments, and an equipment list of general workstation configurations of each lab. 297p.

This document contains a brief explanation of the planning methodology, key findings and recommendations and design principles and implementation strategies for the integration of technology into the Mississippi educational system for the next 5 years. The plan is divided into 10 major sections: (1) curriculum improvement and technology integration strategies/changing nature of curriculum; (2) education technology system design; (3) education accountability and reporting system design; (4) learning environments and facility planning; (5) distance learning; (6) professional development plan; (7) education technology policy and procedures; (8) technology standards and procurement strategies; (9) roles and responsibilities, staffing positions, and organizational structure; and (10) program monitoring and evaluation plan. The plan also discusses local technology planning; funding issues and strategies; implementation staging and phasing; and multiple viewpoints on the benefits of a statewide plan for educational technology. Changes in teaching, learning, and management that may be expected as a result are highlighted. 163p.

Findings of a national survey of school facilities concerning whether America's schools have appropriate technologies, such as computers, and the facility infrastructure to support these technologies are reported. Ten thousand schools were surveyed, augmented with visits to 10 selected school districts. Remarks address: (1) the need for technology in the nation's schools, and (2) problems schools report having in meeting those needs. It was found that, overall, the nation's schools were not even close to meeting their basic technology needs. Most schools do not fully use modern technology, and not all students have equal access to facilities that can support education into the 21st century, even those attending school in the same district. 26p.

A school construction guide offers key personnel in school development projects with guidance on the complex task of master planning and construction of schools in Australia. This chapter of the guide provides guidance on how educational buildings should be designed to permit technological change with efficiency and minimum expense. Issues examined involve computers and buildings; industrial technology; integration of technology and other disciplines; and special requirements of storage, supervision, and after-hours use. Also discussed are the principles of good maintenance and record- keeping; and documentation needs for equipment, services, and providers. 23p.

This report describes 21 educational buildings where innovative use was made of information technology in the educational process. Site visits were conducted during spring and autumn 1993 to the 21 schools in 14 countries. Data-collection methods included interviews and document analysis. The report identifies four key indicators of change for the design and use of educational environments: (1)defining the place for learning; (2) building connections; (3) developing new building-use requirements; and (4) transforming support facilities for learning. The move toward a technology-rich learning environment raises concerns about relevance, social behavior, accessibility, professional development, equipment provision, and health and safety issues. A glossary is included. 173p.

A task force was formed by the Center for Systemic Educational Change to plan for the inclusion of instructional technology during implementation of the Mathematics, Science, and Technology Initiative (MSTI) in the District of Columbia public school system. This Task Force report examines the mission, vision, beliefs, and purpose and role of technology; findings and issues resulting from a "walkthrough" survey of area schools to determine use of administrative and instructional technology; District technology implementation issues; and thoughts on building the infrastructure in the areas of policy, leadership, and financing. Concluding observations examine technology needs and teacher and staff development, and thoughts on the promise of technology for improving teaching and learning. (Contains 34 references.) 35p.

Many of the findings from ergonomics research on visual display workstations are relevant to the design of interactive learning stations. This paper briefly reviews ergonomics research on visual display workstations; specifically, (1) potential health hazards from electromagnetic radiation; (2) musculoskeletal disorders; (3)vision complaints; and (4) psychosocial stresses. Guidelines are provided on how to design an ergonomically correct workstation and learning environment that seek to balance human performance with learner satisfaction and well being. (Contains 64 references.) 15p.

The New Designs for the Comprehensive High School project used the break-the-mold design-down process to develop a prototype high school. The basic building block of this design is the personal workstation, not the classroom. Combining the personal workstation with the desire for teaming leads to the idea of a small, flexible group space that accommodates several personal workstations. High school students are grouped into approximately 100 pupils and gathered around a resource/production space to facilitate project-focused tasks. Neighborhoods that are virtually stand-alone schools are created. Along with the multiple-use commons, they give students a meaningful environment with a special identity. The flexible studio frees the school organization from the limitations of the physical environment and allows for the complete integration of vocational and academic subject matter. Support staff are located in as friendly and accessible a manner as possible. Learning technology permits information to be everywhere. Instructional material centers, computer rooms, and the problems of scheduling access to them no longer exist. Many places in the design provide for demonstration and display, now an important part of assessment. This design connects students to their surroundings and provides space for the community in the school. 40p.

This description of the Model Edspec, which can be used by itself or in conjunction with the "Format Guide of Educational Specifications," serves as a comprehensive planning tool for the selection and application of technology. The model is designed to assist schools in implementing the facilities development process, thereby making electronic learning a reality in each and every school; to serve as a primer for incorporating electronic technology into the educational plan of a specific school; and to stimulate exploration beyond the current limits of technology. Based on 12 belief statements, the model is not intended to be prescriptive or restrictive, but to provoke thoughtful consideration of the school's requirements. The first section of the document describes electronic communications systems, including voice systems, video systems, data systems, and electronic networks. Building components, including structural, electrical, lighting, climate control, fire/life safety, security, and acoustics are addressed in the next section; and the third section discusses activity areas, including administration, food service, guidance, health, instruction, and the library media center. 118p.

Discusses the conversion of a limited-use auditorium at Middletown, New York’s Memorial Elementary School into an electronic classroom to be used as a flexible instructional space. 13p.

Briefly recounts the history of computers in classrooms and describes how classroom technology has made learning more personal, can help build student confidence, and has increased communication between students, parents, teachers, and experts outside the school.

Discusses technology issues in school renovations, particularly in older buildings with more internal load-bearing walls. Technology integration inevitably drives up the cost of renovations, but inclusion of technology is generally not considered optional in today's learning environments. The information technology staff should be included in the planning stage, as they will have to maintain the systems once renovation is complete.

Describes backup procedures followed at several higher education institutions to protect their data during disasters.

Describes state-of-the-art audiovisual technologies currently available for classroom enhancement. These include networked controls, UTP cabling, and image window devices.

Explores the virtues of various technologies in the educational environment, including two-way digital radios, interactive whiteboards, sophisticated HVAC controls, and facility management software.

Describes the Minnetonka, Minnesota, School District's bond-funded technology immersion classrooms, equipped with interactive whiteboards, projection units, computer display, sound systems, VCR/DVD players, and remote management tools. Most other secondary classrooms are equipped with a projector for Internet and streamed video. Secondary and middle schools are largely wireless. The effect of these and other handheld technologies on instruction and academic achievement is discussed.