DOCUMENT RESUME ED 354 864 TITLE Schools. …

DOCUMENT RESUME

ED 354 864

IR 015 953

TITLE

INSTITUTION

PUB DATE NOTE PUB TYPE

Model Educational Specifications for Technology in Schools. Maryland State Dept. of Education, College Park. Office of Administration and Finance. Mar 91

118p. Reports Descriptive (141)

EDRS PRICE DESCRIPTORS

IDENTIFIERS

MFO1 /PCO5 Plus Postage. Audiovisual Centers; Computer Assisted Instruction; Computer Networks; *Educational Facilities Planning; *Educational Technology; Elementary Secondary Education; *Facility Guidelines; Learning Resources Centers; Local Area Networks; Models; Telecommunications; Video Equipment Maryland; *Model Edspec

ABSTRACT 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 educatioral 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. Three appendixes present electronic communications systems planning criteria; a technical overview of local area networks; and functional and space requirements. (ALF)

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Reproductions supplied by EDRS are the best that can be made from the original document.

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U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement

EDUCATIONALCREENSOTUERECREISC)INFORMATION Tt-,s document has been reproduced as received Iron, the person or organization

originating it

Minor changes have been made to improve reproduction quality

Points of went do

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MODEL EDUCATIONAL SPECIFICATIONS FOR TECHNOLOGY IN SCHOOLS

MARYLAND STATE DEPARTMENT OF EDUCATION OFFICE OF ADMINISTRATION AND FINANCE - SCHOOL FACIUTIES OFFICE

200 WEST BALTIMORE STREET BALTIMORE, MARYLAND 21201

MARCH 1991

'PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY

G.A. Crenson

N

2

TO THE EDUCATIONAL RESOURCES

BEST COPY AVAILABLE

INFORMATION CENTER (ERIC)."

MARYLAND STATE BOARD OF EDUCATION

Robert C. Embry, Jr. John C. Sprague

Herbert Fincher Donald P. Hutchison Elmer B. Kaelin Rose C. La Placa Joan C. Maynard Wilson H. Parran Harry D. Shapiro Benjamin Swinson Edmonia Yates Heather White

President Vice President

Student Member

Baltimore

1991

Rockville

1993

Salisbury

1993

Baltimore

1992

Hagerstown 1991

Mitchellville 1994

Linthicum Hgts 1992

Huntington

1991

Baltimore

1993

Silver Spring 1992

Baltimore

1994

Frederick

1991

Joseph L. Shilling

Bonnie S. Copeland Raymond H. Brown

Secretary-Treasurer of the Board State Superintendent of Schools

Deputy State Superintendent of Schools

Assistant State Superintendent Office of Administration and Finance

The Maryland State Department of Education does not discnrrunate on the basis ,f sex, age, national origin. religion. or handicapping condition in matters affecting emploment or in providing access to pro:trams.

For inquiries related to departmental policy, contact the Equal Opportunity Office.

FOREWORD

When we step back and look around America today, we see a nation where the use of information and communications technologies has radically changed commerce and business, as weal as our scientific and financial institutions. Our business people and scientists live in an "information age" in which "knowledge" workers practice their professions knowing that they belong to a wired nation and a global village. We have only to walk downtown in any vibrant American city to see to what an astounding degree and speed business has responded in shaping its physical working environment in response to those technologies.

Looking further into the big picture, we need to see the America of education in a similar 21st century context. But now we see a different nation. We see schools that still reflect their 19th century roots and educators who cling to beliefs that knowledge should be concentrated in each neighborhood in an island known as "the school". Our public school buildings and classrooms are from the past, some of their original construction built seventy or more years ago. Much of the renovation and new design is based on the modern school concept dating back to the post-World War II era 45 years ago. Similarly, technologies in most of America's schools have not kept pace with those used in the larger society. For example, telephones and videotapes, computers and optical data storage, simulations and satellites have scarcely affected the operations of schools, while they have transformed the operations of most businesses.

Unaware that the power of newer technologies can never be fully realized by smallscale action and piecemeal upgrading, schools have tended to add electronic technologies in only small ways. Using these small-scale applications they are a.tisz...ed with the notion that they are into "educational technology." Only full-scale applications can make schoolwork more interesting, teachers more capable and students more engaged, andnot to be overlookedschool: managed more efficiently. Restricting the interest in technology to the uses of technology "in the classroom" is as if we believe that our institutional forms are God-given and that technology must be appended [o them or shoehorned into them.

BEST COPY AVAILABLE

American education wants to remain competitiVe, and it needs the buildings to support, not handicap, that effort. Our investment in schools must be rid of obsolescence, all buildings in which "school" takes place must become good places to be. We have at hand the power to bring about a technological revolution and erect electronic schools across our nation, designing our facilities to fit and serve that revolution. Where we need labs and classrooms let us bring the information age into them, not as an alien but as a friend. Let us begin to shape our buildings for the most powerful educational force since chalk: electronic learning. Under the umbrella called "Schools for Success" Maryland has launched its School Performance Program whose goals and strategies, by inference, embrace electronic learning. The Model u ti nal Specifications for Technology ir$os21is designed to assist schools to implement the facilities development process, thereby making "Success for Schools" a reality also in the bricks-and-mortar of each and every school.

JAMES A. MECKLENBURGER

Dr. Mecklenburger is director of the

Institute for the Transfer of Technology to Education, National School Boards Association.

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