Facility Planning Sequence
Technology management structures the orderly, cost-effective, and educationally valid use of technology in the educational setting. Technology management responds to the instructional program by selecting and using technology that will successfully supplement classroom and administrative activities, thus enhancing the educational process. As always, well-defined educational program goals must come first. Technology supplements those goals efficiently and cost effectively.
If technology leads, the results can be a piecemeal and disjointed collection of gadgetry. It may look good in the local paper, but may not allow effective educational progress into the 21st century.
Technology management examines classroom needs. It must also strategically examine technology in specialty areas such as the media center, administration/guidance, the arts, custodial equipment, energy management, and even building construction systems such as roofs.
Successful technology management ensures that each step toward technology use (as small as it may be) supports and educationally appropriate and definable goal. Only when educational goals are well defined and technology is selected to support those goals can a successful learning environment be planned and designed. If we believe that "form follows function" then the form of the learning environment must respond to the instructional program and the technology that supports it. An outline of the planning process, including technology management and facility design, is provided below.
|Goals: Create well-defined goals statements for the entire school district as well as each part, including instructional programs, administrative functions, and support services.|
|Objectives: Define clearly and in measurable terms the outcomes to be accomplished by each part of the educational program.|
|Technology Management: Evaluate which technology types can best meet the districts goals and objectives. Define precisely the type and extent of technology to be used. Look at the "big picture." Cluster common technology types where appropriate to improve efficiency and save money. Consider testing your proposed technology in an existing classroom or administration area before turning it over to the design team. Work out the "bugs" in advance. Visit existing applications in education or industry, and judge their successes carefully. Make sure it really works! Time well spent in the beginning can save money and improve design communications.|
|Technology Schematic Plan: Develop a specific schematic diagram that illustrates all networking requirement - within the individual classroom, between classrooms, between departments, between buildings, and with distant sources.|
|Define Facility Needs: Define the learning environments based on the instructional program goals, activities, and technology applications. This is the role of educational specifications.|
|Evaluate Existing Buildings: Thoroughly evaluate existing buildings to determine their adequacy for accomplishing the districts educational goals and particularly the goals for technology. Understand clearly the conditions of each construction system and their future life-cycle costs for continued use.|
|Develop Facility Master Plans: Develop district-wide and building-level master plans that consider future enrollments, programs, new construction/remodeling, budget, and schedule.|
|Project Design: Select your planning and design team carefully. Participate in the process.|
|Project Construction: Project construction must be monitored carefully.|
|Post-Occupancy Evaluations: After the building id built, test it. See if it meets the program and technology objectives. Document strengths and weaknesses so improvements can be made in future projects.|
More details in ITTEs Facility Planning Book
In this Module:
In the Toolkit:
|Toolkit Home Page||Why Change?||Why Technology?|
|Planning||Policy||Curriculum and Assessment|
|Community Involvement||Facility Planning||Funding|
|Prof'l and Ldrship Development|