ENUMCLAW SCHOOL DISTRICT
TECHNOLOGY AND INFRASTRUCTURE
STUDY AND SURVEY
Prepared by:
Kathleen Lockyer
and
Chad Marlow
April 2, 2008
1.0 INTRODUCTION............................................................................................................................................ 3
2.0 TECHNOLOGY AND INFRASTRUCTURE OVERVIEW ................................................................................ 3
3.0 LAYERS OF TECHNOLOGY AND INFRASTRUCTURE ................................................................................. 5
3.1 Layer 0: Building ..................................................................................................................................... 5
3.2 Layer 1: Operations ................................................................................................................................ 6
3.3 Layer 2: Instruction................................................................................................................................. 7
3.4 Future Growth ........................................................................................................................................ 8
4.0 EXPANDING INFRASTRUCTURE: BUILDING FURNISHINGS .................................................................... 8
5.0 INTELLIGENT CLASSROOM ......................................................................................................................... 9
5.1 Smart Portal ............................................................................................................................................. 9
5.2 Research Portal ........................................................................................................................................ 9
5.3 Resource Portal .....................................................................................................................................10
5.4 Community Portal.................................................................................................................................10
6.0 CONCLUSION ..............................................................................................................................................10
U
U
U
U
U
U
U
U
U
U
U
U
U
U
U
U
U
U
U
U
U
U
U
U
U
U
U
U
U
U
2
1.0 INTRODUCTION
0B
Educational technology has become important in helping our students become better prepared for
their future. Enumclaw School District has a unique opportunity and responsibility in supporting
and maintaining all aspects of their technological education. This document will provide current
information and data regarding the state our technical infrastructure as well as provide
recommendations and ideas for future growth and sustainability.
Many of the district’s systems are interconnected and rely heavily on each other for functionality (i.e.
when one system fails or is inadequate, it affects many other aspects). These systems cannot be
separated either physically or logically. In fact, current educational and industrial trends are moving
toward more interconnection. Therefore it is important to look at the system and district as a whole
and make data-driven decisions in support of Enumclaw School District’s vision many years in the
future.
Our students are intelligent. At a young age, they seem to have an innate understanding of current
technology and how to use it. Many of these students feel they come to school and take a step
backward in technology. They seem to want to get home to become ―connected‖ again. This
document will give an overview of the general consensus of students by providing data taken from a
recent survey conducted by the Puget Sound Educational Service District. It is important that the
Enumclaw School District Board of Directors consider this data and recommendations to decide the
best course of action.
2.0 TECHNOLOGY AND INFRASTRUCTURE OVERVIEW
1B
In an effort to make a data-driven decision, it is important to understand Enumclaw School
District’s technology and infrastructure as it stands today, be informed of current ―best practices‖ in
other education institutions, and finally decide how and where ESD will be in the future.
It is also important to understand how technology and infrastructure are inherently tied together and
cannot be separated. For a very basic example, a computer needs electricity to operate. Without
electricity a computer is just a mass of plastic, metal, and glass. This electricity must be delivered to
the computer in the form of wires which are distributed throughout the building within its
infrastructure. Hence, without the wiring infrastructure the computer will not function. The
inevitable conclusion is this: if the building infrastructure cannot support the required technology,
teaching and learning will be hindered.
Enumclaw School District has adopted the following as their Technology Vision:
“Enumclaw School District facilitates integrated technology solutions, services, and tools which provide optimum
opportunities and encouragement for students to learn, achieve, and prepare for their future.”
Consider this vision and apply it to the following diagram:
3
TECHNOLOGY
Tech Committee
Recommendations
Coordinated Infrastructure
Planning
Web Presence/
Services
Community-Based Coalition –
Cost Sharing
Building/Bond
Facilities
Recommendations
Resources
Bond/Levy
Planning
Standardized Classroom
Equipment
FACILITIES/
MAINTENANCE
Instruction-Driven
Purchasing
Increasing
Standards
Improved
Instruction
CURRICULUM/
INSTRUCTION
Figure 1: Technology/Facilities/C&I
This diagram gives a clear picture of how all aspects of an educational institution fit together.
Historically, planning was performed around only the Curriculum/Instruction and
Facilities/Maintenance. With the explosion of technology in the last 20 years, it becomes necessary
to add a third interconnected circle: Technology. This technology circle is connected to both
facilities (infrastructure) and curriculum (instruction).
ESD is not alone in this new discovery and venture process. Many school districts around the nation
are struggling with the same questions and wondering how to proceed. Additionally, many school
districts (including Enumclaw) have limited funds with which to implement this diagram.
Technology is expensive not only with the hardware and software purchases, but also in hiring the
expertise to install, configure, and maintain the systems.
In the same way, infrastructure decisions are affected by available funds and the source of those
funds. During the bond/levy planning process, it is important to gather as much information as
possible to make an informed decision on high cost items such as:


To build new or remodel existing structures?
Install shorter or longer life roofing systems?
4



What kind of security system is needed?
Is the power infrastructure adequate for the needed technology?
Will the facility support the recommended Intelligent Classroom standards?
It is not within the scope of this document to answer questions related to structure, roofing, HVAC
or similar systems. However, the intent is to focus in on the specific power, communication,
security, and data systems within a facility and determine how they relate to each other.
3.0 LAYERS OF TECHNOLOGY AND INFRASTRUCTURE
2B
Figure 1 described how different aspects of an education institution tie together. Figure 2 drills
down and describes more detail of how technology within a facility ties together.
Layer 3: Planning
Future Growth
Layer 2: Instruction
Intelligent Classrooms
Layer 1: Operations
Security Systems
Communication Systems
Data Systems
Layer 0: Building
Power/Backup
Figure 2: Technology and infrastructure
3.1 Layer 0: Building
6B
Layer 0 represents the very basic system upon which all other layers are built. The
Power/Backup system is required to allow Layers 1 through 3 to function. Planning for this
layer must allow for the following considerations:
5





Power distribution
Outlets in the rooms
Backup power system
Load analysis
Long-term effect on Layer 1: Operations
3.2 Layer 1: Operations
7B
This layer is the primary support and operations. Support and operations include everything that
happens ―behind the scenes‖ related to technology. Before detailing all aspects within Layer 1,
consider the following Layer 1 systems during the planning phase:








Computer network system
Phone system
Intercom system (voice)
Synchronous clock system
Video surveillance system
Building access security system
Video conferencing; interaction with other districts/nations
Building lighting, heating, and cooling
Historically, these systems have been separate. Separate in this context means the phone system does
not ―talk‖ to the computer network; the computer network does not ―talk‖ to the video surveillance
system. However, as technology grows, the need for these systems to interconnect grows. In fact,
the technology is getting to the point where each of these systems can be connected and work
cheaply and efficiently. To best understand the meaning of this intercommunication, consider
several examples:

Kindergartner ―Sue‖ has had access to a computer most of her short life. She already knows
what ―email‖, ―being online‖, and ―video games‖ are. She’s able to come to school and
interact with the computer to learn math, science, reading, and writing. However, her friend
―Johnny‖ doesn’t have access to a computer at home. He’s never heard of being online but
he gets to come to school, sit next to Sue and learn the same subjects. Both students have
the same opportunity for learning, regardless of the level of technology outside of school.

There is a hostage situation at Thunder Mountain Middle School. Law enforcement personal
can securely log into the district’s video surveillance system from any computer that has an
internet connection. They are able to pinpoint where the situation is taking place, who is
involved, review recorded events leading up to the situation, and take appropriate action.
Using the Building Access Security System they are able to lock and unlock doors remotely,
using a simple interface as well as have multiple avenues for communication.
6

Teacher ―Smith’s‖ high school science class is learning about current world events in the
area of science. They are studying global warming and its effect on the local area, the region,
and the world. They are able to use their workstations to access scientific data from weather
stations around the world, space-based telemetry satellites, oceanographic sensor arrays, and
scientific experts around the world—all from within their classroom. Additionally, several
students have read a report titled ―Global Warming and its Effects‖, but have a few
questions for the author, who lives in Germany. Using Enumclaw School District’s
videoconferencing system, the students are able to have a face-to-face meeting with the
author and get their questions answered.
Additionally, the class is able to use the videoconferencing system to interact with another
class in Japan studying the same topic. The two classes are able to gather data and share
experiences on how global warming is affecting their respective regions. Scientific data is
transferred in ―real time‖ with no delay even though the classes are a world apart from each
other.
These scenarios are fictional; however, they are based on situations that are possible in an
educational institution with the proper equipment.
8B
3.3 Layer 2: Instruction
9B
The most important layer in this structure is Layer 3. After all, without instruction Enumclaw School
District has neither meaning nor purpose. Therefore, it is important that careful consideration be
given in determining the best method for building an ―Intelligent Classroom‖ and training to the
teachers who are utilizing the technology solutions and tools. In designing the Intelligent Classroom,
consider the following services and tools to help our students learn, achieve, and prepare for their
future:






Access to computers within the classroom
Access to printing hardware within the classroom
Interaction with the teacher and other students using
o Projection device
o SMARTboard
o Document camera
o Interactive response systems
Easy to hear and understand lectures by using audio augmentation systems
Access to computers with a 1:1 computer to student ratio (mobile lab)
Wireless connection to research portals and other systems
These ideas represent a new way of thinking about classroom instruction. Students are no longer
content to set in a chair and learn by lecture. They need to experience learning by interacting with each
other and teachers as well as becoming familiar with the technological tools and resources they will
be depending upon for their future.
7
Enumclaw School District leadership cannot foresee every situation within a learning environment.
Therefore, it is important to give the students and teachers the tools and training they need to be
successful in any learning situation.
3.4 Future Growth
10B
Technology is always changing. For this reason, it is necessary to stay active and informed of new
technology. School district leadership must be intentional about staying informed of the latest
educational technology, staying current with staff training, and implementation for student learning.
However, it is also important to realize how each layer ties in with another layer. It is impossible to
stay current in technology in a single layer. Future growth must be considered as a whole, not as a
single layer. For example, at Black Diamond Elementary School there are teachers and staff who use
applications that take advantage of new technology in the classroom (Layer 2). However, these
applications require upgraded infrastructure and higher speed connections (Layer 1). In this case,
Layer 2 is more advanced than Layer 1 and it affects how learning happens within the classroom.
Future growth is not necessarily actionable. However, it must be continuously considered as present
systems are designed and constructed. Another application example is Westwood Elementary. The
designers and builders of Westwood at the time could never dream of the pressing need for
technology almost 50 years after its construction. Therefore, it is not surprising to have difficulty
supporting education technology within the classrooms. During the planning process it is important
to attempt to foresee the needs of the classroom in the far future; these buildings may be in
existence far longer than initially anticipated.
4.0 EXPANDING INFRASTRUCTURE: BUILDING FURNISHINGS
3B
As this report has shown, technology infrastructure begins at Layer 0. As renovation and innovation
moves up through the layers, it is imperative to realize that proper supporting equipment is
necessary to the education of the students within Enumclaw School District. Supporting equipment
includes any equipment residing outside of the building infrastructure. To compare this to a
residential home, this would be the tables, chairs, lamps, appliances, etc. The house infrastructure
supports the wiring, installed fixtures, and electrical outlets. However, the furnishings enable the
house to be livable.
In the same way, the building infrastructure supports the electrical wiring, data cabling, and back-end
support. The ―furnishings‖ is the equipment that enables the teachers to effectively teach and affect
learning. This equipment is divided into two categories:
1. Classroom Technology Integration
a. Student computers
b. Document cameras
c. Projectors
d. SMARTboards
e. Audio augmentation systems
f. Printers
8
g. Mobile ―rolling‖ labs (laptops with rolling carts)
2. Infrastructure Technology Integration
a. Switches
b. Patch panels
c. Battery backup
d. Servers
e. Networking equipment
f. Wireless access points
Both categories are equally important as they both support teaching and learning. The difference is
the first category is highly visible to everyone: students, teachers, parents, principals. The second
category is ―hidden‖. However, just because it is not visible does not mean it is less important and
can be ignored. On the contrary, without Infrastructure Technology Integration, Classroom
Technology Integration is impossible and learning is hindered.
5.0 INTELLIGENT CLASSROOM
4B
This report has given a summary of the building infrastructure needs, classroom technology
integration needs, and infrastructure technology integration needs. However, this report has not
addressed how technology in the classroom is used. As a plan for implementing technology within
the classroom is important, it is equally import to have a play for using this technology. Therefore,
this report proposes an ―Intelligent Classroom‖ design that is standard and applicable for all
classrooms within the district. The Intelligent Classroom is divided into four portals, based on the
four walls within the physical classroom. These areas are the main entry points for learning and
experiences for students.
5.1 Smart Portal
1B
The Smart Portal is the entry point for instruction. The classroom faces this wall and it is the
primary location for teachers and students to address the classroom and share their ideas,
their methods, their peer reviews, and their general learning experience. The projector faces
this wall and uses a variety of technological tools from videos, document cameras, and
presentation tools. The SMARTboard and whiteboard are attached to this wall, enabling and
encouraging student/group and teacher/group interaction. From this portal, communication
is generally one-way: toward the group of students.
5.2 Research Portal
12B
The Research Portal contains all the tools and support a student requires, enabling them to
conduct research. This portal contains fixed computers connected to the primary
communications network within the building. The students have access to unprecedented
amounts of information at their fingertips. The Internet is available on these computers as
well as software tools to help them increase their knowledge and experiences.
9
5.3 Resource Portal
13B
The Resource Portal is closely tied together with the Research Portal. This area is the teacher
area, with access to information not found in the Research Portal. This area enables students
to gain understanding and the ability to ―learn how to learn.‖
5.4 Community Portal
14B
The community portal is the area of small group interaction and teamwork development.
This area contains tables for small group discussion and/or debate. Classroom exercises that
call for small group assignments are carried out here. The Community Portal is where coats,
hats, backpacks, and other items are stored. This portal is the relationship portal. It is a place
where students learn to get along with others, learn tolerance, patience, kindness and
community good. This portal is designed to encourage students to learn how to have healthy
relationships with others for the betterment of their school, their home, and their world.
6.0 CONCLUSION
5B
This report has covered a broad overview of how technology, infrastructure, and classroom learning
ties together. Additionally it has described individual layers of building infrastructure, and finally,
explored methods for using technology within the classroom. The idea of buildings and technology
tying together with teaching and learning is a relatively new concept and difficult to fully understand.
Stated previously, the technology vision of Enumclaw School District school district is to ―facilitate
integrated technology solutions, services, and tools which provide optimum opportunities and encouragement for students
to learn, achieve, and prepare for their future.”
In the context of the vision, it is so important to carefully consider the concepts and ideas contained
within this report. It is also important for Enumclaw School District to enable students learn and
grow with technology…not without it.
10