May 1996 — Features
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The School Design Model at Brewster Academy: Technology Serving Teaching & Learning
Administration was initially surprised by the many requests to visit the Brewster campus given the school's lack of initial marketing. A steady stream has turned into a regular routine of tours and Q&A sessions. Brewster's program has also drawn the attention of the technology industry and the school had the opportunity to field test some innovative hardware and software, including Apple's new collaborative learning software, which fits beautifully with the conceptual and applied aspects of the School Design Model.
When people come to visit Brewster, they are immediately impressed by the space, the PowerBooks -- the "symbols" of a successful program. Yet our faculty and administrators who meet with visitors are particularly encouraged by the way people readily focus on the under¼nnings of what the school is trying to do and the nature of the change process.
The success of the School Design Model at Brewster has resulted in the development of an independent consulting organization, the Endeavour Group. In 1996, Endeavour will serve a critical role in the design of technology plans and school development plans for a number of schools in the U.S. and overseas. For instance, the School Design Model will be employed in the design of an exciting new school–;residential complex in Thailand -- the Tridhos Three Generation School Village -- a $71 million development project designed to become a model for Thai education.
In July, 1996, the Endeavour Group and Brewster will offer the second FutureSchool Institute on technology and school change on Brewster's campus in collaboration with Trellis Communication Corp., MCI, Apple Computer and the Siemon Co. The program, designed for school leaders, focuses on how to engage in meaningful integration of technology into the life of a school year.
With one more year to go in the implementation process, the results of Brewster's efforts to embed technology into the pedagogical life of the school have been very encouraging. A remarkable level of access has been created for students, administrators and faculty, and the school is well on its way to embedding technology into the core of the curricula. The ride has not been without its bumps, but the results are so encouraging that the school looks forward with anticipation to the final chapter of implementation, knowing that any sense of closure associated with delivering the school's current technology and curriculum plans simply represent the beginning of another exciting chapter. n
