May 1996 — Features

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The School Design Model at Brewster Academy: Technology Serving Teaching & Learning

DR. ALAN BAIN, Assistant Headmaster, Brewster Academy, Wolfeboro, N.H

  • 115 desktop machines: Power Macs, Quadras and LCs, plus 40 printers.
  • 364 Mac PowerBooks -- models 150, 160, 165C and 520 for all teachers and students.
  • Application software including: PacerForum; FirstClass; DateBook Pro; Microsoft Word, Works and PowerPoint; HyperStudio; Infotrac; Encarta; LANsurveyor and TrafficWatch; HyperCard; ClarisWorks; and a long list of subject–;related software.
  • Training manuals to support faculty and students' use of BrewsterNet.
  • Four labs were also developed: for journalism, multimedia, music production and an Avid video–;editing suite. All of these curricula require hardware and software which, at this point of time, are not compatible with the features of the PowerBook. All were built around the Power Macs' Power PC platform with AV capability.

Technology actually becomes invisible when it is ubiquitous.

Implementation

A phased approach was taken to introduce the Model and associated technology once the infrastructure had been placed. A four–;year implementation plan was developed based upon a year of planning and needs assessment.
Year 1: Needs Assessment and Planning
Year 2: Pilot Program
Year 3: 10th Grade Program
Year 4: 11th Grade Program
Year 5: 12th Grade Program

Initially, the program was launched as a ¼lot in the first year with one team comprising the school's 9th–;grade class of 50 students plus seven teachers. New teaching space was designed and built for the ¼lot year including four classrooms, one science laboratory, a teacher space, an auditorium and resource spaces. The classroom design involved networking every desk and installing a multimedia station with VCR, LCD panel and overhead projector for each class and the lab.

At that time one fractional appointment (.75) of a full load was assigned to the position of technology coordinator. In year three, teaching space for an additional four teams was constructed and two additional teams were added, as were another two in year four, meaning that three–;quarters of the school is currently in the program. An additional 28 teachers have also been trained.