compban.jpg


Specialists:

  • Deborah Lawson: Furnishings
  • Derek Suzuki: Lighting/audio/visual
  • Jodi Kohler: Ergonomics and room layout
  • Kim McCain-Correll: Computing technologies


Link to Computer Lab Proposal Presentation:

Computer Lab 2010


Contents

Introduction and Background
Needs Assessment Summary
Design Concepts and Recommendations
  • Ergonomics and Layout
  • Lighting
  • Hardware, Software and Audio/Visual
  • Environment
Assessment
Conclusion
Resources and References
Appendices
  • Appendix A: Floor plan
  • Appendix B: Furnishings
  • Appendix C: Lighting Layout and Equipment
  • Appendix D: Hardware, Software and Sound System



Introduction

The Wildwest Elementary School (K-5) has recently been awarded a substantial grant to upgrade their current facilities. One of the areas that will be renovated is the school computer lab. Traditionally, computer labs consist of attached, rectangular arrangements of desks with desktop computers occupying the majority of the space. However, we feel that the purpose of the new computer lab is not only to allow students and staff to use cutting edge technology, but to also provide a common workplace for individual classes that promote 21st century skills.

Background

The computer lab currently consists of 37 workstations and one teacher workstation. All stations are equipped with 3.0MH Pentium 4 with CD-­‐R WindowsXP, and Microsoft Office 98. There is little workspace at the stations as the CPUs and monitors take up most of the space on the desks. There is an LCD projector that can be hooked up to the teacher workstation to project on a pull-down screen. The projector is not installed in the ceiling; it is in a fabric case and taken out when needed, set up on a rolling cart that was not designed for this purpose. Due to the set-up, only 5 workstations actually face the front where the screen is located. 12 of the stations are turned 180 degrees away from the screen, and the other 20 (not counting the teacher workstation) are facing 90 degrees away from the screen. Chairs are standard plastic chairs with metal frames, no wheels. Computers have the usual school-type software, such as “Oregon Trail,” “Type to Learn,” etc. The computer lab has issues with temperature control; teachers often have to open the door to let enough heat in to make the air conditioner come on. It is often quite warm in the room.

Needs Assessment Summary

In order to address all stakeholders’ needs regarding the new facility, the design team issued a survey and received feedback from school board members, school staff & administration, teachers, students and parents.

This survey included the following topics:
  • Evaluation of a variety of computer software, from educational games to word processing.
  • Evaluation of activities that would possibly occur in the new lab. This section of the survey determined the frequency and desire to partake in these various computer-based functions. These activities would be to create documents and presentations, complete Webquests, design multimedia, conduct teleconferences between other classrooms on campus and off etc.
  • Evaluation of color swatches.
  • A free response section for suggestions.
  • A free responses section for participants to list what they liked and/or disliked about the current computer lab.

The information was collected and separated into four categories: furnishings, computer hardware/software, lighting & a/v, and ergonomics.

Furnishings:
Teachers want furniture that is durable and flexible to use. They would like to be able to easily move the furniture into various configurations as needs dictate. The furniture should support the hardware while encouraging collaboration. In one corner, the brainstorming area, furniture should be comfortable and modular, with a variety of configurations and work surfaces. All seating should also be easily moved about, adjustable, and ergonomic.

Computer hardware/software:
Teachers and students want computers that are up-to-date, both hardware and software-wise. Computers in the lab are older than many of the students that are using them, and thus are very slow. The software is the “same old thing” that students have been using year after year, and they find it boring. Teachers want faster computers that have wireless capability and some level of portability. They also want software that will get and keep students engaged, such as photo/video editing, music creation and audio editing, and tools for students' creativity. The teachers who use the computer lab do so in isolation, and thus would like to increase the amount of collaboration they do with other classes and schools.

Lighting & A/V:
All stakeholders are interested in improving the lighting system in the new computer lab. Teachers and students had noted that there were issues with glare on computer screens. Board members and administration were concerned about making the new lighting system energy efficient.

The A/V system in the room is outdated and according to teachers and staff, “difficult to access and set-up.” Students had responded that they had difficulty hearing and seeing presentations due to poor placement. Administration and board members were interested in making sure that the equipment would be versatile and able to be very flexible in use. Overall, all stakeholders are interested in increasing the abilities of the present A/V materials by making the equipment more user-friendly, interactive with the students, flexible in placement and have the ability to use a variety of media.

Ergonomics:
Talked with campus teachers who bring their students to use the lab, students, computer lab teacher about their needs/wants. Students wanted a computer screen that they did not have to look up at. The administration wants to decrease any possible injuries due to incorrect posture during computer use. Parents felt that the new lab should be more comfortable for their children.

After compiling and analyzing the results from each category, we were able to distill the following objectives shared by all stakeholders:
The new computer lab should...
  • provide flexible and versatile technology (computers as well as environment)
  • promote online and in-class collaboration
  • provide instructors/presenters with the means to provide rich, engaging, multimedia lessons
  • engage students with creative and useful tools
  • have an environment that is conducive to teaching and learning



Design Concepts and Recommendations

Our design concept was driven by a desire to bring the computer lab into the 21st century. We saw fundamental contrasts with the old design:

20th century computer lab
21st century computer lab
  • built on the geometry of rectangles
  • built on the geometry of circles
  • stationary rows
  • flexible arcs
  • informal arrangements
  • interactive
  • easily changed
  • designed for whole group instruction
  • can be set up for small group collaboration activities
  • creative space with no "power position"


With this vision in mind, we felt the architecture for the new computer lab should foster group, team and individual learning, and be adaptable to expanded community involvement, both face-to-face and online. This will encourage a sense of community in the school. While this lab will be used mainly by K-5 students, it may also be used by teachers, administrators and parents of the student body. This learning space may be used to do research, play educational games, develop projects or distance learning. Not only do we want to design a space that meets the educational needs of the students, we also want to design a comfortable setting that engages the minds of elementary-aged learners, encouraging them to learn in relevant, real world 21st century contexts. Our objective is to create a user friendly, flexible computer lab that will entice teachers into using it more often and in different ways, with their students. Our overarching goal is to increase the sense of school community via collaboration.

The design solution is broken into four main categories:
Ergonomics and Layout
Lighting
Hardware, Software and Audio/Visual
Environment


Ergonomics and Layout

There were three main concerns that the administrators, teachers, students and parents disclosed in the survey results.

posterlrg.jpg
The CergoS web site was designed by the Oregon Public Education Network

Body Position at the Work Station
The primary concern of the administration was to have a computer station that minimized repetitive stress injuries. In order to meet this need we needed to design a work space that fulfilled ergonomic requirements. When a user is looking at a computer screen their head must be slightly angled downwards. The chair needs to support the lower back and allow the feet to be supported by a foot rest or the floor. We met this ergonomic design by choosing the Pi SMART desk computer tables. (The specifications on this item are listed in the furniture section below - see Appendix B). This desk perfectly positions a laptop so that the ergonomic standards are met. Also, the height of the desk is adjustable. We chose the Swopper Motion Chair (also listed below) because it provides lumbar support and allows for the user to move in various ways.

Versatile and Spacious Layout
The next concern was for the layout of the room to be versatile. Due to the construction and design of the desks, they are easily movable to create a variety of layouts. Because of our lifted, pre-wired floor and the wiring in the desks, the network connections will not be compromised due to reconfiguration. Also, because of the unique shape of the desks, groups or rows can be easily assembled. The layout below is an example of the "cluster layout" (see Appendix A). We have also included a brainstorming area to include modular seating with a freestanding circular table (see Appendix A). Having a non-traditional sitting area will help deinstitutionalize the room. This area may calm students that connect anxiety with traditional classroom seating arrangements (Kennedy, 2005). This area will be used for more casual discussions within groups, whether that be for deliverable creation or even simple thought sharing. Students can move the mobile partitions to this area in order to have a whiteboard to use while brainstorming. The partitions will also help to create a distinguishable space from the rest of the computer lab.

Enviornmental and Physical Considerations
The final area of concern was to improve the attentiveness of students. We plan to meet this concern by incorporating a few elements. These elements range from a student's range of motion, color selection, and room temperature. To start we chose the Swopper Motion Chair because it allows the user to move. In the article Beware of the Sitting Trap in Learning and Schooling, Dr. D. Breithecker writes, "If a body is permanently inactive, brain activity is reduced." Allowing the students to lean, balance and swivel will generate energy and therefore attention in the brains. According to Ergonomics: The Forgotten Variable by Dr. L. Jeffrey Fitterman (1998) the room should maintain a temperature between 72-78 degrees Fahrenheit with 60-75% humidity. The new air conditioner will also be powerful enough to compensate for the heat the electronics create. In addition, the unit will be quiet enough to not disturb the learning environment. Finally, we have considered color swatches that will help students to focus and to ease anxiety. Colors that are blue or green are less distracting or stress inducing. Also, the brightness between the classroom ceiling and the furniture finish should not exceed a ratio of 3 to 1 (Kennedy, 2005).




Lighting

This new lighting scheme (see Appendix C) will provide an energy efficient solution for the stakeholders as well as increase flexibility and control for students and teachers. The main lighting will be produced by two rows of fluorescent lights that will increase comfort and quality through the combination direct/indirect lighting while also decreasing glare by using the T8 lamp and pendulum mount. (McKay, 2002) By using the T8 bulb, the lighting is more energy efficient when compared to the older T12, as well as more environmentally friendly and virtually no audible "hum". (Jones, 2010)

Secondary lighting for presentations will be provided by a dedicated luminaire to illuminate the main teaching wall near the front of the class. The controls for main lighting will be located at each entrance to the room and there will be teacher control panel installed at the main teaching wall near the front of the class for ease of access.

Some other design considerations (taken from - Classroom lighting knowhow)
  • Lights on walls and ceilings with control of direct and reflected glare.
  • Uniform fixtures to avoid distracting lighting patterns.
  • Little to no daylight or natural light to prevent glare.
  • Lighting controls that include:
    • Ceiling occupancy sensor with manual on, auto off
    • Multi-level switching w/ceiling occupancy sensor
    • Separate row switching

Hardware, Software and Audio/Visual

The new computer lab will benefit from having the latest technology but with the advantages of flexibility and mobility as well. Each student workstation will have a MacBook with integrated web camera. These computers are powerful enough to handle the required applications while remaining light and portable enough for the younger students. Each of the MacBooks will be equipped with VMWare Fusion, which is a parallel program that allows Windows OS to be run on a Mac. The teacher workstation will be an iMac with a 27" screen to enable easy viewing of student computer screens.

The central presentation device will include an interactive whiteboard produced by SMART Technologies. This package includes both hardware and software solutions that will increase learner engagement, allow for online collaborative experiences, and provide teachers/presenters the tools necessary to deliver rich multimedia and interactive lessons. The system will also be mobile to accommodate the flexible nature of the classroom environment.

In addition, the classroom will include a mobile media cart along with a portable sound system provided by REDCAT Media. This system includes a wireless, infra-red microphone to allow teachers to move around the room, and it is also designed to handle a variety of audio media sources. Coupled with this speaker system will be a Blu-ray/VHS combo player from Panasonic. This device will allow teachers to use older media such as VHS tapes as well as cutting edge technology like Blu-ray and almost everything in-between.

Each component of the hardware media system is mobile to conform to the different configurations and uses for this new learning center. For descriptions of each product and more information please see Appendix D.


Environmental Control Recommendations

(taken from Comfort: A Classroom is Not an Office)

A dedicated Heat, Ventilation, and Air Conditioning (HVAC) unit is recommended for the new computer lab. The system must provide a comfortable (tempered, humidity controlled, noiseless, draftless, and filtered) environment for the users. A 5-ton unit with 2,000 cubic feet of air per minute is recommended due to the added heat generated by the equipment used in the computer lab.

According to the article:
  • “a classroom benefits from an HVAC unit with a higher cooling capacity at a lower cfm/ton air delivery, because it can manage the heat load (cooling requirement) with noiseless, and draftless air movement within the classroom… select an HVAC unit that is designed to deliver a higher cooling capacity at a lower cfm delivery per ton on a properly designed duct system.” (Tiernan, 2001)

Internal air pressure will also build up using an HVAC. In order to relieve this pressure the unit itself may provide an integral intake and exhaust method, the classroom will need to have some form of barometric relief, or a roof mount exhaust fan may be interconnected to the HVAC unit. Also, the temperature control panel should be placed near the lighting controls, with convenient access to the teacher or presenter.



Assessment Methods:

The assessment of the effectiveness of the new computer lab renovations will need to be completed through long term study. It will also need to include the viewpoints from all of the stakeholders involved on a multitude of levels. “The (evaluation) process must account for the complex interaction among learning spaces, pedagogical practices, and student outcomes.” (Hunley & Schaller, 2006) The two-stage model for assessment that Hunley & Schaller propose include:

  1. A set of criteria useful in guiding space development that also assists in identifying measurable targets.
  2. A process for monitoring the impact of space on key learning and engagement targets over time.

Using these guidelines, the design team would like the assessment to focus on three key components that are also aligned to the primary objectives as stated in the needs assessment summary.


Assessment Component
Possible Inquiry
Related Objectives
Audience
Suggested Tool
Academic Engagement and Learning Outcomes:
  • How is student engagement and learning affected by the new learning environment?
  • How have teachers or presenters taken advantage of the opportunities provided by the new learning environment?
  • provide flexible and versatile technology
  • promote online and in-class collaboration
  • provide instructors/presenters with the means to provide rich, engaging, multimedia lessons
  • engage students with creative and useful tools
  • have an environment that is conducive to teaching and learning
Students, Teachers/Presenters, Administration
Observation, interviews, surveys, measurable indicators of student learning (student work, deliverables, grades etc.)
Person - Environment Interaction
  • How do the users feel about the new learning environment (affective)?
  • How does the environment affect user's attitudes toward learning and collaborating - better or worse than before?
  • provide flexible and versatile technology
  • promote online and in-class collaboration
  • have an environment that is conducive to teaching and learning
Students, Teachers/Presenters, Administration, Parents
Observation, interviews, surveys
Use of Learning Space:
  • Which configuration of the learning space provides the best interaction?
  • Which configuration provides students the best opportunities to learn from a presenter or web conference
  • Which is the most popular configuration? Does it change often or not at all?
  • provide flexible and versatile technology
  • promote online and in-class collaboration
  • have an environment that is conducive to teaching and learning
Students, Teachers/Presenters, Administration
Observation, photographic studies, interviews, surveys



Conclusion:

In order to bring this lab space into the 21st Century, many changes were necessary in the physical make-up of the room. These ranged from new ceilings and flooring, improved lighting and a user friendly sound system, ergonomically designed furniture, and current computing hardware and software. The redesign makes the space comfortable yet engaging, and allows for collaboration of students within the class, as well as with other classes and schools. However, the biggest change must come from the educators who will be using the area. In order to facilitate using the lab to its potential, teachers will not only need some training in equipment use, but also assistance in embracing the change in learning styles that is synonymous with the 21st Century Learner.


Resources:

Here is a layout of an actual computer lab that has incorporated the "learning space" layout:
https://cet.emory.edu/cox/coxmap/

This EDUCAUSE article describes the process on how to create a learning lab:
http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/UsesofLabsandLearningSpaces/163858



References:

Breithecher, D. (2007). Beware of the sitting trap in learning and schooling. Retrieved from http://www.designshare.com/index.php/articles/sitting-trap/ on July 7, 2010.


Finelite Inc. (2010). Integrated classroom lighting system. Retrieved from http://www.finelite.com/products/icls-overview on July 18, 2010.

Fitterman, J. (1998). Ergonomics: the forgotten variable. Technology Connection 5(3): 7+

Hunley, S. & Schaller, M. (2006). Assessing Learning Spaces. In D. Oblinger, (Ed.), Learning spaces (pp. 13.1-13.10). Boulder, CO: EDUCAUSE.

Jones, W. (2010). T12 vs. T8 flurorescent lights. Retrieved from http://www.ehow.co.uk/about_6591570_t12-vs_-t8-fluorescent-lights.html

Kennedy, M. (2005). Classroom colors. Retreived from http://asumag.com/mag/university_classroom_colors/ on July 26, 2010.

McKay, Hayden. (2002). Knowhow classroom lighting. Lighting knowhow, Retrieved from http://www.efficiencyvermont.com/pages/Business/BuildingEfficiently/DesignResources/LightingKnowhowSeries/ on July 9, 2010.

Tiernan, M. (2001, October). Comfort:a classroom is not an office. Retrieved from http://www.modular.org/Magazine/comfort10_01.aspx




Appendices


Appendix A: Floor Plan

Team_Awesome_Layout_Final.png


Appendix B: Furnishings

Furniture:== ==

SMARTdesksPi™ Computer Tables

PIR-422628-FIL PI Computer Table with flipIT® Laptop Safe
pi4.jpg
drawing.jpg

pi2.jpg
pi3.jpg
Built on the geometry of circles, not rectangles, Pi™ Computer Tables nest together in organic arrangements found in nature, unlocking infinite possibilities for team computing groups.

flipIT® Laptop Safe lid is ergonomically correct, opening to a lower profile than the laptop screen and keeping sight lines unobstructed. It can be used at the podium or at computer tables, sized at the right height for laptop use.

Specifications:
Top - 1.25” thick MDF with comfort contoured front and back edges and break side edges. Fully encapsulated with surf(X)® 3D laminate top. Designed with advanced durability, surf(x) 3D Laminates provide an increased level of impact, scratch,marring, heat, and abrasion resistance compared to standard thermofoils. Their increased stain and impact resistance make them especially suited for work surfaces.


Modesty Panel - 0.020" thick melamine coated finish thermally fused to both sides of 19mm thick 47 lb. medium density particleboard (MDF). All exposed edges are banded in 3mm thick, colorthru PVC mechanically applied under pressure and heat.

C Legs – 2” diameter tubular steel withweighted bottom, finished flat black with nylon ballnose end caps and adjustable floor glides. Locking casters optional.

Model FIL-18 flipIT® Laptop Safe inside dimensions 16” x 11.5” x 2.5” maximum, including wire management secure pass-through, key lock assembly and cable actuator handle.

Power Strip- 6 outlet, 12 AMP, with 10foot cord, attaches to modesty panel.

Wire Management - J channel adhered to modesty panel.

Color: 2062NC Solara Oak
solaraoak425.jpg
Solara Oak

PIT-602628-FIL PI Instructor's Laptop Table with flipIT® Laptop Safe
piinstructor.jpg
Pi Instructor's Laptop Table with flipIT® Laptop Safe

Seating:

ergonomic stools
swopper-a.jpg

swopper.jpg
Swopper® Motion Chair swus-06

Specifications:
  • Seat: 16"diam
  • Base: 21.5"diam
  • Seat height: 22" - 27.5"
  • Capacity: 290 lbs.
  • Weight: 23 lbs.
Features:
  • Pneumatic lift control adjusts seat height
  • Spring tension adjustment
  • Lateral (side to side) adjustment
Benefits:
  • Improves posture
  • Provides relief for back pain
  • Strengthens and conditions abdominal and back muscles
  • Improves nourishment to intra-vertebral discs
  • Improves circulation to lower extremities
  • Assists lymphatic flow
  • Motion increases concentration and cognitive retention
  • Provides a fun and energizing experience while seated
Color:
  • Anthracite Base with Blue Spring
  • Seat fabric: Aspen Navy
  • Fiber: 51% polyester/49% Olefin/Latex Backing
    VIA-Aspen-Navy.jpg
    Aspen Navy
Instructor chair
C_7828_P.jpg
SMARTchairs™ - Style Series - All Day Training Chair SC-7828

Swivel base w/ gas cylinder seat height and adjustable back height. Includes adjustable seat-glide depth, tilt, tilt tension and synchroneous controls. Adjustable height and width arm rests. Fully upholstered in Grade A Fabric.

Specifications:
  • Back: 19"w x 20 "h
  • Seat cushion: 21"w x 19.5"d
  • Seat height: 17" - 21"
  • Capacity: 300 lbs.
  • Weight: 30 lbs.

Fabric: Confetti Dark Blue AB90
Fiber: 100% Olefin with Fabric Protector
6186_con_blue90_l.jpg
Confetti Dark Blue
Brainstorming area seating
Circa_enlarge_D05.jpg
Circa modular lounge seating. Coordinating modular tables with storage, benches, and freestanding round tables.

Flooring:== ==

Computer Floor Raised Access Floor System
withStaticSmart ESD Carpet Tile

raised-floor-process.jpg
Floor + Furniture Integration Technology (FFIT) combines SMARTdesks interactive computer furniture — designed as an extension of the technology — with the Powerflor System — a comprehensive computer floor cabling solution. Powerflor provides the basic power and data connectivity elements required to complete your technology training environment. It integrates these elements into a floor structure providing a fully accessible, completely re-configurable, and totally re-usable cabling infra-structure. All of these elements are provided as pre-manufactured components applied modularly.

carpet.jpg
Livingstone

Carpet Color: StaticSmart ESD Carpet Tile Discovery ECO Series Livingstone


Audio Rationale:
The computer lab will be outfitted with acoustical fiberglass ceiling tiles for sound absorption and noise control. These will be used in tandem with the carpeted flooring and room dividers to reduce unwanted noise as indicated by teachers and students.

Walls:== ==
Painted in shades of blue:
3 walls one shade, with one wall slightly darker to focus attention.

byte_blue.jpg
Byte Blue

rain.jpg
Rain
Sherwin Williams 6498 “Byte Blue”

Sherwin Williams 6219 “Rain”
Lighting Rationale: (taken from Classroom lighting knowhow)
Color rendering and color temperature should be controlled by using:

  • 80% reflective or higher acoustic ceiling tiles (see below)
  • Light colored pastel walls at least 65% reflective
  • Light colored furniture at least 60% reflective
  • Matte surfaces only for walls, furniture and ceilings

Portable room dividers:

Versare VersiPanel Room Divider
VER-VP668.jpg
VER-OPT00496-15-15.jpg
Blue
Versare VersiPanel Room Divider

This free-standing, flexible wall system meets the floor directly from end to end, keeping sound confined outside of the divider; and the carpeted surface and foam core absorb up to 80% of the human voice. It requires no tools to set up. Bend and shape it to fit your classroom needs.

Specifications:

  • Material: Polyester carpet around a 2" thick foam core
  • Length: 8'
  • Height: 6' 6"
  • Weight: 65.0 lbs.
  • Color: blue


Audio Rationale:
The computer lab will be outfitted with acoustical fiberglass ceiling tiles for sound absorption and noise control. These will be used in tandem with the carpeted flooring and room dividers to reduce unwanted noise as indicated by teachers and students.

Ceiling:



White Acoustical Fiberglass Ceiling Tiles

CeilingTileRoom.jpg
ANC 1010 ceiling tile with a 2 mil white pebblegrain facing

Audio Rationale:
The computer lab will be outfitted with acoustical fiberglass ceiling tiles for sound absorption and noise control. These will be used in tandem with the carpeted flooring and room dividers to reduce unwanted noise as indicated by teachers and students.

Lighting Rationale: (taken from Classroom Lighting Knowhow)
  • 80% reflective or higher acoustic ceiling tile recommended





Appendix C: Lighting Layout and Equipment

Light_Schem.jpg
Lighting_control.jpg
Lighting Layout Key

Lighting Equipment




Appendix D: Hardware, Software and Sound System

Item
Image
Key Features & Rationale
iMac
product-27in.jpg


  • 27" Screen for comfortable viewing
  • 3.06 GHz Intel Core 2 Duo
  • User-friendly
  • Fewer operating issues than PCs
  • Reliable
  • Able to run both Mac OS and Windows OS
MacBook
macbook.jpg
MacBook


  • 2.4GHz Intel Core 2 Duo
  • User-friendly
  • Fewer operating issues than PCs
  • Portable
  • Built-in wireless
SMART Board™ Interactive Whiteboard System Model 685ix

UX60 Projector System
B81CBCD8D22241F59DC112761D130FAC.ashx.jpeg
SMARTBoard 685ix


  • Size 77 1/2" W × 49 1/2" H × 5 1/8" D
  • Active Screen Area: 74" W × 46 1/8" H
  • 16:10 aspect ratio
  • Large screen size enables viewing from any area of room
  • Interactivity increases interest and engagement
  • Projector Size 17 2/5" W × 10 1/2" H × 16 1/2" D
  • Projector Weight 22 lb. (10 kg)
  • Ultra-short throw projector decreases glare and shadows, making it easy to see
SMART Mobile Stand
29B4E433702B41DB9970A55C338AC11F.ashx.gif
SMART Mobile Stand


  • Size: 46 1/2" W × 63" H × 33 5/8" D
  • Makes SMARTBoard portable & versatile

SMART Slate™ Wireless Slate Model WS200
79097FD9337C4B1E993E3D4EE2BB54A1.ashx.jpeg
  • Supports Windows® operating systems and Mac operating systems
  • Bluetooth® wireless technology
  • Allows you to rest your hand and write naturally on the workspace without interfering with the digital ink.
  • Allows teacher to circulate about room
SMART Wireless Bluetooth Connection
0BE3F07067A54B40BDF4042565FF89F8.ashx.gif


  • Bluetooth wireless technology
  • Eliminates need for cable connections between computer and SMART Board
  • Increases versatility of SMART Board
SMART Document Camera Model SDC-330
F3E65C31C6F5466398B486F7D1489264.ashx.jpeg


  • 1.3 megapixels
  • Frame Rate Maximum of 30 frames per second
  • Video Output VGA - DVI-D / composite selectable (mechanical switch)
  • Allows flexibility in sharing materials with students
Kodak Playsport Video Camera
0900688a80c47a53_EKN036801_PLAYSPORT_purple_front_645x370.jpg
Kodak Playsport


  • 128 MB internal memory, SD/SDHC card expansion slot (up to 32 GB)
  • Video format: H.264 (MOV), AAC LC
  • Still format: JPEG
  • USB 2.0
  • Increases collaborative/sharing abilities
Logitech 2 MP HD Webcam Pro 9000 with Built-in Microphone
41uJDy7COML._SL500_AA300_.jpg


  • High-definition video (up to 1600 X 1200*)
  • 720p widescreen mode
  • Up to 8-megapixel photos
  • Microphone with Logitech® RightSound™ technology
  • Up to 30-frames-per-second video
  • Hi-Speed USB 2.0 certified
  • Increases collaborative capabilities

Software Recommendations

VMWare Fusion 3
fusion3_screens03_tab1.gif
  • Provides ability to run Windows OS on Mac computer
SMART Response CE interactive response system
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  • Students can respond to questions own computers
  • Eliminates need for handheld remotes.
  • Assessment software tallies student responses to tests and quizzes
SMART Notebook™ SE (Student Edition)
7D8EC22EB7F342168E9DCDE3CE42BFFD.ashx.jpeg
  • Collaborative and interactive learning software
  • Students can:
    • complete school work
    • take notes
    • manage due dates
    • organize digital material
  • Students have multiple ways of searching and accessing files
  • Can work on several documents at the same time and quickly switch between tasks
  • Can use software at home or at school via USB bracelet
SMART Notebook collaborative learning software
5B03B9EEF4664CDFB179E13F11789F80.ashx.jpeg
  • Create, deliver and manage interactive lessons within a single application
  • Increases flexibility in how lessons are delivered
SMART Sync™ classroom management software
B3439780DADC4D7B97600E7384079AC3.ashx.jpeg
  • Guide students’ collaboration in a group setting
  • Communicate with entire class
  • Monitor all student computers from teacher workstation
SMART Bridgit™ conferencing software
9245EFFC32D1429180B1CED8ECCD4CA5.ashx.jpeg
  • Collaborate with local and remote participants
  • write notes, open files or access multimedia while both local and remote participants see what is happening on your screen
  • Desktop sharing
  • Local and remote participants can simultaneously write notes in digital ink and use instant text messaging to ask questions or carry out additional discussions
iLife software, including
iMovie, GarageBand, and iWeb
icon-ilife-imovie.jpg icon-ilife-iweb.jpg
icon-ilife-garageband.jpg
iMovie: Create/edit movies
GarageBand: Create music, edit sound tracks
iWeb: Create websites
Windows Movie Maker
hls_moviemaker55x55_blue.gif
Create movies and slide shows from your photos and videos
Audacity
Audacity-logo-r_50pct.jpg
Free, open source software for recording and editing sounds and soundtracks

Sound System Recommendations:

Sound System:
REDCAT Media System from Lightspeed Technologies
Media_1.jpg
Key Features:
The sound system will be provided by Lightspeed Technologies’ REDCAT media system. This will provide a rich vocal and multimedia experience as well as enable the presenter mobility via the infrared microphone system.
Media Player:
DMP-BD70VK Blu-ray VCR Combo from Panasonic
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Key Features:
This combo Blu-ray/VCR player will also be able to play DVDs, CDs and digital media.
Media Cart:
Media Mover: MM-350 from VisualEdTech, Inc
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Key Features:
  • Locking document camera drawer
  • Locking laptop storage drawer/keyboard slide
  • 10RU rack rails
  • Locking access panel
  • Euro-hinged door w/Plexiglas window
  • Cable well & dual A/C outlet