facility hardware systems. (6) technology as it affects ...sicec. cie-fp to eric and organizations...
67
DOCUMENT' RESUME ED 029 470 EF 003 215 Facility Technology--Catalyst for Learning. Council of Educational Facility Planners. Columbus. Ohio. Pub Date 69 Note-54p.: Eleven selected presentations from the forty-fifth annual conference. 1968 Council of Educational Facility Planners Available from-CEFP Headquarters. 29 W. Woodruff Ave.. Columbus, Ohio 43210 ($3.00) EDRS Price MF-$0.25 HC-$2.80 Descriptors-Audiovisual Aids. Audiovisual Instruction, Community Colleges. Education. *Educational Facilities. *Educational Planning. Educational Television. Higher Education. Instructional Technology. Learning, Media Technology. Planning. Technology Describes several aspects of facility technology and its impact on learning. Contents include--(1) facility technology catalyst for learning. (2) technology and hardware systems. (3) technology and indMdual building hardware systems. (4) technology and district-wide hardware systems. (5) technology and higher educational facility hardware systems. (6) technology as it affects educational planning. (7) technology and individual building facility planning. (8) technology and district-wide facility planning. (9) technology and community college facility planning. (10) technology and its potential for educational facilities design. and (11) the impact of technology on education. (RH)
Transcript of facility hardware systems. (6) technology as it affects ...sicec. cie-fp to eric and organizations...
DOCUMENT' RESUME
ED 029 470 EF 003 215
Facility Technology--Catalyst for Learning.Council of Educational Facility Planners. Columbus. Ohio.Pub Date 69Note-54p.: Eleven selected presentations from the forty-fifth annual conference. 1968 Council of EducationalFacility Planners
Available from-CEFP Headquarters. 29 W. Woodruff Ave.. Columbus, Ohio 43210 ($3.00)EDRS Price MF-$0.25 HC-$2.80Descriptors-Audiovisual Aids. Audiovisual Instruction, Community Colleges. Education. *Educational Facilities.
*Educational Planning. Educational Television. Higher Education. Instructional Technology. Learning, MediaTechnology. Planning. Technology
Describes several aspects of facility technology and its impact on learning.Contents include--(1) facility technology catalyst for learning. (2) technology andhardware systems. (3) technology and indMdual building hardware systems. (4)technology and district-wide hardware systems. (5) technology and higher educationalfacility hardware systems. (6) technology as it affects educational planning. (7)technology and individual building facility planning. (8) technology and district-widefacility planning. (9) technology and community college facility planning. (10)technology and its potential for educational facilities design. and (11) the impact oftechnology on education. (RH)
U.S
. DE
PA
RT
ME
NT
OF
HE
ALT
H, E
DU
CA
TIO
N &
WE
LFA
RE
OF
FIC
E O
F E
DU
CA
TIO
N
TH
IS D
OC
UM
EN
T H
AS
BE
EN
' RE
PR
OD
UC
ED
EX
AC
TLY
AS
RE
CE
IVE
D F
RO
M T
HE
PE
RS
ON
OR
OR
GA
NIZ
AT
ION
OR
IGIN
AT
ING
IT.
PO
INT
S O
F V
IEW
OR
OP
INIO
NS
ST
AT
ED
DO
NO
T N
EC
ES
SA
RIL
Y R
EP
RE
SE
NT
OF
FIC
IAL
OF
FIC
E O
FE
DU
CA
TIO
N
PO
SIT
ION
OR
PO
LIC
Y.
OIU
TY
TE
OH
NU
LU
GY
cats
yat
rep
kapo
k;
ELE
VE
N S
ELE
CT
ED
PR
ES
EN
TA
TIO
NS
FR
OM
TH
E
FO
RT
YF
IFT
H A
NN
UA
L C
ON
FE
RE
NC
E19
68
CO
UN
CIL
of E
DU
CA
TIO
NA
L F
AC
ILIT
YP
LAN
NE
RS
_
"PERMISSION TO REPRODUCE THIS
COPYRIGHTED MATERIAL HAS BEEN GRANTED
By DIJOjrIC. e. GCMOInefeSicec. Cie-FP
TO ERIC AND ORGANIZATIONS OPERATING
UNDER AGREEMENTS WITH THE U.S. OFFICE OF
EDUCATION. FURTHER REPRODUCTION OUTSIDE
THE ERIC SYSTEM REQUIRES PERMISSION OF
THE COPYRIGHT OWNER."
Published by the
COUNCIL of EDUCATIONAL FACILITY PLANNERS
29 West Woodruff AvenueColumbus, Ohio 43210
71tlitat'_'
©1969, Council of Educational Facility Planners
Library of Congress Catalog Number 74-75797
All rights reserved. Printed in U.S.A.
Produced by CEFP Executive Headquarters
William Staats, editorJames Klepser, graphic designer
Additional copies obtainable from CEFP Headquarters
@ $3.00 each. Quantity discounts: 10 to 25, 10%; 25 or more, 15%
OPSW". ,the schoolhouse 8$ we know it is obsolete. The tasks
and the opportunitie$ of erhcation are fartoo great ever
agairt to be confined within anysittgle enclave designated
as *school,"As these words from Dr. Fischer's keyr-Ae address infer, facility
planners today face a monumental challenne. Specific answers to the
eductitional challenges of the next several decades, through the disci-
plines of architecture, comprehensive educational planning and
facility administration, will have a dramatic influence on not mit,' how
well our children are educated but also on the future of educetion
itself.The geometric cuive of knowledge has, and will continue to,
project itself at an increasingly steeper angle in relation to our capacity
to impart the knowledge. Tomorrow's citizens will hardly be prepared
to cope with the twenty-first century unless this generation begins to
make some significant improvements in both facilities and method-s,
ology, if it is i.000 late already.This forty-fqth Annual Conference of the_Council was held in
Washington,04, October 7 through 10, 1968. Its theme: "Facility
Technolog(ct Catalyst for Learning." The Council wies to express
its appreciation to the many individuals whose contil4utions and
efforts, both before, during and after the conference, made it
successful and significant.
Much of the stimulation of theConference could not be put onto a
printed page the informal discussions, the architectural exhibits, the
"kaffe klatch" conferences, all were a partof the Conference too.
In retrospect, however, we are disturbed more by our Weaknesses
than we are encouraged by our strengths. As we probed, session by
session, into the dramatic technology of educational and facility
hardware, it became more and more apperent that we !acked the
programing, the content, and the ability to utilize what we had and
what could be produced for us. The gap between the art of education
and the science of its implementation is wide indeed.
This book presents many of the outstanding presentations given to
the Conference participants individually, they are painted contri-
butions to any facility planner's scope of thinking; collectively, they
present something more than the sum of the parts a program for
tomorrow.Unfortunately, tomorrow Is almost here.
Dwayne E. Gardner
Executive Secretary
Con
tent
sD
r. J
ohn
H. F
isch
erF
AC
ILIT
Y T
EC
HN
OLO
GY
- C
AT
ALY
ST
FO
R L
EA
RN
ING
Ric
hard
L. S
hetle
rT
EC
HN
OLO
GY
AN
D H
AR
DW
AR
E S
YS
TE
MS
Dr.
Ann
a L.
Hye
rT
EC
HN
OLO
GY
AN
D IN
DIV
IDU
AL
BU
ILD
ING
HA
RD
WA
RE
SY
ST
EM
S S
Dr.
Phi
lip L
ewis
TE
CH
NO
LOG
Y A
ND
DIS
TR
ICT
-WID
E H
AR
DW
AR
E S
YS
TE
MS
Dr.
Rob
ert d
e K
ieffe
rT
EC
HN
OLO
GY
AN
D H
IGH
ER
ED
UC
AT
ION
AL
FA
CIL
ITY
HA
RD
WA
RE
SY
ST
EM
S 1
S
Dr.
Car
roll
V. N
ewso
mT
EC
HN
OLO
GY
AS
IT A
FF
EC
TS
ED
UC
AT
ION
AL
PLA
NN
ING
Dr.
Car
rolIW
McG
uffe
yT
EC
HN
OLO
GY
AN
D IN
DIV
IDU
AL
BU
ILD
ING
FA
CIL
ITY
PLA
NN
ING
Dr.
Sta
nton
Leg
gett
TE
CH
NO
LOG
Y A
ND
DIS
TR
ICT
-W1D
E F
AC
ILIT
Y P
LAN
NIN
G31
Cha
rles
W. B
ruba
ker
TE
CH
NO
LOG
Y A
ND
CO
MM
UN
ITY
CO
LLE
GE
FA
CIL
ITY
PLA
NN
ING
34
Spe
ncer
B. C
one
TE
CH
NO
LOG
Y A
ND
ITS
PO
TE
NT
IAL
FO
R E
DU
CA
TIO
NA
L F
AC
ILIT
IES
DE
SIG
N Z
S
Dr.
J. L
loyd
Tru
mp
TH
E IM
PA
CT
OF
TE
CH
NO
LOG
Y O
N E
DU
CA
TIO
N 4
.3
DR
. JO
HN
H. F
ISC
HE
RP
resi
dent
Tea
cher
s C
olle
ge, C
olum
bia
Uni
vers
ity
Fac
ility
Tec
hnol
ogy:
ast
alys
tFO
PLe
sPai
ngLe
t me
begi
n by
adm
ittin
g w
hat
som
e he
re a
lread
y kn
ow a
nd th
e re
stw
ould
soo
n di
scov
er. T
o ta
lk w
ith a
nyau
thor
ity a
t all
abou
t fac
ility
tech
no-
logy
is q
uite
out
side
any
com
pete
nce
Ipo
sses
s. In
oth
er c
ompa
ny I
mig
ht b
ete
mpt
ed to
bra
zen
it ou
t, bu
t not
her
e.B
ut F
acili
ty T
echn
olog
y, C
atal
yst f
orLe
arni
ng is
the
topi
c as
sign
ed to
me.
As
I und
erst
and,
it is
als
o th
e th
eme
of th
eco
nfer
ence
and
so
I dar
e no
t ign
ore
ital
toge
ther
. Ins
tead
of s
peak
ing
on it
,ho
wev
er,
Ish
all
spea
kab
out
it.A
ppro
achi
ng fr
om s
ever
al d
irect
ions
, Ish
all t
ry to
enc
ircle
wha
t I c
anno
t hop
eto
enc
ompa
ss, a
nd s
o if
I do
not d
irect
lyto
uch
the
subj
ect I
sha
ll tr
y to
illu
mi-
nate
it a
s be
st I
can.
The
n I s
hall
leav
e it
to y
ou a
nd y
our
expe
rtis
e to
spe
ll ou
tdu
ring
the
rem
aind
er o
f you
r se
ssio
nsth
e ca
taly
tic e
ffect
of p
hysi
cal f
acili
ties
on th
e le
arni
ng p
roce
ss.
Ser
ious
ly, m
y in
tent
ion
is to
dea
lle
ss w
ith fa
cilit
ies
than
with
lear
ning
, to
cons
ider
with
you
the
char
acte
r of
the
cont
exts
in w
hich
lear
ning
occ
urs
and
by w
hich
itis
influ
ence
d. F
or m
y
purp
ose
this
eve
ning
it is
fort
unat
e th
atyo
u ar
e no
long
er th
e N
atio
nal C
ounc
ilon
Sch
oolh
ouse
Con
stru
ctio
n, fo
r I a
mco
nvin
ced
that
the
conc
ept o
f a s
choo
l-ho
use,
as
the
plac
e w
here
all
real
lyw
orth
whi
le e
duca
tion
occu
rs, i
s se
ri-ou
sly
obso
lete
. Mor
eove
r, if
we
try
tore
stric
t edu
catio
n to
it, t
he s
choo
lhou
sew
ill b
ecom
e w
orse
than
obs
olet
e, it
will
beco
me
obst
ruct
ive.
The
refo
re, i
nste
adof
talk
ing
abou
t sch
oolh
ouse
s or
eve
nth
e br
oade
r ca
tego
ry o
f edu
catio
nal
faci
litie
s,I
shal
l exa
min
e so
me
of th
efo
rces
by
whi
ch th
e pr
oces
ses
and
the
mea
ns o
f edu
catio
n ar
e no
w b
eing
influ
ence
d an
d to
whi
ch th
ey m
ust
resp
ond.
I sh
all d
eal w
ith th
ese
forc
es in
two
grou
ps: f
irst,
thos
e th
at a
re g
ener
-at
ed w
ithin
the
who
le o
f soc
iety
and
affe
ct m
ainl
y w
hat a
nd w
hy w
e le
arn;
and,
sec
ond,
thos
e th
at fl
ow fr
om o
urgr
owin
g kn
owle
dge
of le
arni
ng a
ndco
mm
unic
atio
n, th
at h
elp
us u
nder
-st
and
how
lear
ning
occ
urs
and
how
itca
n be
aid
ed.
The
mos
t per
vasi
ve a
nd p
ower
ful
fact
abo
ut e
duca
tion
toda
y is
that
in
ever
y as
pect
of h
uman
affa
irs th
e sy
s-te
mat
ic d
evel
opm
ent o
fin
telle
ctua
lca
paci
ties
has
beco
me
impe
rativ
e. H
alf
a ce
ntur
y ag
o W
hite
head
war
ned
us th
at"t
he r
ace
that
doe
s no
t val
ue tr
aine
din
telli
genc
e is
doo
med
" an
d ev
ery
day
new
evi
denc
e su
ppor
ts th
e ac
cura
cy o
fhi
s pr
ophe
cy.
The
idea
that
the
enlig
hten
men
t of
the
peop
leis
fund
amen
tal i
n a
free
soci
ety
is h
ardl
y ne
w. W
e A
mer
ican
sha
ve b
een
sayi
ng it
for
som
e tw
o hu
n-dr
ed y
ears
. But
wha
t is
new
is th
at in
the
mod
ern
wor
ld th
at s
tate
men
t is
mor
eth
an r
ousi
ng o
rato
ry o
r th
e st
uff m
ani-
fest
os a
re m
ade
of. T
oday
we
know
thax
the
coun
try
does
, in
fact
, dep
end
on it
sed
ucat
iona
l sys
tem
. In
a qu
ite d
iffer
ent
sens
e th
at th
e ph
rase
has
cus
tom
arily
been
used
,ed
ucat
ion
has
inde
edbe
com
e co
mpu
lsor
yno
t mer
ely
for
pupi
ls, b
ut fo
r pe
ople
. The
evi
denc
e is
unde
niab
le: W
here
edu
catio
n de
clin
es,
the
com
mun
ity is
dim
inis
hed.
Whe
rele
arni
ng is
not
pro
mot
ed, t
he n
atio
nre
mai
ns u
nder
-dev
elop
ed. E
duca
tion
isno
long
er s
afel
y re
gard
ed a
s a
priv
ilege
of th
e el
ite o
r as
an
optio
nal f
orm
of
char
ity fo
r th
e po
or. E
ffect
ive,
rel
evan
t,un
iver
sal e
duca
tion
has
beco
me
a co
ndi-
tion
of n
atio
nal s
urvi
val a
nd th
e in
dis-
pens
able
mea
ns to
soc
ial,
polit
ical
, and
econ
omic
pro
gres
s.T
his
new
sen
se o
f edu
catio
n's
sign
i-fic
ance
is b
y no
mea
ns li
mite
d to
the
leve
lof
pub
lic p
olic
y. A
s a
fam
ilyco
ncer
n, w
hich
itha
s al
way
s be
enam
ong
the
mor
e ad
vant
aged
, edu
catio
nha
s no
w b
ecom
e a
mat
ter
of im
pera
tive
urge
ncy
ever
ywhe
re. P
aren
ts w
ho a
rere
sign
ed to
thei
r ow
n lim
itatio
ns v
igor
-ou
sly
dem
and
for
thei
r ch
ildre
n th
eop
port
uniti
es th
ey w
ere
deni
ed. T
hey
know
that
edu
catio
n is
mor
e th
an a
ladd
er to
mat
eria
l atta
inm
ent.
It ha
sbe
com
e th
e ga
tew
ay to
free
dom
and
they
will
not
see
it cl
osed
to th
eir
child
ren.
Tw
o ye
ars
ago
the
Edu
catio
nal
Pol
icie
sC
omm
issi
on,
ina
repo
rten
title
d E
duca
tion
and
the
Spi
rit o
fS
cien
ce, m
ade
the
poin
t tha
t eve
n m
ore
sign
ifica
nt to
man
kind
than
the
tang
ible
resu
lts o
f sci
entif
ic in
quiry
and
tech
no-
logy
are
the
valu
es a
nd m
odes
of
thou
ght o
n w
hich
sci
ence
dep
ends
.T
hese
val
ues
and
the
ratio
nal p
roce
sses
asso
ciat
ed w
ith th
em, t
he C
omm
issi
onre
min
ded
us, a
re n
ow p
erm
eatin
g th
een
tire
wor
ld.
The
se v
alue
s th
e C
omm
issi
on id
en-
tifie
d as
:1.
Lon
ging
to k
now
and
und
er-
stan
d 2. Q
uest
ioni
ng o
f all
thin
gs3.
Sea
rch
for
data
and
thei
rm
eani
ng4.
Dem
and
for
verif
icat
ion
5. R
espe
ct fo
r lo
gic
6. C
onsi
dera
tion
of p
rem
ises
7. C
onsi
dera
tion
of c
onse
quen
ces.
The
seva
lues
are
acqu
ired
not
thro
ugh
indo
ctrin
atio
n bu
t thr
ough
inqu
iry,
expe
rienc
e,di
scov
ery
and
reas
on. T
hey
are,
to b
e su
re, f
unda
-m
enta
l to
the
form
atio
n of
sci
entis
ts,
but t
hey
are
also
the
unde
rpin
ning
of
prod
uctiv
e th
ough
t and
wis
e ju
dgm
ent
in e
very
fiel
d.Le
t me
quot
e on
e pa
ragr
aph
whi
chep
itom
izes
the
Com
mis
sion
's o
bser
va-
tions
and
its
argu
men
t:"I
f a s
ingl
e w
ord
sum
mar
izes
the
vario
us c
hara
cter
istic
s of
the
scie
ntifi
csp
irit,
it is
aw
aren
essa
war
enes
s of
the
unce
rtai
nty
of m
an's
kno
wle
dge
awar
enes
s of
the
exte
nt to
whi
ch th
ese
lf in
fluen
ces
one'
s pe
rcep
tions
, aw
are-
ness
of t
he c
onse
quen
ces
of o
ne's
val
ues
and
actio
ns, a
war
enes
s of
the
pain
s-ta
king
mod
es o
f tho
ught
whi
ch h
ave
enab
led
man
gra
dual
ly to
dev
elop
his
know
ledg
e of
the
wor
ld. T
his
awar
enes
sis
the
basi
c st
uff o
f fre
edom
; onl
y in
so-
far
as a
man
is a
war
e of
the
influ
ence
sup
on h
im c
an h
e fil
ter
them
and
beco
me
him
self
and
only
inso
far
as h
e is
awar
e of
the
prob
lem
s an
d m
odes
of
know
ing,
can
he
help
him
self
and
othe
rsto
und
erst
and
the
wor
ld."
But
for
all t
heir
indi
spen
sabi
lity,
scie
nce
and
tech
nolo
gy h
ave
brou
ght
burd
ens
as w
ell a
s be
nefit
s. O
ne r
esul
tof
the
revo
lutio
nsin
agric
ultu
re,
indu
stry
, com
mun
icat
ion,
and
tran
s-po
rtat
ion
is th
at c
ities
eve
ryw
here
hav
ebu
rgeo
ned.
Mill
ions
upo
n m
illio
ns o
fpe
ople
, som
e w
ith h
igh
hope
and
oth
ers
hopi
ng m
erel
y to
sur
vive
, tur
n to
the
met
ropo
lis to
mee
t the
ir ne
eds.
But
too
ofte
n th
ey m
eet o
nly
subm
erge
nce
in a
face
less
, for
mle
ss m
ass
of a
life
cha
rac-
teriz
ed in
crea
sing
ly b
y co
llect
ive
actio
nan
d co
llect
ive
com
puls
ion,
a w
orld
inw
hich
it b
ecom
es h
arde
r an
d ha
rder
for
a m
an to
find
his
ow
n so
ul. U
nder
thes
eco
nditi
ons
it is
sca
rcel
y su
rpris
ing
that
men
wan
t new
way
s to
ass
ert a
ndex
pres
s th
eir
indi
vidu
ality
. Thi
s is
the
circ
umst
ance
that
exp
lain
s in
larg
e pa
rtth
e vi
goro
us e
ffort
s of
sen
sitiv
e an
d pe
r-ce
ptiv
e yo
ung
peop
le to
bre
ak o
ut o
fth
e he
rd, t
o do
thei
r ow
n th
ing,
to p
rove
that
they
can
not b
e co
mpe
lled
toco
nfor
m. T
he s
earc
h fo
r in
divi
dual
ityha
s al
way
s be
en a
pow
erfu
l par
t of t
hedr
ive
to le
arn,
but
in th
e m
oder
n w
orld
that
sea
rch
take
s on
new
mea
ning
. The
ener
gy a
nd th
e pu
rpos
e be
hind
it m
ust
be ta
ken
into
acc
ount
by
anyo
ne c
on-
cern
ed w
ith th
e pr
oces
s of
lear
ning
or
the
mea
ns fo
r fu
rthe
ring
it.
The
sea
rch
for
indi
vidu
ality
giv
esris
e to
itsna
tura
l com
plem
entth
ese
arch
for
com
mun
ity. F
or it
is o
nly
inco
mm
unity
that
indi
vidu
ality
has
mea
ning
, onl
y in
ass
ocia
tion
with
oth
erhu
man
bei
ngs
that
any
man
trul
y fu
lfills
his
own
hum
anity
. The
nec
essa
ry a
lter-
nativ
e to
the
effe
cts
of m
ass
pro-
duct
ion,
mas
s tr
eatm
ent,
mas
s liv
ing,
and
mas
s co
mm
unic
atio
n is
a c
om-
mun
ity b
uilt
to th
e sc
ale
of a
man
and
his
fam
ily, a
sys
tem
of a
ssoc
iatio
n in
whi
ch it
is p
ossi
ble
real
ly to
iden
tify
com
mon
con
cern
s an
d to
wor
k in
conc
ert
toi.-
ard
thei
rat
tain
men
t,su
ppor
ted
by th
e se
curit
y m
en o
f goo
dw
ill c
an g
ive
each
oth
er. E
duca
tion
mus
t the
refo
re b
e di
rect
ed n
ot o
nly
tow
ard
enab
ling
man
to b
ecom
e hi
s be
stse
lf, b
ut e
qual
ly to
hel
ping
him
to fi
ndam
ong
his
fello
ws
the
nurt
ure
that
inte
grity
can
gai
n on
ly fr
om p
lura
lity.
The
res
pons
e to
urb
anis
m, t
o bu
reau
c-ra
cy, t
o ov
erce
ntra
lized
edu
catio
n, is
not t
o de
stro
y th
e or
gani
zatio
ns th
atfr
ustr
ate
us, b
ut to
red
esig
n th
em to
prom
ote
the
inte
grity
of p
erso
ns r
athe
rth
an to
pre
serv
e th
eir
proc
esse
s as
thou
gh th
ey w
ere
mos
t im
port
ant.
Clo
sely
rel
ated
to th
e se
arch
for
soci
al a
nd p
oliti
cal c
omm
unity
is th
eun
iver
sal e
ffort
to fi
nd c
ultu
ral i
den-
tity.
For
ove
r a
cent
ury
we
subs
crib
edto
the
belie
f tha
t the
twin
pur
pose
s of
Am
eric
an p
ublic
edu
catio
n, in
deed
of
Am
eric
a its
elf,
wer
e to
giv
e ev
eryb
ody
his
fair
chan
ce a
nd s
imul
tane
ousl
y to
mel
d al
l our
diff
eren
ces,
our
ofte
n di
s-co
rdan
t diff
eren
ces,
into
a c
omm
onA
mer
ican
cul
ture
. Fre
quen
tly w
e ac
ted
as th
ough
equ
ality
req
uire
d ho
mog
e-ne
ity. B
ut d
espi
te o
ur b
est e
ffort
sand
our
wor
stdi
ffere
nce
did
surv
ive.
Reg
iona
l,nat
iona
l, re
ligio
us, a
nd r
acia
ldi
vers
ity s
till c
ontin
ue if
to a
less
ened
degr
ee to
cha
ract
eriz
e th
e co
untr
y.N
ow it
is n
ot th
e pu
blic
sch
ool b
utot
her
forc
es th
at th
reat
en to
obl
itera
teth
e di
stin
ctio
ns a
mon
g ou
r cu
ltura
lat
tach
men
ts. T
o so
me
the
thre
at c
omes
from
mob
ility
and
the
mas
s m
ed:d
. To
othe
rs th
e da
nger
lies
inpu
nitiv
epr
ejud
ice
and
publ
ic p
olic
ies
that
rid
ero
ughs
hod
over
loca
lin
tere
st a
ndpr
efer
ence
.
Whe
n bl
ack
citiz
ens
insi
st th
at th
eir
cultu
re, t
heir
hist
ory,
thei
r id
entit
y no
tbe
dis
rega
rded
, the
ir be
havi
or is
in a
time-
hono
red
Am
eric
anst
yle.
Our
fello
w c
itize
ns in
the
blac
k gh
etto
are
dem
onst
ratin
g on
ly th
eir
vers
ion
ofw
hat m
any
othe
r gr
oups
in o
ur s
ocie
typr
actic
e in
thei
r ow
n w
ays.
The
cel
ebra
-tio
n of
St.
Pat
rick'
s D
ay w
as n
ot, s
o fa
ras
I kn
ow, i
nven
ted
in M
isso
uri,
but a
reIr
ish-
Am
eric
ans
on th
at a
ccou
nt to
be
faul
ted
for
hono
ring
the
seve
ntee
nth
ofM
arch
? O
r th
e G
reek
com
mun
ity fo
rte
achi
ng th
eir
child
ren
the
lang
uage
of
thei
r fo
rebe
ars?
The
sea
rch
for
indi
vid-
ualit
y an
d th
e se
arch
for
com
mun
ity a
rebo
th s
uppo
rted
by
the
driv
e fo
r cu
ltura
lre
aliz
atio
n. It
is th
e pa
rtic
ular
obl
iga-
tion
of e
duca
tiona
l ins
titut
ions
and
agen
cies
to r
ecog
nize
this
forc
e an
d no
ton
ly to
res
pect
it, b
ut in
eve
ry p
ossi
ble
way
to c
ultiv
ate
it.A
sec
ond
grou
pof
influ
ence
sbe
arin
g up
on th
e ed
ucat
iona
l ent
erpr
ise
and
influ
enci
ng le
arni
ng fl
ow fr
omot
her
sour
ces.
The
y st
em fr
om th
e di
s-ci
plin
es th
at il
lum
inat
e th
e pr
oces
ses
ofle
arni
ng a
nd d
evel
opm
ent,
and
from
the
tech
nolo
gies
that
faci
litat
eth
ose
proc
esse
s.
Whe
n w
e th
ink
abou
t the
kno
w-
ledg
e ex
plos
ion,
we
ordi
naril
y as
soci
ate
it w
ith s
peci
aliz
atio
n in
the
trad
ition
aldi
scip
lines
and
the
new
sci
ence
s th
at a
resp
un o
ff by
old
er fi
elds
. To
be s
ure,
know
ledg
e ex
pand
s ou
twar
dly
as s
epa-
rate
lines
of in
quiry
are
ext
ende
dfu
rthe
r an
d fu
rthe
r in
to w
hat w
as o
nce
the
unkn
own.
But
the
figur
e of
long
erra
dii a
nd m
ore
of th
em d
oes
not f
ully
diag
ram
the
grow
th o
f kno
wle
dge.
Bet
wee
n th
e ra
dii,
a ne
twor
k of
inte
r-co
nnec
tions
is ta
king
form
. Sig
nific
ant
fron
tiers
of i
nves
tigat
ion
lie b
etw
een
the
disc
iplin
es. A
s a
cons
eque
nce
ofw
ork
in th
ese
inte
rstit
ial a
reas
, the
diffe
renc
es b
etw
een
the
disc
iplin
es a
refa
r le
ss c
lear
than
they
onc
e w
ere
and
thei
rin
terd
epen
denc
est
eadi
lyin
crea
ses.
Itis
no
long
er p
ossi
ble
tost
ate
prec
isel
y w
here
the
dom
ain
of
chem
istr
y en
ds a
nd th
at o
f phy
sics
begi
ns. T
he li
nes
that
use
d to
sep
arat
eth
e su
bdiv
isio
ns o
f the
life
sci
ence
sfr
om e
ach
othe
r ha
ve b
ecom
e gr
ayar
eas.
For
the
psyc
holo
gist
to p
ursu
e hi
sin
quiri
es fr
uitfu
lly to
day
he m
ust e
nlis
tth
e he
lp o
f the
bio
-che
mis
t, th
e bi
o-ph
ysic
ist,
and
the
endo
crin
olog
ist.
Eve
nth
eon
cew
ide
gap
betw
een
the
hum
anis
t and
the
scie
ntis
tis
bei
ngbr
idge
d. T
he m
oder
n hi
stor
ian
is h
andi
-ca
pped
unl
ess
he c
an w
ork
with
ant
hro-
polo
gy, s
ocio
logy
, and
eve
n in
som
eca
ses,
adv
ance
d m
athe
mat
ics.
The
big
wor
d on
cam
pus
toda
y is
rele
vanc
e. It
is u
sed
mor
e an
d m
ore
byst
uden
ts w
ho a
re n
ot s
atis
fied
sim
ply
topu
rsue
kno
wle
dge
for
its o
wn
sake
.U
nfor
tuna
tely
as
we
use
the
wor
d to
day
it su
gges
ts m
ainl
y th
e co
nnec
tion
ofre
sear
ch a
nd te
achi
ng to
cur
rent
soc
ial
prob
lem
s. T
heis
sues
of a
cade
mic
rele
vanc
e ca
nnot
how
ever
be
limite
d to
a si
ngle
cur
rent
dim
ensi
on. E
very
effo
rtto
atta
ch m
eani
ng to
a n
ew d
isco
very
,or
to fi
nd n
ew m
eani
ng in
a fa
mili
ar fa
ctre
veal
s ne
w e
vide
nce
also
of th
ere
leva
nce
of th
e di
scip
lines
to o
nean
othe
r. T
he r
esul
t, ob
viou
sly,
is th
atth
e pr
oble
ms
of le
arni
ng a
nd te
achi
ngbe
com
e bo
th e
ver
mor
e co
mpl
ex a
ndm
ore
dem
andi
ng.
Any
tech
nolo
gyin
tend
ed to
furt
her
eith
er te
achi
ng o
rle
arni
ng m
ust t
ake
acco
unt o
f thi
s w
ebof
inte
rcon
nect
ions
am
ong
the
field
s of
inqu
iry.
Mor
e sy
stem
atic
inve
stig
atio
n of
the
way
s in
whi
ch le
arni
ng c
an b
efa
cilit
ated
and
hum
anca
paci
ties
rele
ased
is s
tead
ily a
ddin
g to
our
kno
w-
ledg
e of
the
phen
omen
a of
gro
wth
and
lear
ning
. In
no a
rea
are
the
gain
s m
ore
prom
isin
g th
an in
the
enla
rged
und
er-
stan
ding
we
are
obta
inin
g ab
out e
arly
ch i
Idho
od.
Ste
adily
accu
mul
atin
gev
iden
ce s
how
s th
at th
e ye
ars
from
birt
h to
five
are
cru
cial
to th
e en
tire
span
of a
per
son'
s lif
e. It
als
o su
gges
tsth
at if
som
e ph
ases
of d
evel
opm
ent a
rein
hibi
ted
or in
adeq
uate
ly n
urtu
red,
the
resu
lt m
ay b
e m
uch
mor
e se
rious
than
am
ere
dela
y in
rea
chin
g su
cces
sive
sta
ges
of m
atur
ity. I
n so
me
case
s ea
rly d
epri-
vatio
nm
ayar
rest
deve
lopm
ent
perm
anen
tly a
nd th
us p
rodu
ce e
ffect
sbe
yond
late
r co
rrec
tion.
The
ped
agog
ical
impl
icat
ion
is th
atde
layi
ng a
chi
ld's
sys
tem
atic
inst
ruc-
tion,
or
even
res
tric
ting
his
info
rmal
lear
ning
, unt
il he
is fi
ve o
r si
x m
ayha
ndic
ap h
im fo
r lif
e. T
here
is li
ttle
doub
t tha
t at t
he v
ery
leas
t a c
hild
so
depr
ived
suf
fers
a la
stin
g di
sadv
anta
geco
mpa
red
with
one
who
se fi
rst f
orm
a-tiv
eye
ars
are
lived
incu
ltura
llyab
unda
nt s
urro
undi
ngs.
The
new
evi
denc
e of
the
effe
ct o
fth
e cu
ltura
l env
ironm
ent o
n hu
man
deve
lopm
ent h
as d
emol
ishe
d th
e ea
syas
sura
nce
with
whi
ch e
duca
tors
hav
ecu
stom
arily
clas
sifie
dch
ildre
nas
inna
tely
dul
l, av
erag
e, o
r br
ight
. Whi
le it
rem
ains
rea
sona
bly
cert
ain
that
hum
anpo
tent
ialit
y do
es v
ary
at b
irth,
we
can
no lo
nger
ass
ume
as c
onfid
ently
as
we
once
did
that
diff
eren
ces
in s
choo
l per
-fo
rman
ces
refle
ct p
rimar
ily q
ualit
ies
that
are
inbo
rn. H
ow a
nd h
ow w
ell t
hech
ildpe
rfor
ms,
how
effe
ctiv
ely
hele
arns
, how
rea
dily
he
take
s to
lear
ning
,w
e no
w k
now
to b
e at
trib
utab
le in
larg
em
easu
reto
the
circ
umst
ance
s an
dop
port
uniti
es h
e en
coun
ters
afte
r he
isbo
rn, a
nd n
ot le
ast t
o th
e se
nsiti
vity
,pe
rcep
tiven
ess
and
prof
essi
onal
com
pete
nce
of h
is te
ache
rs a
nd th
epe
ople
who
man
age
his
lear
ning
.
The
gen
eral
izat
ion
befo
re w
hich
all
of u
s m
ust m
aint
ain
a de
cent
hum
ility
isth
at o
ur k
now
ledg
e of
hum
an c
apab
il-ity
and
the
way
s in
whi
ch it
may
be
rele
ased
and
cul
tivat
ed is
stil
l ver
y sm
all
and
the
poss
ibili
ties
very
gre
at, i
ndee
d.A
third
fiel
d of
rap
id d
evel
opm
ent
abou
t whi
ch m
any
of y
ou a
re fa
r m
ore
know
ledg
eabl
e th
an I,
has
to d
o w
ithth
e dr
amat
ic in
crea
se in
tech
nolo
gyre
veal
ed in
the
new
mec
hani
cal a
ndel
ectr
onic
dev
ices
for
stor
ing,
org
an-
izin
g,re
trie
ving
and
diss
emin
atin
gin
form
atio
n. H
ere
the
chal
leng
es to
all
of u
s ca
n on
ly b
e ca
lled
stag
gerin
g, a
ndw
e sh
all d
o w
ell t
o re
mem
ber
that
we
are
deal
ing
here
with
muc
h m
ore
than
inge
niou
s ad
ditio
ns to
the
trad
ition
alki
t of t
each
ing
tool
s.T
o pr
ojec
t, fo
r ex
ampl
e, w
hat t
heav
aila
bilit
y of
the
com
pute
r m
ight
ultim
atel
y m
ean
to th
e fu
nctio
ning
of
the
hum
an b
rain
, one
can
beg
in b
y co
n-si
derin
g ho
w in
telle
ctua
l pro
duct
ivity
isal
tere
d m
erel
y by
the
avai
labi
lity
of a
penc
ilan
da
shee
t of p
aper
. The
pres
ence
of p
enci
l, pa
per,
an
alph
abet
,an
d nu
mer
als
chan
ges
the
brai
n its
elf
not a
t all,
but
it in
crea
ses
very
sig
nifi-
cant
ly w
hat a
man
can
pro
duce
. If s
ore
lativ
ely
sim
ple
a de
vice
can
lead
tosu
chim
pres
sive
con
sequ
ence
s, h
owsh
all w
e en
visi
on w
hat a
sop
hist
icat
edco
mpu
ter
mig
ht c
ontr
ibut
e to
the
brai
n's
utili
ty?
Wha
t we
conf
ront
is a
new
ord
er o
f sym
biot
ic r
elat
ions
hip
betw
een
man
and
inst
rum
ent.
It no
ton
ly o
ffers
man
a lo
nger
leve
r by
whi
chto
app
ly h
is m
ind
to h
is w
ork,
but
the
poss
ibili
ty o
f rel
easi
ng m
enta
l cap
a-bi
litie
s th
at a
re r
arel
y, if
eve
r, ta
pped
.
The
mos
tdi
fficu
ltof
all
the
ques
tions
the
new
tech
nolo
gy p
rese
nts
is th
at o
f mus
terin
g th
e in
genu
ity a
ndth
eim
agin
atio
nto
orga
nize
men
,
mac
hine
s an
d m
ater
ials
into
pro
duct
ive
and
effe
ctiv
e sy
stem
s th
at w
ill u
se th
ene
w k
now
ledg
e an
d th
e ne
wde
vice
s to
resp
ond
to th
e ol
d an
d ne
w in
fluen
ces
that
mot
ivat
e us
to le
arn.
As
I sai
d at
the
outs
et, t
he s
choo
l-ho
use
as w
e kn
ow it
is o
bsol
ete.
The
task
s an
d th
e op
port
uniti
es o
f edu
ca-
tion
are
for
too
grea
t eve
r ag
ain
to b
eco
nfin
ed w
ithin
any
sim
ple
encl
ave
desi
gnat
ed a
s a
scho
ol. T
o be
sur
e, w
esh
all w
ant s
helte
r w
hile
we
lear
n, a
ndw
e ca
n as
sum
e th
at w
e sh
all w
ant
spec
ified
lear
ning
cen
ters
for
cert
ain
purp
oses
and
at c
erta
in ti
mes
. But
it w
illno
t be
enou
gh th
at th
e in
tern
al p
arti-
tions
of t
hese
cen
ters
be
mov
able
. The
irex
tern
al w
alls
mus
t als
o be
per
mea
ble.
Nor
will
it d
o fo
r te
ache
rs a
nd o
ther
s in
the
scho
ol m
erel
y to
be
orga
nize
d as
inst
ruct
iona
l tea
ms,
alth
ough
we
shal
lce
rtai
nly
need
bet
ter
ratio
nale
s an
dpa
ttern
s fo
r de
ploy
ing
the
hum
an fa
cil-
itato
rs o
f the
lear
ning
pro
cess
. Tho
sew
ho w
ork
with
in th
e ph
ysic
al c
onfin
esof
inst
itutio
ns w
ill h
ave
to s
ee th
em-
selv
es a
s pa
rt o
f a b
road
con
text
, a w
ide
and
incl
usiv
e sy
stem
for
stim
ulat
ing
and
aidi
ng le
arni
ng. T
hat s
yste
m o
f men
and
devi
ces
will
exte
ndth
roug
hth
eco
mm
unity
, thr
ough
the
natio
n, a
cros
sth
e w
orld
, and
into
spa
ce. I
t will
rea
chno
t onl
y to
the
orbi
ts o
f our
pre
sent
com
mun
icat
ion
sate
llite
sbu
ton
beyo
nd th
em in
to th
e un
iver
se it
self.
Yet
, how
ever
wid
ely
the
netw
ork
exte
nds,
how
ever
intr
icat
ely
itis
engi
neer
ed, i
ts u
tility
, its
effe
ctiv
enes
san
d its
effi
cien
cy fo
r ed
ucat
ion
will
ultim
atel
y ha
ve to
be
appr
aise
d by
asi
mpl
e cr
iterio
n. H
ow w
ell w
ill it
ena
ble
the
indi
vidu
al h
uman
bei
ng to
mak
e th
em
ost o
f wha
teve
r he
has
it in
him
tobe
com
e? W
ill it
hel
p a
man
bet
ter
tofin
d hi
s ow
n so
ul?
The
se n
o le
ss th
anth
e pr
oble
ms
of e
ngin
eerin
g an
d in
ven-
tion,
are
the
issu
es to
whi
ch w
e m
ust
resp
ond.
Tec
hnol
ogy
An
lism
hvap
s S
yste
me
The
topi
c as
sign
ed fo
r th
is s
essi
on,
Tec
hnol
ogy
and
Har
dwar
e S
yste
ms,
appe
ars
to b
e an
ope
n in
vita
tion
to th
epa
rtic
ipan
ts to
des
crib
e in
det
ail t
heph
iloso
phy,
the
cons
truc
tion,
and
the
circ
uitr
y of
thei
r ow
n fa
vorit
e br
and
ofed
ucat
iona
l mac
hine
ry. E
ven
bette
r, it
mig
ht b
e an
opp
ortu
nity
for
an e
xper
tto
exp
ound
on
an a
ccep
ted
inte
rlock
ing
fam
ily o
f the
orem
s an
d pr
oofs
that
enco
mpa
ss a
fiel
d ca
lled
educ
atio
nal
tech
nolo
gy. T
o de
scrib
e th
e em
bodi
-m
ent o
f thi
s te
chno
logy
in a
har
dwar
esy
stem
, eve
n un
der
the
mos
t rig
orou
sfo
rm o
f val
idat
ion,
sho
ws
that
mos
tle
arne
rs u
nder
go a
lear
ning
exp
erie
nce
whe
n m
otiv
ated
or
indu
ced
to p
rope
rin
volv
emen
t.N
ow, h
ere
is th
e ca
tch.
No
one
know
s w
hat t
he p
rope
r in
volv
emen
t is,
beca
use
no o
ne r
eally
und
erst
ands
wha
tth
e le
arni
ng p
roce
sS is
. On
ane
hand
, we
have
thos
e w
ho b
elie
ve th
at le
arni
ng h
asoc
curr
ed w
hen
a de
sire
d be
havi
oral
chan
ge m
anife
sts
itsel
f.I
call
this
aco
nditi
oned
ref
lex
synd
rom
e. O
n th
eot
her
hand
, we
have
thos
e w
ho b
elie
veth
at le
arni
ng is
a s
ubje
ctiv
e bl
osso
min
gof
late
nt c
apac
ities
, the
ver
y ex
iste
nce
of w
hich
sep
arat
es m
an fr
om b
east
.
I am
not
so
prof
ound
as
to ta
kesi
des
in th
is m
atte
r. N
or d
o I b
elie
veth
at g
ood
educ
atio
nal t
echn
olog
y ca
nal
way
s be
em
bodi
ed in
the
hard
war
e of
educ
atio
n; h
ence
, I w
ill n
ot r
isk
devi
sing
a m
achi
ne a
nd th
en s
eeki
ng m
eans
toju
stify
its
use
in th
e le
arni
ng p
roce
ss.
The
woo
ds a
re fu
ll of
edu
cato
rs a
nden
gine
ers
who
hav
e do
ne ju
st th
at a
ndth
ey m
ay h
ave
deve
lope
d so
lutio
ns fo
rpr
oble
ms
whi
ch d
o no
t exi
st.
Inst
ead,
con
side
r th
at g
ood
educ
a-tio
nal t
echn
olog
y is
the
art,
the
lore
, the
scie
nce,
and
the
teac
her,
and
that
book
s, fi
lms,
pro
ject
ors,
and
yes
, eve
nco
mpu
ters
are
, jus
t phy
sica
l tra
ppin
gsus
ed b
y th
e te
ache
r in
pra
ctic
ing
that
art,
lore
, and
sci
ence
.In
cons
ider
ing
educ
atio
nal t
ech-
nolo
gy a
s th
e al
l, th
e ev
eryt
hing
of
educ
atio
n, (
note
I sa
y ed
ucat
ion,
not
lear
ning
) le
t us
expl
ore
a bi
t the
sce
ne o
fth
ism
eetin
g.F
acili
tyT
echn
olog
y-C
atal
yst f
or L
earn
ing
is a
n ap
t top
icbe
caus
e w
e ha
ve in
our
sch
ools
a v
ast
quan
tity
ofin
gred
ient
s,in
clud
ing
know
ledg
e an
d sk
ills
of m
any
kind
s to
be m
ixed
with
a w
ide
varie
ty o
f hum
anm
inds
. We
wan
t the
res
ultin
g pr
oduc
t of
this
mix
ture
to b
e ed
ucat
ed a
nd u
sefu
l
citiz
ens.
In th
e pa
st, w
e co
nsid
ered
the
teac
her
as th
e ch
emis
t who
did
the
mix
ing.
He
was
giv
en c
ompo
nent
s an
d,by
tim
e pr
oven
pro
cedu
res,
com
bine
dth
ese
vast
qua
ntiti
es o
f ing
redi
ents
with
the
hope
that
the
resu
lting
mix
ture
wou
ld b
e st
uden
ts w
ho c
arrie
d aw
ayso
me
mea
sure
of t
he k
now
ledg
e an
dsk
ills
into
whi
ch th
ey h
ad b
een
im-
mer
sed.
Som
e st
uden
ts' m
inds
mix
edw
ell w
ith th
e kn
owle
dge
and
ingr
edi-
ents
and
they
bec
ame
wel
l edu
cate
dsc
hola
rs, s
cien
tists
, and
bus
ines
smen
.S
ome
min
ds d
idn'
t mix
with
the
know
l-ed
ge a
nd in
gred
ient
s an
d th
ey s
impl
yst
oppe
d go
ing
to s
choo
l and
hel
ped
fill
the
need
for
labo
rers
and
uns
kille
dm
an p
ower
.T
oday
ther
e is
littl
e de
man
d fo
r th
eun
skill
ed a
nd u
ntra
ined
, and
the
drop
-ou
t bec
omes
the
disa
dvan
tage
d, a
ndof
ten,
the
dise
ncha
nted
. Edu
catio
nal
hard
war
e m
ay b
e ju
st th
e ca
taly
st fo
red
ucat
iona
l tec
hnol
ogy
that
is n
eede
dso
that
the
hand
icap
ped,
the
disa
dvan
-ta
ged,
and
dise
ncha
nted
,an
dth
est
uden
ts w
ith in
here
nt le
arni
ng d
iffi-
culty
can
be
help
ed to
lear
n w
hat t
hey
mus
t lea
rn to
be
usef
ul c
itize
ns.
Her
e, le
t me
mak
e ju
st o
ne fo
otno
te
MR
. RIC
HA
RD
L. S
HE
TLE
RS
enio
r V
ice
Pre
side
ntS
ylva
nia
Cor
pora
tion
abou
t eco
nom
ics.
In c
hem
istr
y, th
eca
taly
st e
nabl
es a
rea
ctio
n to
take
pla
cew
ithou
t its
elf c
hang
ing.
Thi
s m
akes
itec
onom
ical
ly fe
asib
le to
use
exp
ensi
vem
ater
ials
like
pla
tinum
as
a ca
taly
st fo
rm
akin
g co
mpo
unds
whi
ch m
ust b
e lo
win
cos
t. T
he p
latin
um in
che
mis
try
can
be a
nalo
gous
to th
e ha
rdw
are
in e
duca
-tio
nal t
echn
olog
y. T
he h
ardw
are,
ifpr
oper
ly s
elec
ted,
can
brin
g ab
out g
reat
chan
ges
in th
e ed
ucat
iona
l pro
cess
pro
-du
cing
use
ful c
itize
ns a
t a r
elat
ivel
y lo
wco
st.
Mor
eove
r,th
e ha
rdw
are
will
rem
ain
just
as v
alua
ble
as b
efor
e,ca
pabl
e of
con
tinuo
us r
euse
in th
eed
ucat
iona
l pro
cess
. If w
e ke
ep in
min
dth
at it
is a
cat
alys
t, no
t an
ingr
edie
nt,
then
its
cost
and
its
effe
ctiv
enes
s ca
n be
mor
e re
alis
tical
ly e
valu
ated
.It
is v
ital,
how
ever
, tha
t the
rig
htca
taly
st b
e us
ed. O
ther
wis
e, th
ere
is n
osi
gnifi
cant
diff
eren
ce b
etw
een
usin
g it
and
not u
sing
it. T
his
is im
port
ant t
ore
mem
ber
beca
use
so m
any
of th
e ha
rd-
war
e pa
nace
as a
dvoc
ated
by
indu
stry
and
educ
ator
s ar
e ju
stifi
ed b
y th
eph
rase
that
"w
hen
com
pare
d w
ith c
on-
trol
gro
ups
thos
e st
uden
ts w
ho w
ere
used
in th
e ex
perim
enta
l gro
up s
how
edno
sig
nific
ant d
iffer
ence
in a
ccom
plis
h-
men
ts."
Now
, whe
n th
e pr
oper
cat
alys
tis
foun
d as
in c
hem
istr
y it
will
brin
gab
out s
uch
a ch
ange
in c
ompr
ehen
sion
that
the
resu
lts a
re n
ot o
nly
mea
sura
bly
diffe
rent
but
unq
uest
iona
bly
supe
rior
to th
e m
etho
ds u
sed
with
the
cont
rol
grou
p. Har
dwar
e ca
n be
thou
ght o
f as
one
of s
ome
five
part
s co
mpr
isin
g ed
uca-
tiona
l tec
hnol
ogy.
The
har
dwar
e is
the
mac
hine
,th
eel
ectr
onic
s,th
em
e-
chan
ics,
the
light
ed p
roje
ctor
with
out
film
, it m
ay p
rodu
ce s
ome
light
but
the
light
alo
ne d
oes
not i
llum
inat
e an
yin
telli
genc
e. T
o be
use
ful,
the
proj
ecto
rne
eds
the
film
. The
har
dwar
e of
edu
ca-
tiona
l tec
hnol
ogy
mus
t hav
e th
e pr
o-gr
am, t
he s
oftw
are,
whe
ther
it be
film
,ta
pe, o
r te
xt. T
o ha
ve a
pro
gram
, you
need
the
cont
ent o
f edu
catio
n, a
nd th
atco
nten
t mus
t be
pres
ente
d in
acco
rd-
ance
with
the
prin
cipl
es o
fle
arni
ng a
ndbe
havi
or. I
t als
o is
nec
essa
ry th
at th
ese
lect
ed p
rogr
am r
elat
e to
the
stud
ent's
envi
ronm
ent,
toge
ther
with
the
appr
o-pr
iate
pro
cedu
res
for
that
spe
cific
env
i-ro
nmen
t. If
all t
hese
com
pone
nts
ofed
ucat
iona
l tec
hnol
ogy
are
not c
onsi
d-er
ed, t
he e
ffect
iven
ess
of th
e le
arni
ng-
teac
hing
proc
ess
will
bese
vere
ly
limite
d.N
ow in
ord
er to
con
side
r al
l the
sepa
rts
we
mus
t brin
g to
geth
er a
varie
tyof
peo
ple
and
see
that
all
wor
k to
geth
eref
fect
ivel
y, e
ach
in h
is o
wn
real
m. F
orex
ampl
ehar
dwar
ere
sear
chis
the
real
m o
f the
eng
inee
r. P
rogr
am r
esea
rch
is th
e re
alm
of t
he m
edia
pro
duce
r,sc
hola
r le
arni
ng r
esea
rch
is th
e re
alm
of
the
psyc
holo
gist
and
env
ironm
enta
l and
proc
edur
e re
sear
ch is
the
real
m o
f the
educ
ator
and
edu
catio
n ad
min
istr
ator
.F
or th
ese
four
cat
egor
ies
of p
eopl
eto
wor
k to
geth
er r
equi
res
com
mun
ica-
tion,
but
her
ein
lies
the
real
pro
blem
.E
ach
spea
ks a
diff
eren
t lan
guag
e. E
f-fe
ctiv
e re
sults
req
uire
that
mea
ns b
e
prov
ided
so
the
idea
s of
the
engi
neer
are
com
preh
ensi
ble
to th
e m
edia
pro
duce
ran
d so
on.
Muc
h of
our
trou
ble
and
diffi
culty
with
tech
nolo
gy to
day
can
betr
aced
to a
lack
, or
inte
ntio
nal o
r un
in-
tent
iona
l mis
inte
rpre
tatio
n, o
f inf
orm
a-tio
n fr
om m
embe
rs o
f thi
s te
am.
Tec
hnol
ogy
mus
t be
desi
gned
tofa
cilit
ate
solu
tions
to th
e pr
oble
ms
ofed
ucat
ion,
whi
ch a
re s
erio
us to
day.
Tec
hnol
ogy
can
rem
edy
poor
edu
ca-
tiona
l fac
ilitie
s an
d pe
rmit
all t
o ex
per-
ienc
eth
ebe
st.
Itca
nsu
ppor
tin
adeq
uate
ly tr
aine
d te
ache
rs b
y br
ing-
ing
the
soun
d an
d su
bsta
nce
of o
ut-
stan
ding
mas
ter
teac
hers
to a
ll. It
mus
tw
ork
in th
e en
viro
nmen
t of t
he r
eal
wor
ld.
As
an e
xam
ple,
brin
ging
ade
quat
eed
ucat
ion
to S
amoa
cou
ld h
ave
been
atte
mpt
ed b
y se
ndin
g to
them
fully
qual
ified
teac
hers
from
the
Uni
ted
Sta
tes,
bui
ldin
g U
.S. s
tyle
d sc
hool
s at
trem
endo
usex
pens
ean
d,th
ereb
y,in
stal
ling
an o
asis
of U
nite
d S
tate
scu
lture
in th
e is
land
s. T
his
mig
ht h
ave
been
a w
ondr
ous,
if n
ot m
ystic
, exp
eri-
ence
to th
e S
amoa
ns b
ut it
cer
tain
lyw
ould
not
hav
e re
late
d tu
thei
r en
viro
n-m
ent.
Inst
ead,
in th
is c
ase,
har
dwar
e,te
levi
sion
to b
e sp
ecifi
c, w
as b
roug
htrig
ht to
the
nativ
e sc
hool
s. H
owev
er,
inst
ead
of u
sing
sta
te-s
ide
educ
atio
nal
prog
ram
s an
d pr
actic
es, a
sm
all g
roup
ofm
aste
rte
ache
rs p
rodu
ced
mat
eria
lw
hich
rel
ated
to th
e S
amoa
n lif
e; h
ence
,th
e pr
ogra
m w
as e
ffect
ive
and
easi
lyun
ders
tood
. Ins
tead
of r
epla
cing
poo
rlyqu
alifi
edna
tive
teac
hers
with
for-
eign
ers,
the
mas
ter
teac
hers
taug
htna
tive
inst
ruct
ors
by m
eans
of t
elev
i-si
on,
ther
eby,
impr
ovin
g si
mul
tane
-ou
sly
the
qual
ity a
nd q
uant
ity o
fed
ucat
ion
and
teac
hing
.T
here
is p
ossi
bly
a pa
ralle
l bet
wee
nth
isS
amoa
nex
perie
nce
and
our
____
___.
1111
1111
.111
1111
0111
1.11
1110
1111
1.11
.111
1111
1111
11.1
bins
omm
.
ghet
tos.
Can
we
expe
ct th
e ch
ildre
nfr
om a
ghe
tto e
nviro
nmen
t to
lear
nfr
om o
ur m
iddl
e cl
ass
whi
te te
ache
rs?
The
y do
not
spe
ak th
e sa
me
lang
uage
.In
rel
evan
t and
env
ironm
enta
l pro
gram
-in
g, a
nd th
e us
e of
Sam
oan
TV
insp
ired
met
hods
, may
lie
som
e of
the
answ
ers
to th
e pr
oble
ms
in th
e gh
etto
scho
ols.
Res
earc
h is
nee
ded
in th
e en
viro
n-m
enta
l asp
ect o
f edu
catio
n. A
s m
atte
rspr
esen
tly s
tand
, lea
rnin
g ac
tiviti
es a
nden
viro
nmen
tal a
nd s
ocie
tal a
ctiv
ities
such
as
athl
etic
s, d
atin
g, h
obbi
esan
d
the
like
are
ofte
n in
suc
h co
nfus
ion
and
conf
lict t
hat s
tude
nts
cann
ot c
ope
with
them
. The
typi
cal e
duca
tiona
l act
iviti
esof
the
stud
ent a
re r
eally
bas
ical
lyfiv
e.T
hey
are:
lect
ure
and/
or d
emon
stra
tion
give
n by
the
prof
esso
r an
d at
tend
ed b
yth
est
uden
t,cl
assr
oom
disc
ussi
ons
supe
rvis
ed b
y th
e te
ache
r or
gra
duat
est
uden
t, st
udy
whe
re th
e st
uden
t re-
view
s hi
s le
ctur
e w
ith h
is le
ctur
e no
tes
and
read
s an
d re
view
s an
y ou
tsid
e re
ad-
ing
and
othe
r as
sign
men
ts,
test
ing
whe
re th
e st
uden
t dem
onst
rate
s to
his
teac
her
wha
t he
has
lear
ned,
and
then
feed
bac
k to
bot
h th
e st
uden
t and
the
teac
her
of th
e re
sults
of t
his
test
ing.
Now
in th
e co
nven
tiona
l edu
ca-
tiona
lpr
oces
s,co
nsid
erab
letim
eel
apse
s se
para
ting
thes
e ed
ucat
iona
lac
tiviti
es d
urin
g w
hich
oth
er c
ours
es,
activ
ities
,an
d en
viro
nmen
tal e
vent
soc
cur.
Hen
ce, m
uch
mor
e th
anth
e st
u-de
nt's
mem
ory
mus
t be
relie
d up
on if
he is
to c
oord
inat
e th
ese
activ
ities
in a
mea
ning
ful a
nd la
stin
g le
arni
ng e
xper
i-en
ce.
Res
earc
hin
the
educ
atio
nal
proc
ess
resu
lting
in s
uch
thin
gs a
s pr
o-gr
amed
lear
ning
, can
sho
rten
to in
sign
i-fic
ance
the
time
laps
es b
y br
eaki
ngdo
wn
lear
ning
into
mod
ules
in w
hich
all
four
act
iviti
es ta
ke p
lace
in e
ach
sitti
ng.
Suc
h to
tal e
nviro
nmen
tal r
esea
rch
mus
tin
clud
ein
ter-
rela
tions
hips
betw
een
cour
ses
and
othe
r ac
tiviti
es a
s w
ell a
s
the
reta
ined
lear
ning
asp
ects
.T
his
is a
noth
er a
rea
for
educ
atio
nan
d in
dust
ry r
esea
rch
coop
erat
ion.
The
unde
rlyin
g pr
inci
ple
of te
chno
logy
for
educ
atio
nis
that
the
inst
ruct
or's
or
teac
her's
rol
e m
ust b
ecom
e th
at o
f am
anag
er o
f the
lear
ning
pro
cess
. Tha
tis,
he m
ay b
e th
ough
t of a
s an
eng
inee
r of
the
teac
hing
, lea
rnin
g tr
ansa
ctio
n sy
s-te
m a
nd th
e as
sign
er, a
dapt
or,
and
deve
lope
r of
mat
eria
l res
ourc
es. T
hest
uden
t bec
omes
an
activ
e pa
rtic
ipan
tin
the
lear
ning
pro
cess
, pro
ceed
ing
athi
s ow
n pa
ce.
It is
mor
e im
port
ant t
hat t
he le
arn-
ing
conc
ept p
rese
nt r
eal w
orld
situ
a-tio
ns.
The
refo
re,
sim
ulat
ion
and
mod
elin
g ar
e ke
y fu
nctio
nal c
ompo
n-en
ts. Y
oung
stu
dent
s to
day
are
face
dw
ith m
any
thin
gs d
iffer
ent f
rom
wha
tth
eir
coun
terp
arts
dea
lt w
ith y
este
rday
.T
hey
are
mor
e aw
are
of te
chno
logi
cal
adva
nces
and
pro
gres
s an
d m
ore
fam
il-ia
r w
ith th
e w
ide
rang
e of
dis
cipl
ines
.T
hey
are
ofte
n ca
lled
upon
to m
ake
ath
orou
gh a
naly
sis
of a
ll fa
cets
of a
pro
-bl
em, t
o fo
rmul
ate
a so
lutio
n an
d al
ter-
nate
sol
utio
ns, a
nd to
ren
der
valu
eju
dgem
ents
. It i
s th
is s
pirit
of i
nqui
ryan
d th
is a
ttem
pt to
der
ive
and
inte
grat
eel
emen
ts o
n w
hich
to b
ase
an a
ctio
n or
ade
cisi
on r
elev
ant t
o pr
actic
al p
robl
ems
in th
e re
al w
orld
that
lead
us
to r
ecom
-m
end
adop
tion
of th
e pr
inci
ples
of
syst
ems
anal
ysis
in a
ny n
ew a
ppro
ach
toed
ucat
ion.
Thi
s ph
iloso
phy
will
no d
oubt
insp
ire a
ltera
tions
in s
ubje
ct m
atte
rco
nten
t as
wel
l as
in in
stru
ctio
nal p
ro-
cedu
res
and
eval
uatio
n. T
he r
esul
ts o
fsu
ch s
yste
m a
naly
sis
may
sho
w th
attr
aditi
onal
edu
catio
n ap
proa
ches
hav
egi
ven
lip s
ervi
ce to
, but
nev
er a
dequ
-at
ely
deal
t with
, ind
ivid
ual l
earn
ing
diffe
renc
es. A
maj
or p
rem
ise
of th
eed
ucat
iona
l tec
hnol
ogy
is th
at it
lead
sto
indi
vidu
aliz
ed in
stru
ctio
nw
here
by
00
the
stud
ent p
roce
eds
at h
is o
wn
pace
with
mat
eria
and
sys
tem
s ad
apte
d to
his
own
need
s an
d ab
ility
. It s
houl
d be
reco
gniz
ed th
at th
is c
apab
ility
is n
ot a
func
tion
of th
e ha
rdw
are
alon
e bu
tin
clud
es th
e en
tire
educ
atio
nal-p
sych
o-lo
gica
l sys
tem
in w
hich
obj
ectiv
es a
resp
ecifi
edan
dap
prop
riate
lear
ning
prin
cipl
es a
dopt
ed. T
he h
ardw
are
serv
eson
ly to
faci
litat
e th
e m
ater
ials
and
pro
-ce
dure
s. W
ith in
divi
dual
ized
med
iate
din
stru
ctio
n th
e st
uden
t pro
ceed
s at
his
own
optim
um r
ate
and
lear
ning
is
mea
sure
din
term
s of
per
form
ance
rath
er th
an ti
me.
With
this
indi
vidu
al-
ized
app
roac
h in
edu
catio
nal t
echn
o-lo
gy, a
nd n
ot o
ther
wis
e, w
e ca
n de
alw
ithth
ese
proc
esse
s an
d fu
nctio
nsin
volv
edin
the
teac
hing
-lear
ning
tran
sact
ion.
The
dis
crep
ancy
bet
wee
n fo
rmid
-ab
le a
dvan
ces
mad
e in
sci
entif
ic te
chno
-lo
gy a
nd u
sed
by g
over
nmen
t and
indu
stry
and
the
less
than
ade
quat
eim
prov
emen
ts in
inst
ruct
iona
l tec
hno-
logy
ove
r th
e pa
st s
ever
al y
ears
mad
e by
educ
atio
nis
wel
l kno
wn
and
talk
edab
out.
In th
is r
egar
d it
is im
port
ant t
ono
te th
at th
e in
here
nt c
apab
ilitie
s of
the
new
har
dwar
e an
d th
e fle
xibi
lity
ofth
e co
rres
pond
ing
cont
ent o
r so
ftwar
em
ay e
nabl
e th
e te
ache
r to
mak
e si
mila
rgi
ant s
teps
. Firs
t, by
giv
ing
the
teac
her
the
trai
ning
and
the
tool
s fo
r de
velo
ping
his
own
cour
se m
ater
ials
, we
enab
le h
imto
des
ign
and
mol
d hi
s co
urse
acc
ordi
ngto
toda
y's
stud
ent c
apab
ilitie
s, r
esea
rch
findi
ngs
and
requ
irem
ents
. Sec
ond,
the
audi
o-vi
sual
med
ia, d
ata
bank
s an
d in
som
e ca
ses,
eve
n co
mpu
teriz
ed in
stru
c-tio
n le
nd th
emse
lves
to d
emon
stra
tion
and
mod
elin
g. T
his
enab
les
the
teac
her
to in
trod
uce
elem
ents
of t
he v
aria
ble
real
tim
e w
orld
into
his
cur
ricul
um.
With
thes
e th
ough
ts in
min
d w
e ca
nno
w tu
rn to
som
e ha
rdw
are
syst
ems
ined
ucat
iona
lte
chno
logy
, rev
iew
the
form
s th
ey ta
ke in
our
sch
ools
, and
clas
sify
them
by
func
tions
. We
can
star
tw
ith th
ose
now
in w
ide
spre
ad u
se a
ndac
cept
ance
and
pro
gres
s to
thos
e w
hich
we
see
toda
y as
exp
erim
enta
l mod
els
just
app
earin
g on
our
hor
izon
.F
irst,
ther
e ar
e te
ache
r to
ols,
a u
se-
ful
clas
sific
atio
n fo
r al
lau
dio-
visu
aleq
uipm
ent w
hich
the
teac
her
uses
in th
ecl
assr
oom
to h
elp
pres
ent a
less
on. T
his
cate
gory
cove
rsph
onog
raph
s,ta
pepl
ayer
s, p
roje
ctor
s, a
nd la
b eq
uipm
ent.
The
ir id
entif
ying
cha
ract
eris
tic is
that
the
teac
her
is p
rese
nt in
the
clas
sroo
man
d th
e pr
ogra
min
g an
d op
erat
ion
ofth
ese
teac
her
tool
s is
und
er h
is c
om-
plet
e co
ntro
l.S
econ
d,th
ere
are
teac
hing
mac
hine
s, a
cla
ssifi
catio
n th
at h
as fa
llen
into
dis
repu
te b
ecau
se s
ome
of th
eea
rlier
dev
ices
, so
clas
sifie
d, fa
iled
tope
rfor
m a
ny u
sefu
l fun
ctio
n an
d un
der
vary
ing
nam
es, o
ften
impl
ied
that
aco
mpu
ter
is in
clud
ed. A
cha
ract
eris
ticof
teac
hing
mac
hine
s, h
owev
er, i
s th
atof
pre
sent
ing
prog
ram
ed in
stru
ctio
n on
an in
divi
dual
ized
bas
is to
the
stud
ent
with
out
requ
iring
any
appr
ecia
ble
supe
rvis
ion
by th
e te
ache
r or
mon
itor.
Ano
ther
cha
ract
eris
tic is
that
the
pro-
gram
mat
eria
l, th
e so
ftwar
e, is
con
-ta
ined
at t
he s
tude
nt's
pos
ition
. Add
i-tio
nal
oper
atio
nal
char
acte
ristic
s of
man
y te
achi
ng m
achi
nes
are
the
adde
dab
ility
for
the
stud
ent t
o co
ntro
l his
paci
ng, p
rovi
sion
s fo
r hi
s ow
n re
spon
se,
and
som
e m
eans
for
prof
iling
, sco
ring,
and
grad
ing.
Thi
rd, w
e ha
ve s
tude
nt r
espo
nse
syst
ems.
The
se p
rovi
de e
ach
stud
ent i
nth
e cl
ass
a ca
pabi
lity
to r
espo
nd to
the
lect
urer
or
teac
her
in lo
ck s
tep
clas
ses
ofan
y si
ze, e
ven
whe
n th
e cl
ass
is d
ivid
edin
to s
ever
al d
iffer
ent g
roup
s in
diff
eren
tlo
catio
ns a
s, fo
r ex
ampl
e, w
hen
clos
edci
rcui
t tel
evis
ion
is u
sed
to te
ach
seve
ral
grou
ps s
imul
tane
ousl
y. S
uch
syst
ems
brin
g a
mea
sure
of i
ndiv
idua
lizat
ion
into
larg
e cl
assr
oom
s an
d gi
ve th
ete
ache
r th
e fa
cilit
y fo
r ch
ecki
ng th
ere
spon
sive
ness
,co
mpr
ehen
sion
and
atte
ntio
n of
all
stud
ents
bec
ause
all
activ
ely
part
icip
ate
at th
e sa
me
time.
The
iden
tifyi
ng c
hara
cter
istic
is th
em
eans
pro
vide
d fo
ral
l stu
dent
s to
resp
ond
in a
mea
ning
ful f
ashi
on to
the
teac
her.
Fou
rth,
we
have
aud
ienc
e ex
pan-
sion
sys
tem
s. T
hese
per
mit
an e
xper
tte
ache
r to
teac
h an
d le
ctur
e tw
o or
mor
e gr
oups
at t
he s
ame
time
and
atlo
catio
ns r
emot
e fr
om e
ach
othe
r. T
hey
incl
ude
such
fam
iliar
com
mun
icat
ion
med
ia a
s ed
ucat
iona
l rad
io a
nd te
le-
visi
on, c
lose
d ci
rcui
t tel
evis
ion,
bla
ck-
boar
d by
wire
, tel
e-le
ctur
e, e
tc. T
hese
syst
ems
may
or
may
not
pro
vide
for
abi
-late
ral t
rans
mis
sion
of i
nfor
mat
ion
from
mem
bers
of t
he a
udie
nce
to th
ele
ctur
er a
nd m
ay in
clud
e tr
ansm
issi
onof
rec
orde
d le
ctur
es.
Fift
h, w
e ha
ve in
form
atio
n re
trie
val
syst
ems.
The
se p
rovi
de fo
r th
e ac
cess
of
text
ual,
visu
al, a
nd a
udib
le in
form
atio
nby
wire
, fro
m th
e ce
ntra
l lib
rary
, of
such
info
rmat
ion.
Whi
le, s
ome
of th
est
ored
mat
eria
l may
be
used
for
teac
h-in
g, th
e fu
nctio
n of
this
sys
tem
is to
prov
ide
desi
red
info
rmat
ion
and
mat
eri-
als
on c
all a
s ne
eded
. Thi
s is
ana
logo
usto
a li
brar
y se
rvic
e w
here
the
stud
ent
asks
for
spec
ific
reso
urce
s an
d th
ey a
rede
liver
ed to
him
. Suc
h sy
stem
s ar
eof
ten
know
n as
DA
I RS
, w
hich
mea
ns"D
ial A
cces
s In
form
atio
nR
etrie
val
Sys
tem
."F
inal
ly, w
e ha
ve r
emot
e ac
cess
inst
ruct
iona
l res
ourc
e sy
stem
s, w
hich
take
info
rmat
ion
retr
ieva
l sys
tem
s on
eor
mor
e st
eps
beyo
nd a
nd p
rovi
de fo
rin
divi
dual
teac
hing
ser
vice
s of
a w
ide
varie
ty o
f cou
rses
from
any
stu
dent
loca
tion.
The
se s
tude
nt lo
catio
ns, f
re-
quen
tly c
alle
d ca
rrel
s, p
rovi
de n
ot o
nly
the
audi
o an
d vi
sual
pre
sent
atio
n ha
rd-
war
e us
ed in
info
rmat
ion
retr
ieva
l sys
-te
ms
but a
lso
hard
war
e fo
r th
e st
uden
tto
inte
ract
with
the
mat
eria
l pre
sent
ed.
Thi
s is
acc
ompl
ishe
d by
mea
ns o
f suc
hsi
mpl
e th
ings
as
push
but
tons
, pre
ssur
ese
nsiti
ve a
reas
on
disp
lay
scre
ens
and
even
voi
ce a
nd c
onst
ruct
ed a
nsw
ers.
The
res
pons
e of
stu
dent
s is
pro
cess
ed to
alte
r th
e pr
ogra
m a
nd ta
ilor
it to
his
need
s an
d hi
s st
ate
of k
now
ledg
e an
dco
mpr
ehen
sion
. It i
sn't
hard
to b
elie
veth
at s
uch
a w
ell d
esig
ned
syst
em o
f the
futu
re m
ay c
ome
clos
e to
pro
vidi
ng a
nef
fect
ive
tete
-a-t
ete
betw
een
each
stud
ent a
nd a
n ex
pert
tuto
r.In
sum
mar
y, h
ere
is a
quo
te fr
om a
stat
emen
t by
the
rese
arch
and
pol
icy
com
mitt
ee o
f the
Jul
y 19
68, C
om-
mitt
ee fo
r E
cono
mic
Dev
elop
men
t.T
he q
uote
rel
ates
to th
e go
als
ofin
stru
ctio
n w
hich
set
a lo
fty p
ositi
onfo
r us
to th
ink
abou
t. "I
t is
not t
he ta
skof
the
scho
ol to
pro
vide
fina
l sol
utio
nsfo
r al
l pro
blem
s bu
t rat
her
to e
quip
stud
ents
to fa
ce li
fe's
pro
blem
s in
telli
-ge
ntly
and
effe
ctiv
ely.
The
end
res
ult o
fco
mpe
tent
inst
ruct
ion
shou
ld b
e de
sire
and
resp
ect f
or k
now
ledg
e an
d th
e po
s-se
ssio
n of
ski
lls e
ssen
tial t
o ge
tting
and
usin
g kn
owle
dge.
Thi
s m
eans
com
pe-
tenc
e in
ver
bal s
kills
, esp
ecia
lly th
eab
ility
to r
ead
and
writ
e, to
use
lan-
guag
e ef
fect
ivel
y, in
the
iden
tific
atio
nan
d cl
assi
ficat
ion
of fa
cts,
and
in th
efo
rmat
ion
and
com
mun
icat
ion
of id
eas.
It is
mor
e im
port
ant t
o ge
nera
te in
tel-
lect
ual
curio
sity
and
apa
ssio
n fo
rkn
owle
dge
and
to c
ultiv
ate
good
hab
itsof
thou
ght a
nd in
quiry
than
to c
once
n-tr
ate
on le
arni
ng c
ount
less
det
aile
dfa
cts
whi
ch m
ay s
oon
be fo
rgot
ten
and
aban
done
d."
I bel
ieve
it's
onl
y by
car
eful
ble
nd-
ing
of th
e sk
ills
of th
e ed
ucat
or a
nd th
ete
chno
logi
st th
at w
e ca
n ho
pe to
achi
eve
thes
e lo
fty g
oals
.
Tec
hnol
ogy
And
In iv
i e81
Cui
ldin
g H
aPds
vaP
s 8y
21em
sDR
. AN
NA
L. H
YE
RE
xecu
tive
Sec
reta
ryD
epar
tmen
t of A
udio
-Vis
ual I
nstr
uctio
nN
atio
nal E
duca
tion
Ass
ocia
tion
I mig
ht a
s w
ell a
dmit
to y
ou b
efor
eyo
u fin
d it
out f
or y
ours
elve
s th
atI a
m
m is
assi
gned
and
not
com
pete
nten
ough
to h
andl
e th
is to
pic.
I am
not
an e
xper
t on
build
ing
plan
ning
.I d
o no
tbe
lieve
that
we
yet h
ave
tech
nolo
gica
lha
rdw
are
syst
ems.
Last
ly,
I am
an
adm
inis
trat
or a
nd a
s ha
s of
ten
been
sai
dth
ey te
nd to
kno
w m
ore
and
mor
eab
out l
ess
and
less
. The
sav
ing
grac
e an
dm
y so
urce
of c
omfo
rt is
that
the
chai
r-m
anan
dth
ere
acto
rar
ebo
thco
mpe
tent
.W
hat I
am
goi
ng to
do,
ther
efor
e, is
to d
escr
ibe
brie
fly th
e ch
angi
ng e
duca
-tio
nal s
cene
as
it re
late
s to
inst
ruct
iona
lte
chno
logy
and
mak
e so
me
sugg
estio
nsas
to w
hat t
his
mea
ns fo
r sc
hool
plan
tde
sign
.
Edu
catio
nal S
ettin
gN
ever
in th
e hi
stor
y of
the
Uni
ted
Sta
tes
have
we
been
look
ing
at s
ocie
tal
prob
lem
s so
inte
ntly
and
so
open
ly, o
rst
rugg
led
so h
ard
to fi
nd n
ew w
ays
ofco
ping
with
them
. The
sch
ools
as
usua
lar
e co
min
g in
for
maj
or c
ritic
ism
. In
aw
ay, t
his
is h
ighl
y co
mpl
imen
tary
. The
Am
eric
an p
eopl
e ha
ve a
mira
culo
usfa
ith in
thei
r sc
hool
s. T
his
is o
ne o
f the
reas
ons
the
scho
ols
are
ofte
n m
ade
the
scap
egoa
t of s
ocie
tal p
robl
ems.
Her
e ar
e so
me
of th
e th
ings
edu
ca-
tors
are
hea
ring.
1. Y
oum
ust
educ
ate
all
the
child
ren
of a
ll th
e pe
ople
plus
mor
epr
e-sc
hool
chi
ldre
n an
d ad
ults
to a
quan
titat
ive
and
qual
itativ
e le
vel p
revi
-
ousl
y th
ough
t im
poss
ible
or
impr
ac-
tical
. Of c
ours
e, th
e pu
blic
wan
ts th
isdo
ne w
ith n
o in
crea
se in
exp
endi
ture
s!2.
You
mus
t edu
cate
indi
vidu
als
soth
at th
ey c
an li
ve p
rodu
ctiv
e an
d w
ell-
adju
sted
live
s in
the
dens
ely
popu
late
dur
ban
area
s an
d w
here
man
y m
inor
itygr
oups
are
con
cent
rate
d.3.
You
mus
t pre
pare
peo
ple
to li
vein
a m
ore
de-p
erso
naliz
ed te
chno
logi
cal
soci
ety.
4. Y
ou m
ust p
repa
re s
tude
nts
toco
pe w
ith c
hang
e an
d to
be
com
mite
dto
life
-long
lear
ning
.5.
You
mus
t pre
pare
stu
dent
s to
be
bette
r ci
tizen
s of
the
Uni
ted
Sta
tes
and
the
wor
ld.
6. Y
ou m
ust e
duca
te fo
r cr
eativ
eus
e of
an
amou
nt o
f fre
e tim
e an
d
leis
ure
hith
erto
thou
ght i
mpo
ssib
le to
obta
in.
The
se th
ings
and
man
y m
ore
we
educ
ator
s ar
e as
ked
to d
o at
a ti
me
ofse
vere
env
ironm
enta
l unr
est.
Stu
dent
sar
e m
ore
mili
tant
. The
y ar
ede
man
ding
a pa
rt in
edu
catio
nal d
ecis
ion
mak
ing,
that
sch
oolin
g be
mor
e re
leva
nt to
life
and
that
new
met
hods
be
used
. The
text
-cen
tere
d sc
hool
and
rea
d an
d re
cite
tech
niqu
es c
an n
o lo
nger
com
pete
with
the
new
med
ia o
f com
mun
icat
ion
whe
reby
stu
dent
s le
arn
outs
ide
the
scho
ol.
Tea
cher
s to
o ar
e be
com
ing
mili
tant
.T
hey
wan
t hig
her
sala
ries,
yes
, but
they
also
wan
t mor
e an
d be
tter
teac
hing
mat
eria
ls a
nd fa
cilit
ies.
The
y w
ant m
ore
time
for
plan
ning
inst
ruct
iona
lpr
o-gr
ams
and
to w
ork
with
indi
vidu
alst
uden
ts.
The
pub
lic is
mor
e m
ilita
ntto
oab
out e
duca
tion.
The
yar
e vo
ting
dow
nlo
cal b
ond
issu
es, d
eman
ding
inst
ant
impr
ovem
ents
, wan
ting
a vo
ice
in r
un-
ning
the
scho
ols
and
dem
andi
ngm
ore
effic
ient
and
effe
ctiv
e sc
hool
ing.
Edu
cato
rs' R
espo
nse
Edu
cato
rs h
ave
neve
r be
en s
atis
fied
with
the
scho
ols.
The
y ha
ve a
lway
sbe
en tr
ying
new
met
hods
, upd
atin
gco
nten
t and
mak
ing
num
erou
s ot
her
alte
ratio
ns. T
hese
, for
the
mos
tpa
rt,
have
bee
n gr
adua
l im
prov
emen
tsov
erfa
irly
long
per
iods
of t
ime.
Thi
s te
ch-
niqu
eis
no lo
nger
sat
isfa
ctor
y fo
rre
ason
s I w
ill to
uch
upon
late
r.E
duca
tors
kno
w th
at p
rese
ntly
they
are
faili
ng w
ith a
bout
20
perc
ent o
f the
stud
ents
. Man
y in
nova
tive
prac
tices
,th
eref
ore,
are
bei
ng tr
ied
out.
Som
ere
late
to n
ew c
urric
ulum
con
tent
and
goal
s, e
.g.,
emph
asis
on
inqu
iry, c
reat
iv-
ity, p
robl
em s
olvi
ng a
nd r
eal l
ife p
rob-
lem
s. Som
e of
the
inno
vatio
ns r
elat
eto
new
orga
niza
tiona
lpa
ttern
sw
hich
affe
ct s
tude
nts
and
teac
hers
,e.
g., t
eam
teac
hing
, non
-gra
ded
scho
ol, i
ndep
end-
ent s
tudy
and
diff
eren
tiate
d st
affin
g.O
ther
inno
vatio
ns r
elat
ed to
the
use
of n
ew in
stru
ctio
nal t
echn
olog
y is
tost
ore,
ret
rieve
, or
tran
smit,
som
etim
esov
er lo
ng d
ista
nces
, aud
io, v
isua
l and
text
ual m
essa
ges
and
to in
crea
se in
ter-
actio
n. T
his
new
tech
nolo
gy u
sual
lypl
ays
an im
port
ant r
ole
in im
plem
ent-
ing
any
new
cur
ricul
ar o
r ad
min
istr
ativ
ech
ange
as
we
will
see
late
r.
Mea
ning
for
Sch
ool D
esig
nO
ut o
f exp
erim
enta
tion
of th
e la
stte
n ye
ars,
som
e pr
inci
ples
see
m to
be
emer
ging
whi
chha
ve m
eani
ng fo
r
scho
ol b
uild
ing
desi
gn. W
e do
n't h
ave
the
brig
ht a
nd s
hini
ng e
xam
ples
yet
for
me
to s
how
you
her
e to
day,
but
we
are
begi
nnin
g to
kno
w th
e na
ture
of t
heac
tiviti
es, t
ools
and
faci
litie
s w
e w
ant t
oho
use
inth
e le
arni
ng a
nd te
achi
ngen
viro
nmen
t.
Sch
ool B
uild
ings
The
con
vent
iona
l sch
ool b
uild
ing
has
a nu
mbe
r of
une
cono
mic
al fe
atur
esin
clud
ing
long
cor
ridor
s, la
rge
lobb
ies,
mas
sive
caf
eter
ias,
mul
ti-pu
rpos
e cl
ass-
room
s,an
dov
ersi
zed
inde
pend
ent
stud
y ar
eas.
In th
e sa
me
build
ing,
cos
tsm
ay b
e re
duce
d by
new
sch
edul
ing
arra
ngem
ents
that
do
not r
elea
se a
llpu
pils
reg
ular
ly a
t the
sam
e tim
es o
f the
day,
by
usin
g ap
prop
riate
inde
pend
ent
stud
y ar
eas
as a
cces
s ro
utes
, by
spre
ad-
ing
eatin
g tim
es a
nd u
sing
sel
f-se
rvic
eca
ntee
ns,
byde
sign
ing
new
orre
mod
eled
faci
litie
ses
peci
ally
for
larg
e-gr
oup
inst
ruct
ion,
sm
all-g
roup
dis
-cu
ssio
n, a
nd in
depe
nden
t stu
dy a
nd b
yut
ilizi
ngco
mm
unity
reso
urce
sfo
rin
depe
nden
t stu
dy.
The
impo
rtan
t con
side
ratio
n is
that
we
mus
t sav
e m
oney
on
scho
ol b
uild
-in
gs a
nd g
roun
ds s
o th
at w
e ha
vem
ore
fund
s fo
r th
e m
ore-
impo
rtan
t (so
far a
sin
fluen
cing
qua
lity
of p
upil
lear
ning
)ed
ucat
iona
l equ
ipm
ent a
nd s
uppl
ies.
Sch
ool b
uild
ings
and
gro
unds
can
bem
uch
smal
ler
than
at p
rese
nt a
s th
eto
tal c
omm
unity
bec
omes
incr
easi
ngly
the
educ
atio
nal s
ettin
g. M
oreo
ver,
the
build
ing
shou
ld b
e an
evo
lvin
g th
ing,
not a
fait
acco
mpl
i; it
shou
ld b
e a
plac
ew
here
teac
hers
and
pup
ils w
ork,
not
anov
eraw
ing
edifi
ce.
Dr.
Mei
erhe
nry
of th
e U
nive
rsity
of
Neb
rask
a ha
s vi
sual
ly d
iagr
amed
his
conc
ept e
mbo
dyin
g th
e te
achi
ng a
rea,
the
lear
ning
are
a an
d th
e so
cial
inte
r-ch
ange
are
a.Le
t's lo
ok a
t som
e ex
ampl
es o
f the
activ
ities
whi
ch g
o on
in th
ese
type
s of
area
s an
d th
e ty
pes
of to
ols
appr
opri-
ated
for
each
. We
mus
t rem
embe
r th
atin
the
illus
trat
ions
, the
faci
litie
s in
use
are
only
mod
erat
ely
adeq
uate
for
the
purp
oses
for
whi
ch th
ey a
re p
rese
ntly
bein
g us
ed.
The
firs
t exa
mpl
e is
from
Hag
er-
man
, Ida
ho a
tow
n of
430
with
an
N.S
.(G
rade
s 7-
12)
with
180
stu
dent
s an
d 14
teac
hers
.I
will
sho
w 1
0" fr
om th
eop
enin
g of
the
film
"M
ore
Diff
icul
tT
han
Alik
e."
Aud
io-v
isua
l mat
eria
ls w
ere
bein
gus
ed b
y st
uden
ts fo
r:I n
form
atio
n ga
ther
ing
film
strip
s,m
otio
n pi
ctur
es, t
elev
isio
n, te
leph
one
Inde
pend
ent
stud
ydi
alac
cess
,8m
m s
ilent
mot
ion
pict
ure,
pro
gram
edin
stru
ctio
nD
isco
very
and
inqu
iry e
duca
tiona
lga
mes
, com
pute
r-ba
sed
inst
ruct
ion
Sel
f -A
nal
ysis
ofpe
rfor
man
cela
ngua
gela
bora
torie
s,vi
deot
ape
reco
rder
sN
ext,
I will
sho
w a
seg
men
t of a
film
from
Pur
due
Uni
vers
ity "
The
Aut
o-T
utor
ial S
yste
m"
show
ing
a si
mila
rco
ncep
t app
lied
to c
olle
ge B
otan
yte
achi
ng.
Let's
look
nex
t at t
he to
ols
whi
chsu
ppor
t the
larg
e gr
oup
activ
ities
whi
char
e m
ore
teac
her
dom
inat
ed. T
he to
ols
used
tend
to a
id o
r am
plify
the
teac
her.
To
aid
the
live
teac
hers
' pre
sent
a-tio
n w
e ha
ve o
verh
ead
and
mul
ti-sc
reen
proj
ectio
n.T
oad
dou
tsid
e"m
edia
ted"
reso
urce
s w
e ha
ve te
levi
sion
, tel
elec
ture
and
audi
o ta
pe.
To
mon
itor
stud
ent r
espo
nse
we
have
a s
tude
nt r
espo
nse
syst
em.
Less
thou
ght h
as b
een
give
n to
tool
sto
sup
port
stu
dent
s an
d te
ache
rs in
smal
l gro
up d
iscu
ssio
n an
d in
tera
ctio
nac
tiviti
es.
If a
varie
ty o
f mat
eria
ls is
bein
g us
ed to
pre
sent
idea
s an
d us
ed b
y
stud
ents
in th
eir
inde
pend
ent s
tudy
,is
n't i
t log
ical
that
tool
sm
ay a
lso
bene
eded
to s
timul
ate
disc
ussi
on to
rec
all
data
and
to s
erve
as
a te
stin
g si
tuat
ion?
The
se s
pace
s sh
ould
, the
refo
re,
acco
m-
mod
ate
the
use
of o
verh
ead
proj
ecto
rs,
smal
l film
strip
and
8m
m p
roje
ctor
s,di
spla
y of
pic
ture
s an
d ob
ject
s, a
ndus
eof
felt
boar
d, e
tc.
The
mos
t ove
rlook
ed a
rea
in s
choo
lbu
ildin
g pl
anni
ngis
the
spac
e an
dfa
cilit
ies
to s
uppo
rt th
ese
med
ia s
ervi
ces
som
etim
es c
alle
d an
aud
iovi
sual
cent
er, i
nstr
uctio
nal m
ater
ials
cen
ter
orle
arni
ng r
esou
rces
cen
ter.
The
big
sin
gle
room
or
com
plex
whi
ch c
ould
sto
re a
llth
e te
achi
ng m
ater
ials
and
sea
ton
e-th
ird o
f the
stu
dent
pop
ulat
ion
isou
t.D
ecen
tral
izat
ion
is th
e ke
y. T
his
may
mea
n de
cent
raliz
atio
n of
the
mat
eria
lsst
orag
e. B
ut b
ecau
se it
is n
ow o
ften
easi
er to
mov
e im
form
atio
n th
an to
mov
e st
uden
ts a
nd/o
r m
ater
ials
, it m
aym
ean
elec
tron
ic d
eliv
ery
to r
emot
e an
dsc
atte
red
loca
tions
ofin
form
atio
nce
ntra
lly s
tore
d. E
xam
ples
are
use
ofth
e di
al a
cces
s sy
stem
, CC
TV
and
com
pute
r st
orag
e w
ithre
trie
val
atre
mot
e co
nsol
es.
The
se m
edia
sup
port
func
tions
mus
t be
hous
ed in
app
ropr
iate
loca
-tio
ns. T
he v
ario
us ty
pes
of lo
catio
nsar
e:1.
Sto
rage
of a
wid
e va
riety
of
lear
ning
res
ourc
es fo
r us
e by
stu
dent
san
d te
ache
rs.
2. E
quip
men
t and
rel
ated
faci
litie
sap
prop
riate
for
and
easi
ly u
sed
in in
di-
vidu
al, s
mal
l gro
up a
nd la
rge
grou
pse
tting
s.3.
Spa
ce to
acc
omm
odat
epr
epar
a-tio
n of
a w
ide
rang
e of
teac
hing
mat
er-
ials
, e.g
., m
imeo
grap
hed
mat
eria
l, au
dio
tape
s, tr
ansp
aren
cies
, cha
rts
and
othe
rgr
aphi
cs, s
lides
, TV
less
ons,
etc
. Thi
sin
clud
es s
pace
for
stor
age
ofra
wm
ater
ials
,op
erat
ion
ofpr
oduc
tion
equi
pmen
t and
spa
ce fo
r co
nfer
ence
sof
teac
hers
and
med
ia s
peci
alis
ts a
sth
eypl
an a
nd d
esig
n in
stru
ctio
nal m
essa
ges.
4. S
pace
to a
ccom
mod
ate
min
oreq
uipm
ent r
epai
r an
d se
rvic
ing.
"Sch
ool M
edia
Sta
ndar
ds"
will
be
publ
ishe
djo
intly
by
the
Am
eric
anA
ssoc
iatio
n of
Sch
ool L
ibra
rians
and
the
Dep
artm
ent o
f Aud
iovi
sual
Inst
ruc-
tion
early
in 1
969.
Thi
spu
blic
atio
n w
illgi
ve in
mor
e de
tail
the
philo
soph
yof
the
inst
ruct
iona
l mat
eria
ls c
ente
ran
d
the
quan
titie
s of
sta
ff, m
ater
ial,
equi
p-m
ent a
nd s
pace
nee
ded
for
qual
ityed
ucat
ion
in a
n in
nova
tive
scho
olin
1969
. Lloy
d T
rum
p in
a p
aper
ent
itled
"Nee
ded
Cha
nges
for
Fur
ther
I np
rove
-m
ent o
f Sec
onda
ryE
duca
tion
in th
eU
nite
d S
tate
s" s
ugge
sts
the
type
sof
spac
es n
eede
d an
d su
gges
tsth
e st
uden
tca
paci
ty r
equi
red
in e
ach
for
a sc
hool
of1,
260
stud
ents
.1.
Lar
ge-g
roup
inst
ruct
ion
2
spac
es fo
r 30
0 st
uden
tsea
ch; w
ill b
eus
ed a
bout
60
perc
ent o
f the
tim
e.2.
Sm
all-g
roup
dis
cuss
ion
20
spac
es fo
r 15
stu
dent
sea
ch; w
ill b
e us
ed
abou
t 75
perc
ent o
f the
tim
e.3.
Inde
pend
ent s
tudy
Soc
ial R
oom
-Can
teen
capa
city
200
stud
ents
Libr
ary
capa
city
100
stu
dent
sC
onfe
renc
e R
oom
sca
paci
ty 1
00
stud
ents
Clo
se S
uper
viso
n A
rea
capa
city
50 s
tude
nts
Lear
ning
Lab
orat
orie
s or
Res
ourc
eC
ente
r, P
erha
ps 2
5ca
paci
ty 8
00st
uden
ts w
ill b
e us
ed a
bout
67
perc
ent
of th
e tim
e.E
ight
spa
ces,
eac
h ab
out 1
,200
sq.
feet
(on
e fo
r ea
ch o
f the
are
as o
f kno
w-
ledg
e) w
here
pup
ils c
an r
ead,
writ
e,th
ink,
list
en, v
iew
, and
con
vers
equ
ietly
plus
an
area
for
each
maj
orsu
bjec
t are
a
with
the
"too
ls o
f the
trad
e."
Diff
icul
ties
In c
losi
ng,
I wis
h to
ack
now
ledg
eth
at th
ere
are
man
y di
fficu
lties
to p
lan-
ning
, bui
ldin
g an
d us
ing
the
kind
ofsc
hool
bui
ldin
gI
have
bee
n ta
lkin
gab
out. One
pro
blem
is th
e ra
pid
chan
ge in
tech
nolo
gy it
self.
Som
e ta
ke a
"let's
wai
t and
see
" at
titud
e. W
ill d
ial a
cces
sre
plac
e th
e la
ngua
ge la
bora
tory
?W
hat
form
at o
f 8m
m w
ill w
in o
ut?
Wha
t will
be th
e ro
le o
f the
com
pute
r, e
tc.?
But
we
can'
t sto
p an
d w
ait.
The
bes
t we
can
do is
to b
uild
in fl
exib
ility
and
toal
low
for
early
obs
oles
cenc
e. W
e se
em to
nee
dm
ore
spac
e pe
r st
uden
tan
d m
ore
adeq
uate
and
bet
ter
spac
ed e
lect
rical
supp
lies.
Ano
ther
pro
blem
is th
at fa
culty
read
ines
s fo
r in
nova
tive
prog
ram
s do
esno
t alw
ays
occu
r si
mul
tane
ousl
yw
ithth
e pl
anni
ng fo
r ne
w b
uild
ings
.E
ven
mor
e se
rious
is th
efa
ilure
to u
nder
stan
dth
at te
chno
logy
to s
ucce
ed r
equi
res
asy
stem
s ap
proa
ch. A
ll pa
rts
of th
e pr
o-gr
am m
ust m
ove
forw
ard
toge
ther
in a
coor
dina
ted
way
.W
hat i
s th
is te
chno
logy
that
we
expe
ct to
alte
r sc
hool
bui
ldin
gde
sign
? I
like
Cha
rles
Hob
an's
def
initi
on:
Tec
hnol
ogy
is n
ot ju
st m
achi
nes
and
men
. It i
s a
com
plex
, int
egra
ted
orga
niza
tion
of m
en a
nd m
achi
nes,
of
idea
s, o
f pro
cedu
res,
and
of m
anag
e-m
ent.
II
Tec
hnol
ogy
And
Dis
tpic
t-W
ide
Nar
atis
vspe
Sy M
aras
I loo
k on
the
use
of m
edia
faci
litie
s,ju
st a
s w
e vi
ew a
pplia
nces
in o
ur h
omes
,as
util
ities
. I d
on't
belie
ve a
ny o
f us
ever
thin
k tw
ice
abou
t tur
ning
on
the
wat
erfa
ucet
and
exp
ectin
g w
ater
to c
ome
out,
or tu
rnin
g on
the
gas
stov
e an
dex
pect
ing
som
e ga
s to
issu
e fo
rth
ordi
alin
g th
e te
leph
one
and
getti
ng a
num
ber.
We
go th
roug
h th
ese
kind
s of
thin
gs th
at a
re v
ery
cust
omar
y at
hom
e.Y
et, a
s so
on a
s w
e be
gin
to s
ay th
at w
esh
ould
use
the
sam
e ap
proa
ch in
the
scho
ol w
here
it b
rings
thes
e se
rvic
es o
nta
p so
that
they
are
con
veni
ent f
or th
ete
ache
r or
lear
ner,
we
begi
n to
rea
ct ju
sta
little
bit
diffe
rent
ly. I
f we
begi
n to
look
on
the
med
ia fa
cilit
ies
of th
e pr
e-se
nt a
nd o
f the
nea
r fu
ture
as
conv
en-
ienc
es th
at w
ill ta
ke a
way
all
of th
ear
duou
s ki
nds
of p
repa
ratio
n th
at w
e've
had
to d
o th
us fa
r in
ord
er to
use
med
iaof
any
kin
d, th
en p
erha
ps w
e ha
ve a
very
rea
sona
ble
and
logi
cal b
asis
for
look
ing
at th
ings
.It
was
men
tione
d th
at p
rogr
amed
lear
ning
was
hav
ing
som
ewha
t of a
rebi
rth.
At t
his
time,
we'
re b
enef
iting
from
wha
t hap
pene
d in
this
fiel
d al
mos
ta
deca
de a
go in
not
just
goi
ng o
ff in
all
dire
ctio
ns w
ith a
sim
ple
form
at w
hich
cann
ot m
eet a
ll of
the
inst
ruct
iona
lne
eds.
Tod
ay, w
e re
ally
are
ben
efiti
ngfr
om th
e in
vest
igat
ions
that
hav
e go
nein
to th
eorie
s of
teac
hing
and
lear
ning
.W
e se
e th
at th
ere
are
diffe
rent
kin
ds o
fm
ater
ials
that
we
can
use
for
inst
ruct
ion.
My
assi
gned
topi
c is
"D
istr
ict W
ide
Sys
tem
s" b
ut I'
dlik
e to
firs
t tak
e a
min
ute
or tw
o to
mak
e th
e po
int t
hat i
ndi
stric
t wid
e sy
stem
swhi
ch w
illso
onsp
read
out
into
sta
te-w
ide,
reg
iona
l,na
tiona
l, an
d in
tern
atio
nal s
yste
ms
each
indi
vidu
al s
choo
l and
bui
ldin
gm
ust b
e eq
uipp
ed in
a fl
exib
le m
anne
rth
at w
ill a
ccom
mod
ate
hook
ing
up to
such
net
wor
ks. A
s w
e ta
lk a
bout
indi
-vi
dual
sch
ool b
uild
ings
, I th
ink
we
can
poin
t to
som
e se
vera
l doz
en in
stal
la-
tions
over
the
coun
try
that
have
actu
ally
gon
e in
this
gen
eral
dire
ctio
n.T
hese
inst
itutio
ns h
ave
put i
nso
me
kind
s of
tota
l com
mun
icat
ions
or to
tal
inst
ruct
iona
l fac
ilitie
s, b
ut th
ey d
on't
have
all
of th
e se
rvic
es th
at w
e kn
ow c
anbe
bui
lt in
to th
e sy
stem
.A
n ar
chite
ctge
nera
lly s
ub-c
on-
trac
ts d
iffer
ent k
inds
of s
ub-s
yste
ms,
for
exam
ple
the
cloc
k-be
ll sy
stem
,C
CT
U d
istr
ibut
ion,
inte
rcom
, etc
., bu
tra
rely
are
thes
e fa
cilit
ies
inte
grat
ed. I
nth
is r
oom
, we
have
fluo
resc
ent l
ight
sw
hich
can
be
dim
med
and
this
is s
ome-
thin
g th
at m
aybe
you
wan
t to
get i
nto
and
may
be y
ou d
on't.
But
, in
som
eca
ses,
if y
ou d
on't
coor
dina
te th
e pl
an-
ning
of l
ight
s fo
r th
e us
e of
tele
visi
on,
then
you
rea
lly h
ave
a pr
oble
m. S
ome
light
inst
alla
tions
hav
e ba
llast
s th
atpr
oduc
e a
very
pro
noun
ced
60 c
ycle
hum
and
if y
ou h
ave
this
pre
sent
in a
room
whe
re y
ou in
tend
to b
ring
am
icro
phon
e an
d a
tele
visi
on c
amer
a,yo
u ar
e go
ing
to p
ick
up a
lot o
f thi
shu
m a
nd n
ot h
ave
very
goo
d au
dio
trac
ks o
n th
e vi
deo
tape
rec
ordi
ngs.
So,
light
ing
shou
ld n
ot b
e a
sepa
rate
or
isol
ated
con
trac
t in
the
plan
ning
.A
s an
othe
r ex
ampl
e, m
any
clas
s-ro
oms
have
uni
t ven
tilat
ors
and
a lo
t of
thes
e ar
e hi
gh v
eloc
ity d
evic
es. H
ere
DR
. PH
I LIP
LE
WIS
Pre
side
ntIn
stru
ctio
nal D
ynam
ics,
Inc.
agai
n w
hen
you
get t
he a
ir ru
sh, y
oual
so p
rodu
ce a
lot o
f noi
se fo
r pi
ckup
by
mic
roph
ones
. If y
ou d
esig
n an
y ki
nd o
fst
udio
for
prod
uctio
n, y
ou w
ould
hav
eto
hav
e lo
w v
eloc
ity s
yste
ms
whi
ch,
agai
n, w
ould
not
adv
erse
ly a
ffect
the
kind
of t
hing
s th
at y
ou a
re g
oing
to d
o.I k
now
of o
ne s
tudi
o se
t up
in o
neof
our
nei
ghbo
ring
stat
es w
here
it w
asne
cess
ary
to c
ool d
own
the
who
lest
udio
and
then
turn
off
the
cond
ition
erso
that
you
cou
ld p
rodu
ce a
pro
gram
and
reco
rd it
with
out n
oise
. You
then
turn
ed it
on
agai
n to
coo
l thi
ngs
dow
nbe
fore
you
wer
e re
ady
for
the
next
prod
uctio
n.
Som
e of
the
indi
vidu
al s
yste
ms
that
wer
ein
stal
led
incl
uded
dis
trib
utio
nfa
cilit
ies
for
tele
visi
on p
rogr
ams
that
are
rece
ived
off
the
air.
Nob
ody,
in th
ebe
ginn
ing,
thou
ght o
f com
bini
ng o
rigi-
natio
n te
levi
sion
sys
tem
s th
at w
ould
tie
into
the
off-
the-
air
dist
ribut
ion
sys-
tem
s. A
s w
e re
view
stu
dy c
arre
ls a
ndin
divi
dual
use
of v
ideo
, the
se a
reas
als
osh
ould
be
part
of t
he to
tal s
yste
m.
11
12
Man
y sc
hool
s ar
e pu
tting
in a
sin
gle
cabl
e di
strib
utio
n sy
stem
with
the
idea
that
they
can
inse
rtin
-sch
ool p
ro-
gram
ing
on c
hann
els
not u
sed
by te
le-
visi
on s
tatio
ns in
the
vici
nity
. But
, as
soon
as
you
get i
nto
inst
ruct
iona
l tel
e-vi
sion
and
try
to in
divi
dual
ize
it or
try
to p
rovi
de e
noug
h pr
ogra
min
g so
that
itbe
com
es s
igni
fican
t, yo
u fin
d th
at th
esi
ngle
cab
le is
rea
lly n
ot th
e an
swer
. So
in w
orki
ng w
ith s
choo
ls, o
ne o
f the
thou
ghts
bec
omin
g qu
ite p
reve
lant
toda
y is
that
it is
not
pos
sibl
e w
hen
you
build
a s
choo
l to
real
ly e
nvis
ion
all o
fth
e ap
plic
atio
ns o
f com
mun
icat
ions
and
med
ia.
The
refo
re, t
he s
choo
l sho
uld
not b
ede
sign
ed fo
r al
l of t
he fa
cilit
ies
imm
edi-
atel
y bu
t arr
ange
men
ts m
ade
inst
ead
tobe
abl
e to
acc
omm
odat
e th
e pr
ogre
ssiv
ead
ditio
n of
suc
h fa
cilit
ies
as n
eeds
are
iden
tifie
d an
d fu
nds
beco
me
avai
labl
efo
rte
rmin
aleq
uipm
ent.
Inm
any
inst
ance
s w
here
sch
ools
hav
e hu
ngce
iling
s in
the
halls
, you
can
put
in a
dual
tray
sys
tem
that
is c
apab
le o
fca
rryi
ng b
oth
the
AC
con
duct
ors
and
the
audi
o an
d co
axia
l cab
le m
ater
ials
.S
ome
inst
itutio
ns a
re p
uttin
g in
a la
rge
cont
rol b
ox in
the
wal
l, in
eve
ry c
lass
-ro
om, i
nstr
uctio
nal s
pace
or
sem
inar
room
. Som
e co
ndui
t stu
bs g
o up
from
the
box
to th
e ov
erhe
ad a
nd te
rmin
ate
just
bey
ond
the
drop
cei
ling.
The
re is
noth
ing
in th
em in
itial
ly.
You
may
als
o ha
ve s
ome
cond
uit
stub
s le
adin
g fr
om th
e bo
ttom
of t
heco
ntro
l box
for
conn
ectio
n to
pow
erso
urce
s. W
ith th
is b
asic
faci
lity
you
have
com
plet
e fle
xibi
lity
and
can
run
cabl
es in
from
the
hall
to th
e ov
erhe
addo
wn
to th
e co
ntro
l box
and
mak
e an
yim
med
iate
or
futu
re c
onne
ctio
ns w
ith-
out
tear
ing
the
build
ing
apar
t or
with
out
runn
ing
surf
ace-
mou
nted
cond
uit.
The
firs
t maj
or id
ea th
en, i
s th
atyo
u ca
n't p
lan
for
ever
ythi
ng n
ow, b
utyo
u ca
n pl
an n
ow fo
r th
e ad
ditio
n of
prac
tical
ly e
very
thin
g la
ter.
Ith
ink
getti
ngin
todi
stric
t-w
ide
syst
ems
shou
ld c
ause
us
to c
onsi
der
wha
t som
eof
the
hard
war
e ca
pabi
litie
s ar
e. T
hese
wer
eso
mew
hat
sum
mar
ized
this
mor
ning
by
Mr.
She
tler.
The
y br
eak
dow
n ba
sica
llyin
to tw
o ki
nds
ofse
rvic
es. O
ne is
the
serv
ice
of s
uppl
yw
here
som
e m
ater
ials
are
pro
cess
ed a
nddu
plic
ated
cen
tral
ly a
nd th
en d
eliv
ered
to a
ll of
the
scho
ols
or a
ll of
the
agen
cies
in th
e di
stric
t. T
he s
econ
d ap
proa
ch is
to e
lect
roni
cally
dis
trib
ute
and
inte
r-ch
ange
info
rmat
ion
via
eith
er te
leph
one
lines
or
coax
ial c
able
and
mic
row
ave
links
bet
wee
n th
e sc
hool
s in
a d
istr
ict.
Ibr
ough
t thi
s sm
all t
ape
cass
ette
alon
g be
caus
e it
repr
esen
ts a
n im
por-
tant
cont
empo
rary
dev
elop
men
tin
audi
o re
cord
ing.
The
re's
a lo
t of c
on-
fusi
onin
defin
ing
the
diffe
renc
ebe
twee
n a
cass
ette
and
a c
artr
idge
. The
cass
ette
is a
ree
l-to-
reel
type
arr
ange
-m
ent c
onta
ined
in a
hou
sing
, suc
h as
the
Nor
elco
mod
el w
hich
is w
idel
y us
ed.
The
car
trid
ge is
bas
ical
ly a
sin
gle
tape
loop
. It i
s re
petit
ive
and
self-
rew
indi
ng.
Bot
h de
sign
s ha
ve a
dvan
tage
s an
d di
sad-
vant
ages
. The
sel
f-re
win
ding
feat
ure
ofth
e ca
rtrid
ge m
eans
that
whe
n yo
u ar
efin
ishe
d lis
teni
ng to
a r
ecor
ding
, it's
read
y to
go
agai
n. O
n th
e ca
sset
te, y
oudo
hav
e to
rew
ind
but y
ou g
et m
uch
mor
e fle
xibi
lity
in u
sing
the
tech
niqu
esof
lang
uage
labo
rato
ryin
stru
ctio
nw
here
for
exam
ple
you
go b
ack
tore
view
seg
men
ts o
f the
rec
ordi
ng a
t any
time.
The
car
trid
ge is
use
d in
mos
t aut
o-m
obile
mon
aura
l and
ste
reo
syst
ems
asw
ell a
s in
hom
e co
nsum
er p
rodu
cts.
Dur
ing
the
next
two
or th
ree
year
s,th
ere
will
be
a -v
ery
wid
espr
ead
use
ofbo
th th
e ca
sset
te a
nd th
e ca
rtrid
ge.
0.1"
lN1.
1
am,
VIP
,..r
rt:
Syl
vani
a ha
s ju
st p
ut o
ut th
e "h
ome
ente
rtai
nmen
t cen
ter.
"It
cont
ains
ate
levi
sion
rece
iver
,sl
ide
proj
ecto
r,fly
ing
spot
sca
nner
and
cas
sette
aud
ioun
it th
at e
nabl
es y
ou to
pro
ject
you
rsl
ides
(w
ith a
udio
) on
TV
rat
her
than
on
a pr
ojec
tion
scre
en.
Som
e of
the
othe
r eq
uipm
ent c
om-
bina
tions
avai
labl
ein
clud
e po
rtab
leca
sset
te p
layb
ack
reco
rder
uni
ts a
ccom
-pa
nied
by
AM
-FM
tune
rs. T
his
mea
nsth
at a
nyon
e ca
n tu
ne in
a b
road
cast
prog
ram
and
rec
ord
it on
a c
asse
tte in
the
little
tiny
uni
t tha
t wei
ghs
no m
ore
than
abo
ut a
pou
nd a
nd a
hal
f or
two
poun
ds.
Nor
elco
just
put
out
an
even
sm
alle
rca
rtrid
ge w
hich
is 5
/6"
x 1-
1/4"
x2-
1/4"
. It h
as c
apac
ity to
rec
ord
or p
lay
back
20
min
utes
of p
layi
ng ti
me.
The
tota
l rec
orde
r w
ith b
atte
ry w
eigh
s 12
ounc
es.
Oth
er c
ompa
nies
are
put
ting
out
tape
rec
orde
r/pl
ayba
ck u
nits
whi
ch a
reab
out t
he s
ize
of a
kin
g-si
ze c
igar
ette
pack
age
com
plet
e w
ith c
artr
idge
and
pow
er s
ourc
e. A
s yo
u se
e, th
is w
hole
reco
rdin
g ar
ea is
goi
ng to
affe
ct w
hat w
edo
with
edu
catio
nal p
ract
ices
in m
any
diffe
rent
way
s.A
s th
is d
evel
opm
ent c
ontin
ues,
perh
aps
inst
ead
of a
car
d in
the
libra
ryca
talo
gue
whi
ch w
ill s
how
whe
re a
tape
reco
rdin
g m
ight
be
foun
d,it
mig
htac
tual
ly b
e th
e re
cord
ing
itsel
f whi
chyo
u ca
n pu
ll ou
t jus
t as
you
may
ver
ysh
ortly
be
able
to ta
ke o
ut a
she
et o
fm
icro
fiche
film
inst
ead
of ta
king
a b
ook
off t
he s
helf.
We'
ll co
me
to th
at p
oint
inju
st a
mom
ent.
The
use
of a
udio
tape
s ca
n go
inm
any
diffe
rent
dire
clio
ns.
For
exam
ple,
for
man
y ye
ars,
par
ticul
arly
star
ting
with
Wor
ld W
ar II
, we
used
the
tach
isto
scop
e fo
r ai
rcra
ft re
cogn
ition
trai
ning
. Som
e of
you
may
rem
embe
rth
e W
EF
T s
yste
m. T
hen
we
bega
n to
use
this
app
roac
h in
teac
hing
rea
ding
toas
sist
lear
ners
in d
evel
opin
g pe
rcep
tion.
The
rea
ding
acc
eler
ator
cam
e ne
xt a
ndhe
lped
in d
ecre
asin
g th
e nu
mbe
r of
fix-
atio
ns p
er li
nes
of r
eadi
ng m
ater
ial.
Rec
ent e
xper
imen
tatio
n in
dica
ted
that
we
are
actu
ally
abl
e to
hea
r at
am
uch
mor
e ra
pid
rate
than
we
are
able
to s
peak
. Now
if th
is is
true
, and
the
expe
rimen
ts h
ave
mor
e or
less
sup
-po
rted
this
, the
n w
e ca
n do
the
sam
eki
nds
of th
ings
, in
effe
ct, i
n an
aud
iow
ay th
at w
e do
now
for
read
ing
acce
ler-
atio
n. A
nd s
o th
is E
ltro
devi
ce is
asp
eech
com
pres
sor"
if y
ou w
ant t
o us
eit
this
way
.
717,
5111
111
,HoN
trw
ELL
Thi
s m
eans
that
inst
ead
of li
sten
ing
to m
e as
I ta
lk a
t my
norm
al r
ate
you
wou
ld b
egin
to li
sten
to m
e as
I ta
lk a
t am
uch
incr
ease
d ra
te. T
his
mac
hine
can
take
a ta
pe r
ecor
ding
mad
e at
nor
mal
spee
ch r
ate,
com
pres
s it
to 2
0, 3
0, 4
0,or
eve
n at
a g
reat
er r
ate
than
the
high
erra
te ta
pes
can
be e
mpl
oyed
. The
pro
cess
will
not c
hang
e th
e pi
tch
of th
ere
cord
ed s
peec
h. J
ust a
s a
stud
ent m
ayta
ke a
boo
k an
d sk
im it
for
revi
ew, i
t is
now
pos
sibl
e to
take
a ta
pe o
f a le
ctur
ean
d lis
ten
to it
at a
mor
e ra
pid
rate
toco
nser
ve ti
me.
Thi
s te
chno
logy
, use
d w
ith b
lind
lear
ners
,co
uld
actu
ally
dou
ble
the
amou
nt o
f inf
orm
atio
n th
at w
ould
be
avai
labl
e to
them
in a
giv
en ti
me
perio
das
com
pare
d to
the
rate
use
d w
ith"t
alki
ng b
ooks
." C
ompr
esse
d sp
eech
tech
niqu
es a
re g
oing
to im
prov
e so
me
of th
e au
dio
appr
oach
es th
at w
e ar
eno
w u
sing
. The
re a
re s
ome
othe
r th
ings
you
can
do w
ith th
is d
evic
e. Y
ou c
an g
oth
e ot
her
way
and
exp
and
the
rate
ot
deliv
ery
with
out c
hang
ing
pitc
h. If
the
outp
ut is
fed
into
an
osci
llosc
ope,
asp
eech
ther
apis
t cou
ld m
ake
a vi
sual
diag
nosi
s of
cer
tain
kin
ds o
f abn
or-
mal
ities
.T
he th
ird th
ing
that
can
be
done
with
the
Eltr
o de
vice
rel
ates
to m
usic
. If
you
have
a m
usic
al a
rran
gem
ent t
hat
has
been
com
pose
d fo
r, s
ay, a
teno
r, it
isa
sim
ple
thin
g to
adj
ust i
t so
it w
illch
ange
pitc
h an
d ra
nge
and
use
it fo
r a
sing
er in
the
bass
ran
ge. W
e sh
ould
look
on a
ll of
thes
e ta
pe fa
cilit
ies
as h
avin
g an
alm
ost i
nfin
ite n
umbe
r of
app
licat
ions
for
inst
ruct
ion
and
lear
ning
.T
here
are
som
e cu
rren
t pro
gram
s of
subs
crip
tion
tape
s on
the
mar
ket.
With
this
med
ium
, you
don
't ha
ve to
wai
tun
due
perio
ds to
lear
n w
hat i
s re
ally
new
in a
giv
en a
rea
or fi
eld.
Of c
ours
e,ta
pe d
uplic
atin
g an
d di
strib
utio
n, w
illce
rtai
nly
be o
ne o
f the
pop
ular
cen
tra-
lized
func
tions
on
a di
stric
t-w
ide
scal
efo
r ob
viou
s re
ason
s.T
his
is a
car
ouse
l-typ
e pr
ogra
med
mac
hine
. The
se u
nits
are
use
d in
rad
iost
atio
n op
erat
ion
whe
re a
lmos
t eve
ry-
thin
g is
pre
-rec
orde
d an
d pu
t in
the
caro
usel
. Ins
tead
of p
roje
ctin
g sl
ides
, it
inse
rts
a ta
pe c
artr
idge
and
pla
ys o
nel
ectr
onic
cue
. Thi
s ar
rang
emen
t has
inte
rest
ing
poss
ibili
ties
for
rand
omac
cess
pro
gram
ing.
Ittiti
tittli
fEW
t
Her
e, o
f cou
rse,
is a
n in
ter-
com
-m
unic
atio
ns c
onso
le. M
ost s
choo
ls h
ave
such
equ
ipm
ent a
nd u
seit
rout
inel
yto
pag
e a
youn
gste
r in
cla
ss, o
r to
giv
eM
iss
Jone
s a
mes
sage
, etc
. But
, the
impo
rtan
t use
s of
the
inte
rcom
mun
i-ca
tions
sys
tem
are
yet
to b
e ex
ploi
ted.
For
exa
mpl
e, in
put
ting
in a
n in
ter-
com
sys
tem
, it i
s im
port
ant t
o sp
ecify
that
two
or th
ree
cond
ucto
r pa
irs a
reco
nnec
ted
to e
ach
clas
sroo
m o
r le
arni
ng
spac
e. W
ith th
is p
rovi
sion
it is
pos
sibl
eto
do
a w
ide
varie
ty o
f thi
ngs.
For
exam
ple,
you
can
hav
e pr
ogra
min
gch
anne
ls w
hich
can
em
inat
e fr
om a
com
mun
icat
ions
or
prog
ram
cen
ter.
Inth
is w
ay, t
each
ers
and
stud
ent c
an h
ave
a va
riety
of a
udio
cho
ices
in a
dditi
on to
your
reg
ular
com
mun
icat
ions
cha
nnel
.Y
ou a
lso
can
have
ove
r-rid
e pr
ovis
ion
for
emer
genc
y an
noun
cem
ents
, and
of
cour
se th
is is
a m
ust b
ecau
se o
f air-
raid
and
fire
drill
s.I'm
sur
e yo
u ar
e al
l fam
iliar
with
tele
lect
ure.
Con
vent
iona
lly,
alo
cal
ampl
ifier
is p
ut in
a c
lass
room
and
con
-ne
cted
to a
tele
phon
e ci
rcui
t. T
hest
uden
ts c
an h
ear
from
sen
ator
s in
Was
hing
ton
or s
cien
tist i
n H
unts
ville
or
a re
sear
ch p
erso
n in
Pal
o A
lto. A
fter
liste
ning
to s
uch
pres
enta
tions
, stu
dent
sca
npa
rtic
ipat
ein
two-
way
audi
oex
chan
ge.
I men
tione
d th
at it
is n
eces
sary
topu
t a te
leph
one
line
into
the
clas
sroo
m.
Now
if y
ou h
ave
the
right
circ
uitr
y in
your
inte
rcom
, it c
an m
ake
ever
y cl
ass-
room
com
plet
ely
read
y fo
r te
lele
ctur
e.A
ll yo
u ha
ve to
do
is b
ring
in th
e te
le-
phon
e lin
e to
the
inte
rcom
mas
ter
cons
ole
and
patc
h it
in fo
r us
e w
ithw
hich
ever
roo
m o
r gr
oup
of r
oom
s yo
uw
ish. N
ow th
ere
is a
littl
e ha
ng u
p he
re.
As
you
know
, the
loca
l sta
te s
ubsi
d-ia
ries
of A
T &
T h
ave
cert
ain
regu
latio
nsas
to h
ow y
ou c
an p
atch
into
thei
rfa
cilit
ies.
We
have
bee
n ab
le to
get
per
-m
issi
on to
do
this
in o
ur o
wn
stat
e an
dI'm
sur
e yo
u ca
n ge
t thi
s ki
nd o
f per
-m
issi
onin
oth
er lo
catio
ns. T
here
isso
me
prec
eden
t for
this
app
roac
h. F
orex
ampl
e, B
ell T
elep
hone
will
pro
vide
coax
ial
cabl
ech
anne
ls to
con
nect
scho
ol b
uild
ings
toge
ther
for
clos
edci
rcui
t tel
evis
ion.
You
can
use
you
r ow
nin
tern
al d
istr
ibut
ion
syst
em, h
owev
er.
Why
not
the
sam
e tr
eatm
ent w
ith th
ein
terc
om?
imm
ulm
s
Min
neap
olis
Hon
eyw
ell h
as d
evis
eda
sub-
cons
ole
unit
Whi
ch c
an ti
e in
to a
regu
lar
inte
rcom
mun
icat
ions
con
sole
so
that
afte
r ho
urs,
or
in s
ome
area
s du
ring
scho
ol ti
me,
the
inte
rcom
sys
tem
als
obe
com
es a
sec
urity
sys
tem
. The
re a
rem
any
way
s of
doi
ng th
is. Y
ou c
an u
seno
ise
leve
las
an
indi
cato
r.If
the
ambi
ent n
oise
goe
s ab
ove
a ce
rtai
n le
vel
ina
part
icul
ar a
rea,
it im
med
iate
lytr
igge
rs a
war
ning
ligh
t or
rings
a c
him
eon
the
mon
itor
boar
d.
Ire
ferr
ed e
arlie
r to
the
idea
of
havi
ng a
con
trol
pan
el in
the
teac
her's
13
14
clas
sroo
m. Y
ou'v
e se
en th
e el
abor
ate
lect
erns
they
hav
e in
lect
ure
halls
and
audi
toriu
ms
whe
re th
e pr
esen
ter
can
actu
ally
dim
the
light
s, c
ontr
ol m
ulti-
med
ia p
roje
ctio
n, c
heck
the
leve
l of t
hepu
blic
add
ress
sys
tem
, etc
. Why
not
prov
ide
sim
ilar
but a
ppro
pria
te c
ontr
ols
in th
e te
ache
r's c
lass
room
?F
or e
xam
ple,
it is
ver
y di
fficu
lt fo
rm
ost s
choo
ls to
hav
e se
cret
aria
l ass
ist-
ance
ava
ilabl
e to
teac
hers
. The
refo
re,
part
of t
he in
terc
om s
et-u
p ca
n be
the
incl
usio
n, o
r th
e ad
ditio
n la
ter
on, o
fco
ntro
l dic
tatio
n re
cord
ing
equi
pmen
t.T
his
mea
ns, i
f you
had
a c
ontr
ol p
anel
in th
e cl
assr
oom
, the
teac
her
coul
d vi
ewth
e pa
nel a
nd, i
f the
red
pilo
t lig
ht is
n't
indi
catin
g th
at th
e sy
stem
is ta
king
dict
atio
n so
mew
here
els
e, s
he c
an p
lug
in th
e m
icro
phon
e an
d di
ctat
e th
e le
tter
hom
e to
Joh
nny'
s m
othe
r or
wha
teve
rsh
e w
ants
to d
o. T
he s
yste
m r
ecor
dsau
tom
atic
ally
on
are
ceiv
ing
mec
h-an
ism
. Whe
n th
e be
lt or
dis
c is
full,
itsw
itche
s ov
er to
the
next
em
pty
unit.
The
poo
l ste
nogr
aphe
r ca
n do
all
the
typi
ng a
nd tr
ansc
riptio
n an
d pr
ovid
e a
tota
l ser
vice
.T
ouch
-ton
e ra
ndom
acce
ssw
illbe
com
e in
crea
sing
ly p
opul
ar b
ecau
seth
is te
chno
logy
will
giv
e m
uch
grea
ter
flexi
bilit
y in
the
futu
re th
an w
ill d
ial
acce
ss. D
ial a
cces
s re
fers
to a
type
of
cros
s-ba
r sw
itchi
ng o
r so
me
othe
r ty
peof
mec
hani
cal s
witc
hing
. Tou
ch-t
one
inco
rpor
ates
sol
id s
tate
sw
itchi
ng w
hich
is th
e co
min
g th
ing.
It w
ill m
ore
easi
lyad
apt t
o fu
ture
kin
ds o
f tec
hnol
ogy.
One
of t
he m
ost i
mpo
rtan
t que
stio
nsyo
u m
ust a
sk b
efor
e in
stal
ling
a re
mot
eac
cess
sys
tem
is, "
can
it be
exp
ande
dan
d ad
apte
d to
futu
re u
ses
with
out
proh
ibiti
ve in
vest
men
t?"
The
re is
an
inst
alla
tion
in th
e O
akP
ark-
Riv
erF
ores
tH
igh
Sch
ool
inIll
inoi
s w
here
they
hav
e em
bark
ed o
n a
mos
t exc
iting
pro
ject
. Thi
s is
rea
lly a
pilo
t pro
ject
in th
e ra
ndom
acc
ess
field
.T
hey
are
still
test
ing
the
equi
pmen
t and
prod
ucin
g pr
ogra
min
g. P
ush
butto
nslo
cate
d in
car
rels
are
em
ploy
ed to
sel
ect
prog
ram
s. T
here
are
six
hig
h-sp
eed
tape
driv
es in
the
prog
ram
cen
ter,
eac
h w
ith32
pla
ybac
k tr
acks
. The
se u
nits
ope
rate
at v
ery
high
spe
ed. I
f a s
tude
nt p
unch
esup
a p
rogr
am, o
ne o
f the
sto
rage
pro
-gr
am b
anks
will
beg
in to
pla
y ba
ck a
t ara
te th
at w
ill tr
ansf
er th
e in
form
atio
nre
cord
ing
for
re-r
ecor
d on
an
inte
rfac
eta
pe th
at's
con
nect
ed to
the
stud
ent's
carr
el in
abo
ut 3
0 to
40
seco
nds.
So
the
mos
t a s
tude
nt e
ver
has
to w
ait f
or a
prog
ram
is 3
0 to
40
seco
nds,
if h
e ge
ts a
busy
sig
nal.
Thi
s ap
proa
ch is
an
atte
mpt
to o
ver-
com
e th
e cu
rren
t pra
ctic
e of
usi
ng fo
urtr
acks
sim
ulta
neou
sly
on q
uart
er-in
chta
pe in
ord
er to
cut
dow
n on
exp
ense
.T
he O
ak P
ark-
Riv
er F
ores
t sys
tem
isex
pens
ive
at p
rese
nt b
ut p
oint
s th
e w
ayvi
ath
e st
udy
carr
elro
ute
and
itsex
tent
ion
uses
.T
here
are
man
y co
nsid
erat
ions
that
you
have
to r
evie
w b
efor
e yo
u go
into
asy
stem
of t
his
kind
. One
of t
he o
ther
ques
tions
that
has
bee
n ra
ised
is, f
orex
ampl
e, w
hy d
o yo
u ne
ed a
loca
lsw
itchi
ng m
atrix
if y
ou a
lso
have
a v
ery
com
plex
and
com
pete
nt c
ompu
ter
avai
labl
e? It
is q
uite
pos
sibl
e th
at in
the
near
futu
re s
witc
hing
func
tions
for
asc
hool
can
be
achi
eved
with
on-
line
time
shar
ing.
It's
a si
mpl
e pr
oced
ure
to p
lug
in a
tele
visi
on c
amer
a to
a c
lass
room
net
-w
ork
conn
ectio
n an
d re
mot
ely
reco
rdat
the
com
mun
icat
ions
cen
ter
for
audi
oan
d vi
deo,
or
vide
o al
one.
The
re is
als
oth
epo
ssib
ility
ofm
ultip
legr
oup
inst
ruct
ion
eith
er"li
ve"
orpr
e-re
cord
ed w
ith th
e sa
me
syst
em.
The
mat
eria
l tha
t fol
low
s in
clud
esso
me
of th
e "w
irele
ss"
faci
litie
s av
ail-
able
for
scho
ol u
se.
7
Thi
s is
an
EF
I fo
ur-c
hann
el w
irele
ssbr
oadc
aste
r bu
tit
broa
dcas
ts o
nly
with
in li
mita
tions
of a
con
duct
ive
loop
whi
ch is
inst
alle
d ar
ound
the
inst
ruc-
tiona
l are
a. T
he ti
ny r
ecei
ver
is s
olid
-st
ate
and
the
smal
l bat
tery
it c
onta
ins
will
last
abo
ut a
sem
este
r or
a y
ear,
depe
ndin
g up
on u
se. H
ere
you
see
the
rece
iver
unit
inus
e. T
here
isth
ese
lect
ion
of fo
ur c
hann
els
corr
espo
nd-
ing
to th
e pu
sh b
utto
ns o
n th
e de
vice
.
Thi
sis
an
unus
ual i
nstr
uctio
nal
syst
em th
at w
as o
rigin
ally
pro
mot
ed b
yIn
tern
atio
nal C
orre
spon
denc
e S
choo
l.T
hey
wer
e tr
ying
to o
verc
ome
one
ofth
e pr
oble
ms
that
all
of u
s in
edu
catio
nha
ve b
een
faci
ng, i
.e.,
how
to g
et a
ctiv
epa
rtic
ipat
ion
on th
e pa
rt o
f lea
rner
sw
hen
you
have
a b
road
cast
cou
rse
ofan
y ki
nd. W
hat t
hey
have
her
e is
an
FM
rece
iver
with
four
pus
h bu
ttons
on
the
top.
Thi
s F
M r
ecei
ver
coul
d be
in th
isro
om o
r an
y pl
ace
with
in r
ange
of t
hepa
rtic
ipat
ing
stat
ion.
The
mai
n br
oad-
cast
cha
nnel
is th
e in
stru
ctor
trac
k an
d
side
ban
ds a
re u
sed
for
the
bran
chin
gtr
acks
. Pro
gram
ing
is p
re-r
ecor
ded
onta
pe, t
he in
stru
ctor
pre
sent
s le
sson
mat
eria
l and
may
com
e to
a p
oint
whe
rehe
will
say
, "do
you
agr
ee o
r do
you
not
agre
e w
ith th
is p
rem
ise?
If y
ou a
gree
push
but
ton
A. I
f you
dis
agre
e, p
ush
butto
n B
."N
ow if
you
pus
h bu
tton
B a
nd it
'sth
e w
rong
res
pons
e, y
ou'll
hea
r th
ein
stru
ctor
's v
oice
say
, "w
ell,
you
said
Bw
as c
orre
ct. L
et's
see
why
you
r se
lec-
tion
is n
ot th
e rig
ht o
ne."
The
con
-tin
uing
dis
cour
se w
ill ta
ke th
e st
uden
tth
roug
h th
e re
quis
ite r
emed
iatio
n an
dhe
will
be
advi
sed
to p
ush
A. T
he s
econ
dse
lect
ion
will
furt
her
deve
lop
the
conc
ept a
nd fi
nally
rou
te th
e le
arne
rba
ck to
the
inst
ruct
or c
hann
el. B
y th
istim
e ev
eryb
ody
is o
n th
e "m
ain
line"
and
the
prog
ram
pro
gres
ses.
With
this
syst
em, y
ou c
an h
ave
bran
ch p
ro-
gram
ing
and
lear
ner
part
icip
atio
n.
The
re is
als
o th
e po
ssib
ility
to a
dapt
this
met
hod
to te
levi
sion
. A m
ultip
le-
choi
ce q
uest
ion
appe
ars
on th
e sc
reen
.It
is fo
llow
ed b
y th
e al
tern
ate
answ
ers
and
the
scre
enis
div
ided
into
four
quad
rant
s. A
n al
tern
ate
answ
er a
ppea
rsin
eac
h of
the
quad
rant
s. T
he le
arne
rth
en p
ushe
s a
butto
n on
the
TV
set
toin
dica
te h
is c
hoic
e. A
t thi
s po
int,
the
thre
eot
her
quad
rant
s(a
ltern
ate
answ
ers)
bla
nk o
ut.
If th
e an
swer
isrig
ht, i
t sta
ys o
n th
e sc
reen
. If i
t is
not
the
right
ans
wer
, it d
isap
pear
s an
d th
erig
ht a
nsw
er c
omes
on
for
rein
forc
e-m
ent w
hich
goe
s al
ong
with
pro
gram
edle
arni
ng te
chni
ques
.Le
t'sco
nsid
erin
stal
latio
nsfo
rca
rrel
lear
ning
. Thi
s is
one
of t
he m
ost
mis
unde
rsto
od a
reas
. The
re a
re m
any
defin
ition
sall
of w
hich
acc
urat
ely
appl
yin
spec
ific
situ
atio
ns. S
ome
carr
els
rese
mbl
e op
en te
leph
one
boot
hst
atio
ns. O
ther
s ar
e pa
rtiti
oned
are
as o
f
a la
rge
tabl
e. S
ome
are
quite
ela
bora
tely
desi
gned
and
fitte
d w
ith m
ulti-
med
iafa
cilit
ies.
"D
ry"
carr
els
are
stud
y un
itsto
whi
ch m
ater
ials
and
equ
ipm
ent c
anbe
bro
ught
as
need
ed. "
Wet
" ca
rrel
s ar
eel
ectr
onic
ally
conn
ecte
d to
apr
o-gr
amin
g so
urce
or
cent
er. D
espi
te th
ese
two
gene
ral c
ateg
orie
s, c
arre
ls c
an b
ead
apte
d to
a w
ide
varie
ty o
f gen
eral
or
high
ly s
peci
al iz
ed p
urpo
ses.
Thi
s is
a R
ayth
eon
"wet
" ca
rrel
.Y
ou h
ave
audi
o, v
ideo
and
dia
l acc
ess
faci
litie
s. T
here
is a
set
of r
espo
nder
butto
ns fo
r st
uden
t fee
dbac
k pu
rpos
esan
d fo
r pr
ogra
mm
ed le
arni
ng p
artic
i-pa
tion.
The
res
pons
es a
ctiv
ate
a pa
per
tape
per
fora
tor
whi
ch is
late
r pr
oces
sed
by c
ompu
ter
to p
rodu
ce in
divi
dual
read
outs
. The
teac
her
is th
us p
rovi
ded
with
pro
gres
s re
cord
s an
d ca
n va
lidly
pres
crib
e fo
llow
-up
stud
y.
DELUXE STUDY CARREL FEATURES
Vz:
t:::`
"
OM
BM
OD
ME
DG
IE
NIE
Dr
.04.
1011
LT't aaP17.14:"
.....I
f.fi
t.,
4.17
0.0C
IAC
I
.....
G.....
Of
mon
.....
wa,
n.as
su ..
.....
..
One
inno
vativ
e ap
proa
ch in
corp
or-
ated
in th
e D
AI R
S c
arre
l is
the
elim
in-
atio
n of
the
use
of h
eadp
hone
s. In
stea
d,tw
oI o
w-
leve
llo
udsp
eake
rsar
eem
ploy
ed. Y
ou c
an h
ave
ster
eo o
rm
onau
ral a
udio
rep
rodu
ctio
n an
d th
esp
eake
r ch
ambe
rs a
re s
hape
d ac
oust
i-
cally
so
that
sou
nd w
ill n
ot "
spill
ove
r"in
to a
djac
ent b
ooth
s. A
lthou
gh th
is is
aw
orki
ngpr
otot
ype,
even
tual
lyth
ebo
oth
wal
ls c
ould
hav
e pa
rabo
lic fo
rms
pres
sed
into
them
that
wou
ld r
esul
t in
am
ore
plea
sing
app
eara
nce.
Suc
h de
vel-
opm
ents
hol
d pr
omis
e fo
r pr
oduc
tion
of s
tudy
car
rels
that
hav
e m
ore
of th
ehu
man
fact
or in
min
d. I
thin
k th
is is
mos
t im
port
ant.
In r
ando
m a
cces
s sy
stem
s, in
stea
dof
put
ting
tape
pla
yers
or
tape
dec
ks in
a ca
rrel
, you
can
loca
te s
uch
equi
pmen
tre
mot
ely.
Stu
dent
s w
ill h
ave
sets
of
four
or
five
butto
ns in
the
carr
els
for
reco
rd,
fast
rew
ind,
play
back
, fas
tfo
rwar
d, a
nd o
ther
kin
ds o
f fun
ctio
ns.
The
re is
an
obvi
ous
adva
ntag
e in
not
havi
ng th
e eq
uipm
ent h
andl
ed d
irect
lyby
the
lear
ners
.N
ow, l
et's
con
side
r th
e w
hole
ran
geof
res
pond
ers.
Thi
s is
the
Ede
x S
yste
mth
at R
ayth
eon
has
and
this
is th
eir
sim
ple
indi
cato
r an
d pr
ogra
mer
dev
ice.
44;P)
Suc
h un
its a
re in
stal
led
in c
lass
room
san
d ca
n be
set
up
in d
iffer
ent r
oom
s as
requ
ired.
The
re a
re a
udito
rium
s th
atha
veso
me
five
hund
red
toon
eth
ousa
nd o
f the
se in
cha
ir ar
ms
for
resp
onse
.F
or e
xam
ple,
if yo
u ha
dre
spon
ders
inst
alle
d in
the
chai
r ar
ms
whe
re y
ou a
re s
ittin
g, I
coul
d su
gges
t,w
e co
ntin
ue w
ith th
is p
rese
ntat
ion,
if th
ere
is a
nyth
ing
that
you
wou
ld li
kea
little
mor
e ex
plan
atio
n on
, pus
hB
utto
n A
and
if th
ere
is a
nyth
ing
that
you
wou
ld li
ke to
take
issu
e w
ith, p
ush
But
ton
B, o
r if
you
have
a q
uest
ion,
push
But
ton
C. T
he r
espo
nse
met
ers
wou
ld b
e lo
cate
d up
fron
t so
that
Iw
ould
kno
w o
f you
r re
spon
ses
with
out
dela
y an
d co
uld
shap
e m
y pr
esen
tatio
nto
you
r sa
tisfa
ctio
n.
Thi
s is
one
of t
he m
ore
elab
orat
ele
cter
ns th
at I
men
tione
d to
you
ear
lier.
It ha
s al
l sor
ts o
f thi
ngs
inco
rpor
ated
,in
clud
ing
the
data
feed
-bac
k fr
om th
ere
spon
der
units
. Her
e yo
u se
e a
lear
ning
labo
rato
ry ti
ed in
with
a r
espo
nder
syst
em s
o th
e su
b-sy
stem
s ar
e in
te-
grat
ed to
res
ult i
n a
mor
e co
mpl
ex b
uthi
ghly
util
itar
i-an
lear
ning
faci
lity.
Thi
s ty
ping
trai
ner
uses
a s
mal
l com
-pu
ter
to te
ach
touc
h ty
ping
. If y
ou'v
ene
ver
type
d be
fore
all
you
have
to d
o is
sit d
own
at th
e ca
rrel
and
the
rest
ispr
actic
ally
aut
omat
ic. Y
ou c
an r
eally
lear
n to
type
with
out a
teac
her
bein
gpr
esen
t bec
ause
you
go
thro
ugh
seve
ral
phas
es a
nd m
erel
y re
act t
o th
e lig
ht c
ues
and
othe
r pr
ogra
med
pro
mpt
ings
. It i
sso
pro
gram
ed th
at if
you
are
hav
ing
prob
lem
s, th
e pr
ogra
m s
low
s do
wn
inits
pre
sent
atio
n. If
the
com
pute
r "s
ees"
that
you
are
doi
ng v
ery
wel
l, it
spee
dsu
pth
epr
esen
tatio
nw
ithne
wch
alle
nges
.T
he E
lect
row
riter
is a
n X
Y o
rdin
ate
devi
ce w
hich
will
wor
k ov
er te
leph
one
lines
. It i
s lik
e th
e ol
d te
laut
ogra
ph u
sed
in th
e de
part
men
t sto
res.
Man
y of
the
mod
ern
elec
tron
ic v
ersi
ons
are
inst
alle
d
in s
tore
s at
airl
ine
rese
rvat
ion
desk
s, e
tc.
As
you
writ
e on
the
devi
ce, y
ou c
an a
lso
spea
k in
to th
e m
icro
phon
e. T
wo
sets
of
tele
phon
e lin
es a
re u
tiliz
ed to
tran
smit
the
visu
al c
ompo
nent
s an
d th
e au
dio
com
pone
nts
for
addi
ngan
othe
rdi
men
sion
to th
e te
lele
ctur
e co
ncep
t.W
hat h
as b
een
cove
red
is a
rep
re-
sent
ativ
e cr
oss-
sect
ion
of th
e av
aila
ble
tech
nolo
gy. T
he im
port
ant t
hing
is to
choo
se w
isel
y fo
r sp
ecifi
c ne
eds
and
toth
ink
in te
rms
of s
yste
ms
rath
er th
anis
olat
ed it
ems.
Tec
hnol
ogy
And
Hig
i SP
Edu
catio
ns!
Fac
ility
fisP
dsva
pe8y
stem
s
Tod
ay I
wan
t to
disc
uss
with
you
the
impl
icat
ions
of n
ew e
duca
tiona
l med
ia.
How
ever
, we
mus
t fra
me
this
dis
cuss
ion
arou
nd th
e pr
oble
ms
of e
duca
tion
in a
nat
tem
pt to
det
erm
ine
why
we
shou
ldco
nsid
er th
e us
e of
med
ia, w
hat t
hey
are,
and
how
thei
r ef
fect
ive
and
exte
n-si
ve u
se w
ill a
ffect
the
educ
atio
nal
inst
itutio
ns o
f the
futu
re.
A. E
duca
tion
in c
risis
1. U
nder
lyin
g ca
uses
a.P
opul
atio
n ex
plos
ion
b.In
crea
se in
the
num
ber
ofst
uden
ts g
oing
to s
choo
l at a
llle
vels
c.La
ck o
f tea
cher
sd.
Lac
k of
faci
litie
s
2. E
duca
tiona
l pro
blem
sa.
Lack
of p
ublic
sup
port
(1)
Atta
ck o
n sc
hool
cur
ric-
ulum
,m
eth
ods
and
activ
ities
(2)
Fin
anci
al s
uppo
rt(3
) S
egre
gatio
nvs
.in
tegr
a-tio
nb.
Lac
k of
aw
aren
ess
by e
duca
-to
rs(1
) C
once
rn fo
r m
aint
aini
ngth
e st
atus
quo
(2)
Poo
r vi
sion
as
to w
hat
educ
ator
s m
ust b
ecom
e(3
) D
isre
gard
for
reco
gniz
ing
the
need
for
curr
icul
umre
orga
niza
tion
bysy
s-te
ms
anal
ysis
(4)
Con
flict
ing
view
s re
gard
-in
gin
divi
dual
stud
ents
(the
gift
ed, n
orm
al a
ndex
cept
iona
l stu
dent
)(5
) N
eed
for
reva
mpi
ngte
ache
r ed
ucat
ion
Edu
catio
nal o
bjec
tives
1.E
duca
tion
in th
e U
nite
d S
tate
sha
s m
any
obje
ctiv
es; h
owev
er,
mos
t of t
hem
are
bas
ed u
pon
thre
e as
sum
ptio
ns w
hich
are
as
follo
ws:
a.E
ffici
ency
(th
at o
ur c
hild
ren
and
gran
dchi
ldre
nsh
ould
have
the
right
to a
bet
ter
educ
atio
n th
an w
e ha
d)b.
Uni
vers
ality
(th
at a
ll of
the
child
ren
of a
ll of
the
peop
le
1'
DR
. RO
BE
RT
DE
KIE
FF
ER
Dire
ctor
of A
udio
-Vis
uals
Uni
vers
ity o
f Col
orad
o
have
the
right
to a
n ed
uca-
tion)
c.Q
ualit
y (t
hat t
each
ing
is a
crea
tive
art b
ut th
at th
e te
ch-
nolo
gica
l rev
olut
ion
in c
om-
mun
icat
ion
mus
t and
will
assi
stte
ache
rsin
utili
zing
t hei
rcr
eativ
ityto
the
optim
um)
Edu
catio
nal M
edia
A. D
efin
ition
: "A
term
use
d to
de-
scrib
e a
varie
ty o
f mat
eria
ls a
ndde
vice
s de
sign
ed to
pro
vide
edu
ca-
tors
with
com
pone
nt p
arts
of a
syst
em to
ena
ble
them
to c
omm
u-ni
cate
bet
ter
with
stu
dent
s."
B. W
hat a
re th
ey?
e
'I
IP
1. A
V m
ater
ials
and
equ
ipm
ent
2.E
duca
tiona
l TV
3.S
elf-
inst
ruct
iona
l dev
ices
4.E
lect
roni
c le
arni
ng la
bs
ass M
-11
I
ual
ia
C. A
udio
visu
al m
ater
ials
1.D
efin
ition
: "A
udio
visu
al m
ate-
rial a
re a
ny m
ater
ials
use
d in
ale
arni
ng o
r te
achi
ng s
ituat
ion
whi
ch fa
cilit
ate
the
unde
rsta
nd-
ing
of th
e w
ritte
n or
spo
ken
wor
d."
2.C
hara
cter
istic
s of
AV
mat
eria
lsa.
Thr
ee m
ain
cate
gorie
s: N
on-
proj
ecte
d, P
roje
cted
, Aud
iob.
Non
-pro
ject
ed m
ater
ials
(1)
Bul
letin
boar
dsan
dch
alkb
oard
s(2
) M
aps
and
glob
es(3
) M
odel
s(4
) Li
ve o
bjec
ts a
nd s
peci
-m
ens
(5)
Stu
dytr
ips,
page
ants
,pl
ays
(etc
.)c.
Pro
ject
ed m
ater
ials
(1)
Slid
es a
nd fi
lmst
rips
(2)
Opa
que
proj
ectio
n(3
) O
verh
ead
proj
ectio
n(4
) M
ot i
onpi
ctur
esbo
th8m
m a
nd 1
6mm
d. A
udio
mat
eria
ls(1
) R
ecor
ds a
nd d
iscs
(2)
Rad
io a
nd ta
pe r
ecor
ders
3. S
tren
gths
env
isio
ned
for
AV
mat
eria
lsa.
Ser
ve a
s m
eans
of p
rese
ntin
gda
tab.
Mak
e m
eani
ngs
clea
r, b
ring
the
lear
ner
clos
er to
rea
lity
c.M
ake
lear
ning
mor
e pe
rma-
nent
d. H
ave
affe
ct u
pon
attit
udes
and
beha
vior
al r
espo
nses
e.G
ain
and
hold
atte
ntio
n
ucat
ion
jefe
41-
0,
D. E
duca
tiona
l tel
evis
ion
1.D
efin
ition
: "E
duca
tiona
l tel
evi-
sion
is a
met
hod
of tr
ansm
ittin
glig
ht, s
hado
w, a
nd c
olor
acc
om-
pani
ed b
y so
und,
for
educ
atio
nal
purp
oses
.''2.
Cha
ract
eris
tics
of e
duca
tiona
lte
levi
sion
a.C
lass
room
enl
arge
r(1
) D
efin
ition
: "A
met
hod
ofen
larg
ing
any
imag
e,i n
clud
ing
mic
rosc
ope
slid
es, w
ith a
sm
all i
ndus
-tr
ial v
idic
on c
amer
a an
dse
ndin
g si
gnal
s to
one
or
mor
e m
onito
rs."
b. C
lose
d-ci
rcui
t tel
evis
ion,
als
okn
own
as in
stru
ctio
nal t
ele-
visi
on(1
) D
efin
ition
: "A
sys
tem
of
send
ing
tele
vise
dpi
c-tu
res,
acco
mpa
nied
by
soun
d, fr
om a
poi
nt o
for
igin
to v
ario
us p
oint
sby
wire
or
mic
row
ave
rath
er th
an b
y tr
ansm
it-tin
g th
e si
gnal
thro
ugh
the
air.
" It
is n
ow p
ossi
ble
totr
ansm
itsi
gnal
sth
roug
h th
e ai
r by
25,
000
meg
a-he
rtz
but t
o re
stric
tth
eir
rece
ptio
n.B
y us
ing
coax
ial c
able
or
mic
row
ave,
sev
eral
pro
-gr
ams
can
be p
rovi
ded
sim
ulta
neou
sly,
thus
allo
win
gea
chvi
ewin
gar
ea a
cho
ice
of p
rogr
am.
c.O
pen-
circ
uit t
elev
isio
n(1
) D
efin
ition
: "T
he s
endi
ngof
tele
visi
on p
ictu
res
and
soun
d fr
om a
poi
nt o
for
igin
to a
ny r
ecei
ver
with
in th
e vi
ewin
g ar
eavi
a ai
r w
aves
.'"(a
) S
usta
inin
gtim
eon
com
mer
cial
stat
ions
(b)
Non
-com
mer
cial
educ
atio
nal
stat
ions
3. S
tren
gths
env
isio
ned
for
TV
a.P
rovi
des
cour
ses
and
mat
e-ria
ls n
ot o
ther
wis
e av
aila
ble
(mat
hem
atic
s,la
ngua
ge,
mus
ic)
b. A
ids
the
gifte
d an
d ex
cep-
tiona
l chi
ldre
n, e
ither
by
pro-
vidi
ngsp
ecia
lin
stru
ctio
nits
elf o
r by
pro
vidi
ng s
tand
-ar
d in
stru
ctio
n fo
r th
e av
er-
age
stud
ent,
ther
eby
free
ing
the
regu
lar
teac
her
to s
pend
addi
tiona
ltim
ew
ithth
eg
if te
da
ndex
cept
iona
lst
uden
t.c.
Mak
es u
se o
f out
stan
ding
teac
her
and
his
team
d. P
rovi
des
qual
ity in
stru
ctio
nto
larg
e gr
oups
of s
tude
nts
sim
ulta
neou
sly.
Fur
ther
with
the
use
of v
ideo
tape
, it c
anpr
ovid
e id
entic
al in
stru
ctio
nto
sm
alle
r gr
oups
on
a sc
hed-
uled
bas
is.
e.A
llow
s "f
ront
row
" ob
serv
a-tio
nof
expe
rimen
ts a
ndde
mon
stra
tions
.E
. Sel
f-in
stru
ctio
nal
devi
ces
(als
okn
own
as p
rogr
amed
lear
ning
and
teac
hing
mac
hine
s)1.
Def
initi
on: "
A w
ide
rang
e of
mat
eria
l and
dev
ices
whi
ch a
id in
the
self
dire
ctio
n of
the
lear
ner.
"2.
Def
initi
on: "
Pro
gram
ed le
arni
ngis
a s
trat
egy
for
pres
entin
g in
for-
mat
ion
to a
n in
divi
dual
ste
p by
step
."
stru
ctio
nëil
Nv
*mal
e ic
es3.
Def
initi
on: "
Tea
chin
g m
achi
nes
are
devi
ces
whi
ch a
id in
the
self
dire
ctio
n of
the
lear
ner.
"4.
Cha
ract
eris
tics
ofpr
ogra
med
lear
ning
and
teac
hing
mac
hine
s.a.
Pro
gram
ed te
xts
(1)
Intr
oduc
tion
to m
oder
nm
athe
mat
ics
b. S
cram
bled
boo
ks(1
) K
lyst
ron
prin
cipl
esc.
Sim
ple
writ
e-in
mac
hine
s(1
) G
rafle
x ko
ncep
t-o-
grap
hd.
Mul
tiple
-cho
ice
mac
hine
s(1
) P
unch
boa
rd(2
) S
elf-
scor
ing
mac
hine
(3)
Aut
o tu
tor
e.S
ubje
ct-m
atte
r tr
aine
r(1
) E
lect
ric b
oard
dev
ice
f.A
utom
atic
tuto
rs a
nd r
ater
san
d C
.A. I
.(1
) A
ir fo
rce
com
pute
rized
trai
ning
dev
ice
(2)
Com
pute
r ba
nk(3
) S
tude
nt a
t c.A
.I.5.
Str
engt
hs e
nvis
ione
d fo
r pr
o-gr
amed
inst
ruct
ion
and
teac
hing
mac
hine
sa.
Eco
nom
ical
met
hod
ofin
stru
ctio
n w
hich
em
ploy
spr
oven
lear
ning
prin
cipl
esb.
Can
be
adap
ted
to a
wid
eva
riety
of c
ours
es a
t all
leve
ls
of in
stru
ctio
nc.
Sim
ulta
neou
sly
prov
ides
for
the
fast
and
the
slow
lear
ner
d. R
elie
ves
the
teac
her
shor
tage
in s
eldo
m ta
ught
fiel
ds, i
.e.,
u n
c om
mon
fore
ign
lan-
guag
es,
elec
tron
ics,
high
erm
athe
mat
ics
e.R
elie
ves
the
teac
her
of r
ou-
tine
drill
and
rep
etiti
on
-As
Ele
itron
ic1;
3
'I
ebo
tqlo
ta0.
,:F
. Ele
ctro
nic
lear
ning
labs
:cl
osel
yre
late
d to
sel
f ins
truc
tion
1.D
efin
ition
: "A
res
ourc
e ce
nter
whi
ch is
uni
quel
y ad
apte
d to
indi
vidu
al d
iffer
ence
s in
rat
e,ca
paci
ty a
nd m
atur
ity."
Em
phas
is is
pla
ced
upon
the
stu-
dent
's s
elf-
dire
ctio
n an
d sh
ared
coop
erat
ion.
It b
rings
to th
e st
u-de
nt a
wid
e va
riety
of r
esou
rces
with
whi
chto
com
plem
ent
inst
ruct
ion.
2. C
hara
cter
istic
s of
lear
ning
labs
a.In
divi
dual
stu
dy s
tudi
os a
ndpr
actic
e ro
oms
b. S
mal
lst
udy
and
mee
ting
room
sc.
Tel
emat
edau
dito
ria(r
ear
scre
en o
r fr
ont s
cree
n pr
o-je
ctio
n)d.
Stu
dent
res
pons
es s
yste
ms
e.T
elel
ectu
re
(1)
Rea
r pr
ojec
tion
and
vide
ota
pe r
ecor
der
(2)
Rea
r pr
ojec
tion
and
larg
ele
ctur
e ro
om3.
Str
engt
hs e
nvis
ione
d fo
r el
ec-
tron
ic le
arni
ng la
bsa.
Pro
vide
area
s fo
r le
arni
ngdr
ill-t
ype
mat
eria
lsb.
Pro
vide
for
stud
ent a
cces
s to
a w
ide
varie
ty o
f mat
eria
lsc.
Allo
w s
tude
nts
to w
ork
atth
eir
own
spee
d an
d to
the
limit
of th
eir
capa
city
d. A
llow
flex
ibili
ty fo
r in
divi
d-ua
l, sm
all-g
roup
and
larg
e-gr
oup
activ
ities
ania
,t-Im
plic
atio
ns o
fN
ew E
duca
tiona
lM
edia
and
Met
a-
Impl
icat
ions
of n
ew e
duca
tiona
l med
iaan
d m
etho
dsA
. Cha
ngin
g fa
cilit
ies
1. M
ore
flexi
ble
cons
truc
tion
toal
low
for
a.In
divi
dual
stud
ent
spac
e
equi
pped
to u
tiliz
e a
wid
eva
riety
of e
lect
roni
c m
edia
incl
udin
g te
achi
ng m
achi
nes,
TV
,st
orag
e an
dre
trie
val
equi
pmen
t to
brin
g th
em a
nypr
inte
d,pi
ctor
ial
and/
orau
dio
sign
als
b. S
mal
l-gro
up a
ctiv
ity s
pace
inw
hich
a w
ide
varie
ty o
f aud
ioan
d vi
sual
med
ia c
an b
e us
edat
a m
omen
t's n
otic
e by
the
teac
her
or s
tude
nts.
The
ele
c-tr
onic
cla
ssro
om w
ill b
e co
n-ne
cted
with
the
maj
orna
tiona
lan
d in
tern
atio
nal
info
rmat
ion,
stor
age
and
retr
ieva
l cen
ter
for
rapi
d pr
e-se
ntat
ion
for
all t
ypes
of
info
rmat
ion
for
anal
ysis
and
stud
y.S
tude
nts
desk
s w
ill b
ecom
esa
telit
esu
bsta
tions
equ
ip-
ped
with
vie
win
g sc
reen
s, e
arph
ones
and
com
pute
r te
rmi-
nals
prov
idin
g th
em w
ithfa
cilit
ies
to a
naly
ze, s
tudy
and
calc
ulat
e th
e ed
ucat
iona
lpr
oble
m u
nder
dis
cuss
ion.
c.La
rge
teac
hing
aud
itoria
of
100,
200
, 500
or
1,00
0 st
u-de
nt c
apac
ity in
whi
ch th
ete
ache
r w
ill h
ave
com
plet
eco
ntro
l of a
ll pr
ojec
ted
and
audi
o m
edia
to im
plem
ent
the
less
on a
nd e
quip
ped
with
a st
uden
t res
pons
e sy
stem
toen
able
the
teac
her
to e
valu
-at
e th
e qu
ality
of h
is te
achi
ngan
d th
e am
ount
of l
earn
ing
that
is ta
king
pla
ce.
d. A
var
iety
of l
earn
ing
labo
ra-
torie
s fo
r au
dio-
activ
e an
d
audi
o-pa
ssiv
e st
uden
t pos
i-tio
ns fo
r pr
actic
e an
d dr
ill in
lang
uage
,m
usic
appr
ecia
-tio
n, s
peec
h co
rrec
tion
and
dict
ion,
and
oth
ers
e. A
mat
eria
ls c
ente
r fo
r th
epr
oduc
tion
of in
stru
ctio
nal
mat
eria
ls w
hich
are
tailo
r-m
ade
for
the
uniq
ue r
equi
re-
men
tsof
teac
hers
and
stud
ents
f.A
lso
this
cen
ter
will
be
the
maj
or c
ompl
ex fo
r zh
e st
or-
age
and
retr
ieva
l of i
nfor
ma-
tion
for
the
audi
toria
, the
clas
sroo
ms,
the
lear
ning
labo
-ra
torie
s, a
nd th
e in
divi
dual
stud
y st
atio
ns. B
ut it
will
be
cons
ider
ed o
nly
as a
sub
-st
atio
nin
the
tota
l kno
w-
ledg
e ba
nk w
hich
will
be
avai
labl
e.T
he c
ente
r w
ill b
e ca
pabl
e of
prov
idin
g st
uden
ts d
ata
inva
rious
form
ats
in c
afet
eria
styl
e ba
nks.
g.
B. C
hang
ing
scho
ol d
ay1.
Stu
dent
orie
nted
rat
her
than
adm
inis
trat
ion
orie
nted
2. A
flex
ible
stu
dent
sch
edul
e w
illal
low
for
larg
e-gr
oup
inst
ruc-
tion,
smal
l-gro
updi
scus
sion
,
inde
pend
ent s
tudy
tim
e, a
nd th
eop
port
unity
to s
tudy
in d
epth
his
own
area
of i
nter
est
C.
Cha
ngin
g te
ache
r's r
ole
1. T
he te
ache
r is
stil
l the
hea
rt a
ndso
ul o
f the
lear
ning
pro
cess
.S
choo
ls o
f the
futu
re w
ill p
ro-
vide
an
oppo
rtun
ity to
mak
em
ore
effe
ctiv
e us
e of
his
uni
que
cont
ribut
ions
.B
oth
prof
es-
sion
als
and
para
-pro
fess
iona
lsw
ill b
e av
aila
ble
to a
ssis
t him
.2.
Tea
cher
s w
illbe
free
d fr
omm
any
of th
e no
n-in
stru
ctio
nal
func
tions
suc
h as
rol
l-tak
ing,
room
mon
itorin
g, p
aper
gra
ding
and
othe
r lik
e fu
nctio
ns. N
on-
prof
essi
onal
s w
ill b
e av
aila
ble
tota
ke o
ver
thes
e no
n-te
achi
ngfu
nctio
ns.
3. T
each
ers
will
be
an in
tegr
al p
art
of th
e te
achi
ng te
am a
nd h
ave
mor
e tim
e to
dev
ote
to h
elpi
ngin
divi
dual
stu
dent
s w
ith th
eir
part
icul
ar p
robl
ems.
4. T
each
ers
will
be
expe
cted
toco
nduc
t mor
e re
sear
ch to
det
er-
min
e th
e ef
fect
iven
ess
of th
eir
teac
hing
met
hods
and
tech
-ni
ques
and
the
supe
rvis
ion
of th
ese
1 e
ct i
o n
,pr
oduc
tion
and
utili
zatio
nof
teac
hing
tool
s.
Als
o to
con
duct
sys
tem
s an
alys
isin
cur
ricul
um r
evis
ion.
sit I
die
s
tAlg
yD
. New
pos
sibi
litie
s fo
r te
chno
logy
1.F
ree
the
teac
hers
from
rou
tine
drill
and
repe
titio
n,th
ereb
yfr
eein
g th
em fo
r m
ore
crea
tivity
.2.
Fre
e th
e cu
rric
ulum
from
its
ster
eoty
pe.
3.R
aise
the
qual
ity o
f edu
catio
nby
pro
vidi
ng m
ore
and
bette
rG
.
educ
atio
n.E
. Joh
n Iv
ey, p
resi
dent
of L
earn
ing
Res
ourc
es In
stitu
te, P
rince
ton,
New
Jers
ey, f
orm
er e
xecu
tive
vice
pre
si-
dent
ofN
ew Y
ork
Uni
vers
ity(S
AT
UR
DA
Y R
EV
I EW
, Feb
ruar
y13
, 196
0, T
each
, Tra
nsm
it, T
rans
-m
ute)
:"T
he A
mer
ican
edu
catio
n sy
stem
has
help
ed p
rodu
ce o
ne o
f the
mos
tsc
ient
ific
and
high
ly te
chno
logi
cal
soci
etie
s in
the
wor
ld; y
et th
e pr
em-
ises
whi
ch d
omin
ate
our
educ
atio
nal
proc
esse
s ha
ve h
ad to
o lit
tle s
cien
-tif
ic te
stin
g. N
or h
ave
scho
ols
and
colle
ges
even
scr
atch
ed th
e su
rfac
ein
brin
ging
into
the
educ
atio
nal p
ro-
cess
the
tech
nolo
gica
l rev
olut
ion
inco
mm
unic
atio
ns w
hich
is s
haki
ngth
e ve
ry r
oots
of m
oder
n so
ciet
yin
stea
d of
pro
duci
ng a
n in
crea
sing
lysu
perio
r pr
oduc
t fas
ter,
we
can
expe
ct it
to ta
ke lo
nger
to a
ttain
perh
aps
a lo
wer
leve
l of q
ualit
y."
F.
j/
NN
W
LLrs
New
dan
gers
of t
echn
olog
y1.
Sub
ject
-dom
inat
edcu
rric
ulum
2. M
achi
ne c
ontr
ol o
f the
cur
ric-
ulum
3. C
urric
ulum
cont
rol
ofth
est
uden
ts4.
Dep
ende
ncy
on g
adge
tsT
ime
for
actio
n1.
We
mus
t sta
rt n
ow to
car
ry o
utm
ore
com
preh
ensi
ve r
esea
rch
inhu
man
act
ion.
2. W
e m
ust a
ttack
the
prob
lem
s of
educ
atio
n w
ith a
n op
en m
ind.
3. W
e m
ust s
tart
now
to e
xper
i-m
ent w
ith v
ario
us ty
pes
of n
ewed
ucat
iona
l med
ia.
4. W
e m
ust,
in o
ur c
urric
ulum
rev
i-si
on,
appl
yth
est
rate
gyof
inst
ruct
iona
lsy
stem
s an
d go
deep
er in
to le
arni
ng a
bout
teac
h-in
g pr
oble
ms
than
the
mer
e de
le-
tion
or c
ombi
natio
n of
exi
stin
gco
urse
s.5.
We
mus
t not
allo
w a
utom
atio
nan
d te
chno
logy
to d
icta
te th
ecu
rric
ulum
as th
e te
xtbo
oks
have
for
the
past
200
yea
rs.
6. T
each
ing
is a
cre
ativ
e bu
sine
ss.
We
mus
t beg
in to
use
cre
ativ
ityin
teac
hing
and
lear
ning
.
ConclusionErnest Me lby: "To many, the points Iam making will be depressing. The sub-ject-matter researcher would like a
world in which children and youthlearned without help, freeing him forfull-time research. The big taxpayerwould like mass methods of educationthrough television or films for largeclasses. Educational administrators andmany teachers hope for curricularchanges which make creative humanrelations unnecessary. But to all thesewe must reply that teaching is an art,and machines will not replace teachersany more than machines will paint pic-tures or compose symphonies.Machines may help but the degree towhich they help will depend on thecreativity of the teacher. The time willnever come when creative living withstudents ceases to be the essence ofeducation. On the contrary, the morewe learn about education the moreimportant the teacher becomes."
Tec
hnol
ogy
As
It A
ffect
s E
duca
tiona
l Pla
nnin
g
Und
oubt
edly
itis
true
, as
som
epe
rson
s ha
ve s
ugge
sted
, tha
t the
re is
real
ly n
othi
ng n
ew in
wha
t is
pres
ently
desc
ribed
as
a sy
stem
s ap
proa
ch to
educ
atio
nal p
lann
ing.
Nev
erth
eles
s, it
can
hard
ly b
e de
nied
, par
tly a
s a
resu
ltof
the
pres
ent a
ttent
ion
to a
sys
tem
sap
proa
ch,
that
educ
ator
s ar
e no
win
volv
ed in
the
deve
lopm
ent o
f an
ana-
lytic
al a
ppro
ach
to th
e so
lutio
n of
thei
rpr
oble
ms;
it is
esp
ecia
lly tr
ue th
at th
eyar
e gi
ving
gre
ater
em
phas
is to
edu
ca-
tiona
l pur
pose
s an
d ob
ject
ives
. For
too
long
, aca
dem
ic p
ogr
ams,
eve
n ed
uca-
tiona
l ins
titut
ions
, hav
e ha
d no
mot
iva-
tiona
l goa
ls o
ther
than
vag
ue m
oral
ism
ssu
ch a
s "t
o tr
ain
for
good
citi
zens
hip,
""t
o ed
ucat
e th
e w
hole
man
," "
topr
ovid
e a
broa
d un
ders
tand
ing,
" or
"to
push
bac
k th
e fr
ontie
rs o
f kno
wle
dge.
"
Itha
s no
w b
ecom
e cl
ear
to a
stut
eob
serv
ers
of th
e ed
ucat
iona
l --;
ene
that
no s
choo
l or
colle
ge c
an o
pera
te in
am
anne
r th
at is
effi
cien
t and
effe
ctiv
ean
d w
ill b
e sa
tisfy
ing
to it
s sp
onso
rs a
ndto
its
stud
ent c
lient
ele
unle
ss it
det
er-
min
es it
s pr
oper
des
tiny
with
in th
efr
amew
ork
of o
ur s
ocie
ty. T
hus
itbe
com
es m
anda
tory
that
a s
choo
l or
anin
stitu
tion
of h
ighe
r le
arni
ng a
ttem
pt,
as r
igor
ousl
y as
pos
sibl
e, to
enu
ncia
teits
pur
pose
s an
d ob
ject
ives
. Ins
ofar
as
poss
ible
, esp
ecia
lly in
the
case
of t
hesc
hool
s, o
bjec
tives
sho
uld
be d
efin
ed in
such
a w
ay th
at th
eir
achi
evem
ent i
sde
term
inab
le. A
mbi
guou
s, v
ague
and
mea
ning
less
phr
ases
can
har
dly
beut
ilize
d as
goa
ls to
pro
vide
a b
asis
for
the
deve
lopm
ent o
f pol
icy
or th
epl
anni
ng o
f pro
gram
.
The
re is
wid
e-sp
read
acc
epta
nce
ofth
e pr
inci
ple
on th
e pa
rt o
f Am
eric
anci
tizen
s, a
n ac
cept
ance
that
is c
onsi
st-
ent w
ith n
atio
nal,
econ
omic
, soc
iolo
g-ic
al, a
nd p
oliti
cal n
eeds
, tha
t the
sch
ool,
ofte
nfo
llow
edby
col
lege
,sh
ould
atte
mpt
to p
rovi
de e
ach
boy
and
girl,
each
you
ng m
an a
nd w
oman
, the
edu
ca-
tiona
lfo
unda
tion
that
isre
quire
d,co
mpa
tible
with
his
inte
rest
san
dab
ilitie
s, in
ord
er th
at h
e or
she
may
unde
rtak
e a
usef
ul a
nd s
atis
fyin
g ro
le in
soci
ety.
To
unde
rtak
e th
e ac
com
plis
h-m
ent o
f suc
h a
broa
d ob
ject
ive,
eve
nbe
fore
an
atte
mpt
is m
ade
to d
evel
op a
set o
f spe
cific
goa
ls, d
eman
ds, i
nitia
lly,
stud
y of
the
stud
ent p
opul
atio
n th
at is
the
resp
onsi
bilit
y of
a p
artic
ular
sch
ool
or c
olle
ge.
On
the
colle
ge le
vel,
for
exam
ple,
DR
. CA
RR
OLL
V. N
EW
SO
MV
ice
Pre
side
nt o
f Edu
catio
nR
adio
Cor
pora
tion
of A
mer
ica
the
use
of c
olle
ge b
oard
sco
res
and
othe
r cr
iteria
for
adm
issi
on to
col
lege
that
tend
to r
einf
orce
eac
h ot
her
in th
ese
lect
ion
of s
tude
nts
with
som
ewha
tsi
mila
r pa
ttern
s of
abi
litie
s ha
s be
enco
mm
on, e
spec
ially
in r
ecen
t dec
ades
.T
hus
man
y of
the
so-c
alle
d se
lect
ive
colle
ges
and
univ
ersi
ties
do h
ave
stu-
dent
gro
ups
com
pose
d of
you
ng m
enan
d w
omen
who
are
dec
ided
ly a
like
ince
rtai
nke
yin
telle
ctua
lat
trib
utes
,es
peci
ally
in r
egar
d to
thei
r ve
rbal
ski
llsan
dth
eir
capa
bilit
ies
inha
ndlin
gsy
mbo
lic d
isco
urse
s su
ch a
s th
ose
ofm
athe
mat
ics.
Thi
s in
tere
stin
g co
mm
on-
ness
of p
atte
rns
of m
enta
l cha
ract
er-
istic
s,as
foun
d am
ong
stud
ents
on
cert
ain
cam
puse
s,is
und
oubt
edly
afa
ctor
inso
me
pres
ent-
day
colle
geph
enom
ena,
incl
udin
g th
e re
cent
stu
-
dent
uph
eava
ls. F
or c
olle
ges
and
univ
er-
sitie
s th
at a
ttem
pt to
ser
ve th
ene
eds
of
such
stu
dent
s, a
libr
ary
of b
ooks
, soo
nto
bem
oder
nize
dw
ithco
mpu
ter
cont
rol o
f man
y as
pect
s of
its
oper
a-tio
n, w
ill a
nd s
houl
d re
mai
n at
the
hear
t
of m
ost i
nstr
uctio
nal a
ctiv
ity.
But
stu
dent
s w
ith th
e sp
ecia
lint
el-
lect
ual a
ttrib
utes
I ha
ve ju
st d
escr
ibed
are,
and
alw
ays
will
be, i
n th
e m
inor
ity.
The
re a
rean
d th
e nu
mbe
r is
incr
eas-
ing
rapi
dly
man
y ab
le s
tude
nts
who
desi
re p
ost-
seco
ndar
y ed
ucat
ion
and
for
who
m s
uch
an e
duca
tion
isde
sira
ble.
The
stu
dent
s, le
t me
emph
asiz
e, a
reab
le, a
nd s
ocie
ty n
eeds
thei
r cu
ltiva
ted
tale
nts,
but
thei
r ab
ilitie
s, in
tere
sts,
and
the
natu
re o
f the
forc
es w
hich
prov
ide
them
mot
ivat
ion
diffe
r fr
om th
ose
ofst
uden
ts fo
r w
hom
mos
t of o
ur c
olle
ges
and
univ
ersi
ties
have
trad
ition
ally
had
aco
ncer
n.
In a
n im
port
ant r
ecen
t art
icle
by J
.
P. G
uilfo
rd',
Dire
ctor
of t
he A
ptitu
deR
esea
rch
Pro
ject
cre
ated
in 1
949
at th
eU
nive
rsity
of S
outh
ern
Cal
iforn
ia, h
ew
rites
,in
telli
ng a
bout
the
Pro
ject
,"a
ttent
ion
was
con
cent
rate
d on
test
s in
the
prov
isio
nal c
ateg
orie
s of
rea
soni
ng,
crea
tive
thin
king
, pla
nnin
g, e
valu
atio
n,an
d pr
oble
m-s
olvi
ng. N
early
20
year
sla
ter,
the
num
ber
of s
epar
ate
inte
l-
lect
ual
abili
ties
(tha
tha
vebe
en
obse
rved
and
stu
died
) ha
s in
crea
sed
toab
out 8
0, w
ith a
t lea
st 5
0 pe
rcen
t mor
epr
edic
ted
by a
com
preh
ensi
ve,
unifi
edth
eory
." A
nd th
ese
abili
ties,
I m
ay a
dd,
are
cert
ainl
y no
tdis
trib
uted
uni
form
lyin
any
pop
ulat
ion.
The
inst
itutio
ns th
at a
re d
emon
-st
ratin
g le
ader
ship
in a
ttem
ptin
g to
serv
e th
e ne
eds
ofst
uden
ts w
ith u
nor-
thod
oxin
tere
sts
and
abili
ties,
as
mea
sure
d ag
ains
t tra
ditio
nal
colle
ge
norm
s fo
r th
e se
lect
ion
of s
tude
nts,
are
the
new
ly-c
reat
ed c
omm
unity
colle
ges.
The
y ar
e le
arni
ng h
ow to
mak
e ap
pro-
pria
te a
dapt
atio
ns o
f cur
ricul
ar c
onte
ntan
d in
stru
ctio
nal m
etho
ds. B
ut I
amha
ppy
to n
ote
that
oth
er c
olle
ges
are
begi
nnin
g to
sen
se th
e ch
alle
nge
and
the
oppo
rtun
ity o
f pro
vidi
ng e
duca
tion
tost
uden
ts w
ho p
osse
ss u
nusu
al c
ompe
t-en
cies
and
inte
rest
s; s
uch
colle
ges
are
begi
nnin
g to
giv
e sp
ecia
l con
side
ratio
nto
thos
e st
uden
ts w
ho m
ayha
ve c
ome
f ro
men
viro
nmen
tsw
here
little
atte
ntio
n w
as g
iven
to th
e cu
ltiva
tion
ofab
ilitie
s m
easu
red
by th
e de
vice
s co
m-
mon
ly e
mpl
oyed
whe
n de
term
inin
gco
llege
adm
issi
on. T
he in
stru
ctio
nof
such
stu
dent
s, it
has
bee
n m
y ob
serv
a-tio
n, m
ust i
nvol
ve a
hea
vier
use
ofau
dio-
visu
al m
ater
ials
than
has
bee
nco
mm
on in
trad
ition
alin
stitu
tions
of
high
er le
arni
ng. T
he b
est g
atew
ay to
the
min
d fo
r a
larg
e nu
mbe
r of
thes
e st
u-de
nts,
esp
ecia
lly w
hen
assi
stin
g th
em in
conn
ectio
nw
ithce
rtai
nty
pes
ofex
posi
tion,
is to
be
foun
d in
the
visu
alan
d th
e au
dio
rath
er th
an in
the
prin
ted
wor
d. L
ibra
ries
in in
stitu
tions
ser
ving
the
need
s of
suc
h st
uden
ts m
ust g
ive
prop
er e
mph
asis
to th
eav
aila
bilit
y of
audi
o-vi
sual
mat
eria
ls. T
he r
apid
dev
el-
opm
ent o
f the
tape
car
trid
gefo
r bo
thau
dio
and
visu
alw
illfa
cilit
ate
the
crea
tion
of th
e es
sent
ial e
mph
asis
. In
addi
tion,
cla
ssro
oms,
sem
inar
roo
ms,
and
stud
y cu
bicl
es m
ust b
e eq
uipp
ed to
prov
ide
easy
acc
ess
to a
udio
-vis
ual
mat
eria
ls, m
ost o
f whi
ch, i
n th
e ne
arfu
ture
, will
be
stor
ed in
cen
tral
dep
osi-
torie
s; m
oder
n co
mm
unic
atio
n de
vice
sw
ill b
e em
ploy
ed to
tran
smit
a de
sire
dau
dio-
visu
al it
em to
the
loca
le w
here
itis
des
ired.
The
con
tras
t bet
wee
n st
u-de
nt p
opul
atio
ns in
two
type
s of
pos
tse
cond
ary
inst
itutio
nsha
sbe
en
port
raye
d fo
r th
e pu
rpos
e of
em
pha-
sizi
ng th
e ne
cess
ity fo
r a
prop
er r
ecog
ni-
tion
of d
iffer
ence
s th
at s
houl
d pr
evai
l in
inst
itutio
nal p
lann
ing
of in
stru
ctio
nal
reso
urce
s an
d fa
cilit
ies.
On
the
scho
ol le
vel,
rem
arka
ble
diffe
renc
es in
stu
dent
pop
ulat
ions
as
one
mov
es fr
om s
choo
l to
scho
ol a
rebe
com
ing
appa
rent
. For
inst
ance
,in
gene
ral,
ther
e ar
e cr
itica
l diff
eren
ces,
that
mus
t be
the
conc
ern
ofed
ucat
ors,
betw
een
the
stud
ent p
opul
atio
nsin
rura
l sch
ools
and
in u
rban
sch
ools
.Too
freq
uent
ly a
n in
stru
ctio
nal p
rogr
am is
deve
lope
d w
ithou
t asc
erta
inin
g in
an
adeq
uate
man
ner
that
the
stud
ents
poss
ess
the
foun
datio
nw
hich
the
pro-
gram
req
uire
s. T
each
ers
can
antic
ipat
eth
e av
aila
bilit
y of
mor
e an
dbe
tter
test
ing
prog
ram
s to
ass
ist t
hem
in
mak
ing
the
nece
ssar
y de
term
inat
ion.
Eve
r gr
eate
r at
tent
ion
mus
t be
give
n to
the
fact
that
stu
dent
s ca
n be
thor
ough
lyba
ffled
if th
ey d
o no
t pos
sess
an
ade-
quat
e un
ders
tand
ing
ofth
e ba
ckgr
ound
of a
pro
blem
or
conc
ept i
n te
rms
ofth
eir
expe
rienc
e. A
ver
y am
bitio
ussc
hool
boy
in a
n ur
ban
com
mun
itybr
oke
dow
n in
tear
s w
hen
he w
asgi
ven
the
prob
lem
, "If
95 p
erce
ntof
the
600
eggs
in a
n in
cuba
tor
hatc
hed,
how
man
yba
by c
hick
ens
wer
eth
ere"
? T
hrou
ghhi
s te
ars
he e
xpla
ined
that
he
didn
'tun
ders
tand
wha
t was
mea
nt b
yth
eha
tchi
ng o
f egg
s an
d he
kne
w o
f no
conn
ectio
n be
twee
n eg
gs a
nd b
aby
chic
kens
. A s
even
th-g
rade
girl
in a
larg
e
city
, who
enj
oyed
the
poem
abo
ut"M
ary
and
her
Lam
b" e
xpla
ined
, whe
ngi
ven
a pr
oble
m p
erta
inin
g to
Mar
yan
d
the
lam
b, th
at s
he d
id n
ot u
nder
stan
dth
e pr
oble
m;
it de
velo
ped
that
she
belie
ved
Mar
y's
lam
b to
be
a"f
uzzy
jack
et th
at M
ary
alw
ays
wor
e"; s
he h
adne
ver
seen
a la
mb.
With
the
pron
ounc
edpo
pula
tion
mov
emen
t tow
ard
the
larg
eci
ties,
man
y st
uden
ts d
o no
t pos
sess
the
back
grou
nd to
und
erst
and
the
setti
ngfo
r a
cons
ider
able
num
ber
of c
omm
onex
posi
tory
pre
sent
atio
ns a
nd p
robl
ems,
relic
s of
a r
ural
env
ironm
ent,
that
stil
l
appe
ar in
text
book
s.T
he fu
ture
will
see
muc
h m
ore
stud
ied
and
cons
cien
tious
effo
rt b
y al
l of t
hose
invo
lved
in th
ede
sign
of i
nstr
uctio
nal m
ater
ials
,of
ten
thro
ugh
the
use
of a
udio
-vis
uald
ispl
ays,
to p
rovi
de e
ach
stud
ent a
nec
essa
ryba
ckgr
ound
of u
nder
stan
ding
so
that
his
stud
ies
will
be
mea
ning
ful.
But
irre
spec
tive
of th
e na
ture
of a
part
icul
ar s
tude
nt g
roup
, the
teac
her
mus
t fac
e th
e pr
oble
m o
fin
divi
dual
diffe
renc
es. A
s al
read
y im
plie
d, it
is
now
rec
ogni
zed
that
ther
e ar
e gr
oss
diffe
renc
esin
hum
anca
pabi
litie
s.In
stea
d of
one
kin
d of
inte
llige
nce,
ther
e ar
e m
any.
Vas
t diff
eren
ces
also
exis
t am
ong
peop
le in
thei
r in
tere
sts,
and
grea
t var
iatio
n oc
curs
with
res
pect
to th
e m
anne
r in
whi
ch in
divi
dual
s m
aybe
mot
ivat
ed to
per
form
som
e de
sira
ble
task
or
task
s. H
ered
ity is
und
oubt
edly
afa
ctor
whe
n w
e ar
e se
ekin
g th
e ba
sis
for
the
exis
tenc
e of
indi
vidu
alm
enta
ldi
ffere
nces
am
ong
mem
bers
of t
hehu
man
fam
ily. B
ut th
e ev
iden
ce is
now
very
str
ong
that
the
mos
tsi
gnifi
cant
fact
or in
pro
vidi
ng a
n ex
plan
atio
n fo
rsu
ch d
iffer
ence
s is
ass
ocia
ted
with
the
subs
tant
ial v
aria
tion
in e
nviro
nmen
ts in
whi
ch th
e yo
ung
are
born
and
rai
sed.
So,
whe
n de
sign
ing
inst
ruct
iona
l pro
-gr
am a
nd s
trat
egy,
the
educ
ator
mus
tun
ders
tand
that
eac
h pe
rson
'sin
telle
ctat
any
par
ticul
ar ti
me
inhi
s pe
rson
alhi
stor
y is
a u
niqu
e co
mpo
site
of a
bil-
ities
, int
eres
ts, a
nd th
e ot
her
fact
ors
with
whi
ch p
sych
olog
y is
conc
erne
d.T
he v
ery
fact
of t
he g
reat
varie
ty o
fhu
man
inte
llect
s av
aila
ble
toso
ciet
y
may
be
mos
tfo
rtui
tous
as
soci
ety
stru
ggle
s to
mee
t the
gre
at v
arie
tyof
its
need
s. It se
ems
clea
r to
me,
if o
urso
ciet
y is
to s
erve
its
own
requ
irem
ents
as
wel
l as
thos
eof
itsci
tizen
-mem
bers
, tha
ted
ucat
iona
l pla
nner
s m
ust t
ry to
mee
t
the
dive
rsity
of e
duca
tiona
l dem
ands
pose
d by
stu
dent
s un
der
thei
r su
per-
visi
on b
y m
akin
g su
ch m
odifi
catio
ns o
fth
ein
stru
ctio
nal
prog
ram
,in
bot
hco
nten
t and
met
hods
of i
nstr
uctio
n, a
sw
ould
app
ear
to b
e de
sira
ble
in th
e ca
seof
eac
h st
uden
t or
part
icul
ar c
olle
ctio
nof
stu
dent
s.U
nfor
tuna
tely
,in
my
judg
emen
t, m
ost o
f the
sch
ools
as
wel
las
the
long
-est
ablis
hed
colle
ges
in th
eU
nite
d S
tate
s ha
ve b
ecom
e im
itato
rs;
they
all
look
alik
e. T
here
are
man
yre
ason
s fo
r th
is fa
ct; m
ost o
f you
are
quite
aw
are
of th
em. H
owev
er, a
sal
read
y in
dica
ted,
it is
my
stro
ng c
on-
vict
ion
that
eac
h ed
ucat
iona
l ins
titu-
tion,
on
the
basi
s of
nee
ds to
be
serv
ed,
mus
t det
erm
ine
its o
wn
dist
inct
ive
dest
iny.
We
need
man
y m
ore
inst
itu-
tions
whi
ch h
ave
refu
sed
to b
e ca
st in
toa
trad
ition
al m
old
and
whi
ch h
ave
mad
ea
serio
us a
nd s
ucce
ssfu
l atte
mpt
to p
ro-
vide
par
ticul
ar s
ervi
ces
to s
tude
nts
with
part
icul
ar in
tere
sts
and
abili
ties.
Suc
han
acc
ompl
ishm
ent i
s th
e tr
ue m
ark
ofex
cel l
ence
.M
uch
need
s to
be
done
in th
e de
vel-
opm
ent
ofin
stru
ctio
nal
stra
tegy
tow
ard
reso
lvin
g so
me
of th
e ed
uca-
tiona
l pro
blem
s as
soci
ated
with
the
fact
ofst
uden
tdi
ffere
nces
.H
owev
er,
atte
ntio
n to
pro
visi
ons
for
inde
pend
ent
stud
y an
d th
e cr
eatio
n of
sm
all d
iscu
s-si
on o
r w
ork
grou
ps th
at m
ake
poss
ible
the
inte
rpla
y of
act
ive
min
ds a
ppea
r to
be a
n es
sent
ial e
lem
ent i
n th
e ne
cess
ary
cons
ider
atio
ns. O
ne c
olle
ge w
hich
I
have
obs
erve
d in
rec
ent y
ears
per
mits
each
pro
fess
or to
dev
elop
his
ow
n in
ter-
pret
atio
n of
a d
esira
ble
man
ner
for
prov
idin
g in
stru
ctio
nal s
uper
visi
on fo
r a
thre
e-ho
ur c
ours
e,fo
r ex
ampl
e. A
typi
cal i
nter
pret
atio
n m
ight
pro
vide
for
"on
e ho
ur p
er w
eek
of le
ctur
e w
ith th
ere
mai
nder
of t
he s
tude
nt's
tim
e sp
ent i
nst
uden
t-co
nduc
ted
sem
inar
san
din
carr
ying
out
indi
vidu
al d
esig
ned
pro-
ject
s.E
ach
stud
ent h
as h
is p
rivat
ecu
bicl
ein
the
inst
itutio
nal
lear
ning
cent
er a
nd e
very
cub
icle
has
eas
y ac
cess
to a
cen
tral
col
lect
ion
of a
udio
-vis
ual
mat
eria
ls a
s w
ell a
s bo
oks.
The
phy
sica
lfa
cilit
ies
of th
e in
stitu
tion
have
bee
nca
refu
lly d
esig
ned
to a
ccom
mod
ate
the
need
s of
the
inst
ruct
iona
l pro
gram
.O
ffice
rs o
f the
inst
itutio
n be
lieve
, bas
edon
the
evid
ence
, tha
t the
pre
sent
inst
ruct
iona
l tec
hniq
ue p
rodu
ces
bette
rre
sults
at l
ower
cos
t tha
n w
hen
the
colle
ge fo
llow
ed tr
aditi
onal
pat
tern
s.S
imila
r at
tem
pts
to b
uild
gre
ater
flex
i-bi
lity
into
the
inst
ruct
iona
l pro
gram
can
be c
ited
on th
e sc
hool
leve
l.
Pro
per
atte
ntio
n to
the
mul
ti-m
edia
appr
oach
to te
achi
ng b
ecom
es e
spe-
cial
ly r
elev
ant w
hen
atte
mpt
ing
to s
olve
the
prob
lem
of i
ndiv
idua
l diff
eren
ces.
Whe
n de
velo
ping
an
expo
sitio
n of
aco
ncep
t, th
e te
ache
r ca
n an
d sh
ould
choo
se th
e m
ediu
m o
r th
e co
mbi
natio
nof
med
ia th
at w
ould
see
m to
be
mos
tef
fect
ive
whe
n w
eigh
ed a
gain
st th
ene
eds
of th
e su
bjec
t mat
ter
as w
ell a
sth
em
enta
lch
arac
teris
tics
ofth
est
uden
t.N
ow it
is p
ossi
ble,
thro
ugh
the
use
of r
ecor
ding
s, to
hea
r a
poet
rea
d hi
sow
n w
orks
, and
thes
e re
cord
ings
may
be b
roug
ht in
to th
e cl
assr
oom
or
stud
ycu
bicl
e fr
om a
dis
tant
res
ourc
e ce
nter
with
in a
few
sec
onds
afte
r th
e te
ache
ror
stu
dent
pus
hes
ase
t of s
igna
lbu
ttons
. The
new
aud
io ta
pe c
artr
idge
s,,-
also
bec
ome
an in
valu
able
ass
et in
cla
ss-
room
teac
hing
and
for
the
use
of s
tu-
dent
s in
dulg
ing
in in
depe
nden
t stu
dy.
Now
it is
bec
omin
g po
ssib
le to
obs
erve
afil
m o
f wav
e ac
tion
in w
ater
to s
uppl
e-m
ent
and
illus
trat
em
athe
mat
ical
dem
onst
ratio
ns, a
nd w
ithin
a fe
w y
ears
it w
ill b
e co
mm
on to
sho
w a
film
on
adi
spla
y su
rfac
e in
the
room
whe
re it
isde
sire
d by
sig
nalli
ng th
e co
ntro
lling
com
pute
r in
the
reso
urce
cen
ter
whi
chm
ay b
e m
any
mH
es a
way
. Tap
e ca
r-tr
idge
s co
ntai
ning
bot
h au
dio
and
visu
alre
cord
s, to
be
inse
rted
in m
odifi
ed te
le-
visi
on s
ets,
will
soo
n be
ava
ilabl
e as
libra
ry it
ems
and
for
asso
rted
inst
ruc-
tiona
l pur
pose
s. P
ossi
bly
the
mos
t sig
ni-
fican
t dev
elop
men
t per
tain
ing
to th
eus
e of
tech
nolo
gy in
edu
catio
n pe
rtai
nsto
the
usef
ulne
ss o
f the
mod
ern
com
-pu
ter.
A v
ast n
umbe
r of
stu
dent
s in
our
scho
ols
and
colle
ges,
alon
gw
ithre
sear
chpe
rson
nel
inin
dust
ry, a
real
read
y us
ing
the
com
pute
r to
sol
velo
ng a
nd c
ompl
ex a
rithm
etic
al p
rob-
lem
s an
d to
sim
ulat
e th
e da
ta s
truc
ture
of e
xper
imen
tal s
ituat
ions
that
pre
vi-
ousl
y w
ere
hand
led
alm
ost e
ntire
lyth
roug
h th
e cr
eatio
n of
labo
rato
ryex
perim
ents
. Lea
rnin
g ho
w to
pro
gram
a co
mpu
ter
has
beco
me
virt
ually
man
-da
ted
as a
fiel
d of
inst
ruct
ion
in b
oth
scho
olan
dco
llege
.C
ompu
ter-
con-
trol
led
"dril
l and
pra
ctic
e" e
xerc
ises
are
bein
g em
ploy
ed in
a v
arie
ty o
f sch
ools
and
colle
ges
to s
uppl
emen
t and
ext
end
the
regu
lar
inst
ruct
iona
l pro
gram
ince
rtai
nsu
bjec
ts,
and
succ
ess
has
atte
nded
effo
rts
to p
rogr
am a
com
pute
rto
car
ry o
n a
Soc
ratic
dia
logu
e w
ith a
stud
ent w
ho is
atte
mpt
ing
to b
ecom
epr
ofic
ient
in a
par
ticul
ar a
rea
of k
now
-le
dge.
Com
pute
rized
lang
uage
teac
hing
prog
ram
sha
vebe
enre
mar
kabl
ysu
cces
sful
. In
fact
, the
re is
virt
ually
no
limit
to th
e po
ssib
ilitie
s of
pro
gram
-m
ing
a co
mpu
ter
to in
tera
ct w
ith a
lear
ner
in s
uch
a w
ay th
at e
ffect
ive
lear
ning
exp
erie
nces
are
pro
vide
d. In
rece
nt y
ears
, the
con
trib
utio
ns o
f tec
h-no
logy
to in
stru
ctio
n in
man
y sc
hool
san
d co
llege
s, a
s ill
ustr
ated
by
prev
ious
com
men
ts, h
ave
been
not
able
; mor
e-ov
er, t
he a
vaila
bilit
y of
mod
ern
tech
no-
logy
is a
lread
y ha
ving
an
effe
ct u
pon
inst
ruct
iona
l phi
loso
phie
s an
d is
stim
-ul
atin
g ne
w-t
ype
rese
arch
end
eavo
rs
pert
aini
ng to
inst
ruct
ion
and
lear
ning
.La
ngua
ge la
bora
torie
s, in
trod
uced
afe
w y
ears
ago
, hav
e re
veal
ed th
at s
igni
-fic
ant e
duca
tiona
l val
ues
resu
lt fr
omle
arni
ng e
xper
ienc
es p
rovi
ded
to s
tu-
dent
s in
whi
ch m
odes
of p
ronu
ncia
tion
and
acce
ptab
le k
inds
of s
ynta
x ar
ede
mon
stra
ted
by th
e re
cord
ed v
oice
s of
lingu
istic
exp
erts
. But
the
trad
ition
alla
ngua
ge la
bora
tory
, it i
s in
tere
stin
g to
note
,is
now
bei
ng a
bsor
bed
into
ava
riety
of m
oder
n ty
pes
of le
arni
ng la
b-or
ator
ies
or in
stru
ctio
nal e
nviro
nh le
nts.
In th
ese
inst
ruct
iona
l env
ironm
ents
,pr
inte
d, a
udio
, vis
ual,
and
com
pute
rre
sour
ces
are
bein
g m
ade
avai
labl
e in
an
easi
ly a
cces
sibl
e w
ay b
y sy
nthe
size
dha
rdw
are
syst
ems
to a
ssis
t a te
ache
r or
aco
llect
ion
of te
ache
rs in
car
ryin
g ou
tw
ell-c
once
ived
inst
ruct
iona
l end
eavo
rsin
a va
riety
of s
ubje
ct a
reas
. Suc
hin
stru
ctio
nal e
nviro
nmen
ts, i
t may
be
emph
asiz
ed, s
houl
d be
des
igne
d to
acco
mm
odat
esp
ecifi
cin
stru
ctio
nal
purp
oses
and
situ
atio
ns.
Cou
rses
in a
rt a
re b
ecom
ing
mea
n-in
gful
bec
ause
of t
he fa
ct th
at e
asy
acce
ssis
bei
ng p
rovi
ded
in th
e ne
win
stru
ctio
nal e
nviro
nmen
tsin
lect
ure
halls
, in
clas
sroo
ms,
in in
divi
dual
ized
stud
y cu
bicl
es, i
n se
min
ar r
oom
s, a
nd in
othe
r in
stru
ctio
nal e
nviro
nmen
tsto
repr
oduc
tions
ofar
tm
aste
rpie
ces,
alon
g w
ith a
ppro
pria
te c
omm
enta
ry.
Bec
ause
of e
asy
acce
ssib
ility
to a
udio
reco
rdin
gs, n
ew e
mph
asis
is b
eing
giv
enin
bot
h sc
hool
and
col
lege
to in
stru
c-tio
n in
spo
ken
Eng
lish,
dra
ma,
and
inm
usic
. The
soc
ial s
tudi
es a
re r
apid
lybe
com
ing
virt
ually
new
dis
cipl
ines
sin
cese
lect
ed a
udio
-vis
ual d
ispl
ays
can
beem
ploy
ed to
cre
ate
an a
ppro
pria
tein
itiat
ion
to th
e di
scus
sion
of a
par
tic-
ular
sub
ject
, and
oth
er d
ispl
ays
usua
lly s
hort
er d
ispl
ays
can
be in
tro-
duce
d to
illu
stra
te a
nd r
einf
orce
an
unde
rsta
ndin
g of
par
ticul
ar c
once
pts.
No
long
er d
oes
the
good
teac
her
use
audi
o-vi
sual
dis
play
s to
mer
ely
enric
h a
text
book
trea
tmen
t; ra
ther
, a p
ertin
ent
audi
o-vi
sual
dis
play
is o
ften
empl
oyed
to m
ake
the
basi
c pr
esen
tatio
n of
a s
ub-
ject
and
prin
ted
mat
eria
l is
then
use
d in
a su
ppor
ting
role
. With
the
read
y av
ail-
abili
ty o
f com
pute
r se
rvic
es in
the
new
-t y
pe
in s
truc
tiona
len
viro
nmen
ts,
sugg
este
d ec
onom
ic m
odel
s or
pro
-po
sed
phys
ical
mod
els
may
besi
mul
ated
for
anal
ysis
and
for
verif
ica-
tion.
In g
ener
al, t
he k
inds
of i
nstr
uc-
tiona
l env
ironm
ents
that
a s
choo
l or
colle
gecr
eate
sho
uld
depe
nd v
ery
stro
ngly
upo
n th
e em
phas
is th
at a
repl
anne
d in
cur
ricul
ar c
onte
nt a
nd in
inst
ruct
iona
l met
hod.
Aga
in, p
rope
rpl
anni
ng b
ecom
es fu
ndam
enta
l.
Virt
ually
by
defin
ition
, a m
oder
nin
stitu
tion
ofhi
gher
lear
ning
is
expe
cted
to c
arry
out
sig
nific
ant s
tudi
esan
d in
vest
igat
ions
and
pro
vide
pub
licse
rvic
es th
at a
re w
ithin
the
inst
itutio
n's
capa
bilit
y. It
is d
oubt
ful t
hat a
ny c
ritic
of o
ur c
olle
ges
and
univ
ersi
ties
or a
nyin
stitu
tiona
l rep
rese
ntat
ive
wou
ld d
is-
agre
e w
ith th
e pr
inci
ple
that
teac
hing
isth
e pr
ime
resp
onsi
bilit
y of
an
inst
itu-
tion
of h
ighe
r le
arni
ng. B
ut th
e ki
nds
ofst
udie
s w
hich
the
inst
itutio
n pr
ovid
esits
stu
dent
s an
d th
e ex
tent
and
kin
d of
inst
itutio
nal e
ndea
vors
in o
ther
com
-m
only
acc
epte
d ar
eas
of r
espo
nsib
ility
mus
t var
y ac
cord
ing
to th
e in
stitu
tion'
sre
sour
ces,
polic
ies
and
trad
ition
s.C
erta
inly
the
entir
e pr
ogra
m o
f a c
ol-
lege
and
uni
vers
ity d
eser
ves
the
mos
tca
refu
lco
nsid
erat
ion:
the
prog
ram
cann
ot b
e pe
rmitt
ed to
gro
w in
an
unco
ntro
lled
man
ner.
Too
ofte
nin
rece
nt d
ecad
es, I
reg
ret t
o sa
y, th
e re
ady
avai
labi
lity
of s
peci
al fu
nds
from
pri-
vate
and
gov
ernm
enta
l sou
rces
has
dete
rmin
ed s
igni
fican
t asp
ects
of a
nin
stitu
tion'
s de
velo
pmen
t rat
her
than
a
care
fully
con
ceiv
ed p
olic
y; th
is tr
end
isre
spon
sibl
em
ore
so th
an m
any
pers
ons
may
und
erst
and
for
the
grow
ing
finan
cial
em
barr
assm
ent b
eing
expe
rienc
ed b
y an
incr
easi
ng n
umbe
r of
inst
itutio
ns o
f hig
her
lear
ning
. The
ver
yco
mpl
exity
of m
oder
n so
ciet
y, w
ith it
sch
angi
ng h
uman
and
phy
sica
l req
uire
-m
ents
, int
ensi
fied
the
man
date
to e
ach
colle
ge a
nd u
nive
rsity
to in
dulg
e in
the
kind
of c
aref
ul a
nd s
yste
mat
ic p
lann
ing
that
is a
cha
ract
eris
tic o
f any
suc
cess
ful
ente
rpris
e. A
nd,
I mus
t con
tinue
toem
phas
ize,
plan
ning
of p
rogr
amw
heth
er in
sch
ool o
r co
llege
mus
tpr
eced
e an
y pl
anni
ng o
f fac
ilitie
s or
any
cons
truc
tion
of n
eed
for
tech
nolo
gica
lre
sou
rces
.T
o fa
cilit
ate
the
cond
uct o
f pro
-gr
ams
of c
ontin
uing
edu
catio
n by
eith
erth
e sc
hool
s or
the
colle
ges,
we
can
antic
-ip
ate
the
avai
labi
lity
of m
ore
tele
visi
oneq
uipm
ent d
esig
ned
spec
ifica
lly fo
red
ucat
iona
l usa
ge. O
ppor
tuni
ties
avai
l-ab
le to
us
thro
ugh
the
mor
e ex
tens
ive
expl
orat
ion
and
utili
zatio
n of
the
2500
mag
aher
tz b
and,
and
then
the
lase
r, w
illen
able
us
to c
onsi
dera
bly
expa
nd o
uren
deav
ors.
Typ
es o
f ass
ocia
ted
equi
p-m
ent,
such
as
stud
ent r
espo
nse
syst
ems
to b
e us
ed in
con
nect
ion
with
inst
ruc-
tiona
l tel
evis
ion
and
also
as
an a
djun
ctto
trad
ition
al le
ctur
e ha
ll eq
uipm
ent,
are
now
in a
dvan
ced
stag
es o
f dev
elop
-m
ent.
Mor
eove
r,ne
w-t
ype
colo
rca
mer
as th
at h
ave
been
intr
oduc
ed in
rece
nt w
eeks
mak
e it
econ
omic
ally
prac
tical
for
inst
ruct
iona
l tel
evis
ion
prog
ram
s tr
ansm
itted
with
in s
choo
lsy
stem
s or
on
cam
pus
by c
lose
d-ci
rcui
tsy
stem
s to
be
prod
uced
in n
atur
al c
olor
.E
duca
tiona
lte
levi
sion
is n
o lo
nger
rega
rded
by
indu
stria
l des
igne
rs a
s a
mer
e st
epch
ild o
f com
mer
cial
tele
vi-
sion
.It
is m
y ju
dgem
ent t
hat e
duca
-tio
nal i
nstit
utio
ns h
ave
been
am
azin
gly
myo
pic
in th
eir
anal
ysis
of t
he e
xper
i-
men
tatio
n w
ith p
ossi
ble
uses
of t
elev
i-si
on; s
ome
inst
itutio
nal o
ffice
rs h
ave
faile
d to
rea
lize
that
tele
visi
on is
a n
ewan
dpo
wer
ful
med
ium
that
whe
npr
oper
ly s
ynth
esiz
ed w
ith o
ther
med
iaca
n of
ten
be u
sed
in a
pot
ent w
ay to
faci
litat
e th
e le
arni
ng p
roce
ss.
A c
olle
ge o
r un
iver
sity
pro
gram
of
rese
arch
and
inve
stig
atio
n,po
ssib
lyun
rela
ted
to it
s in
stru
ctio
nal a
ctiv
ities
,m
ust b
e th
e re
sult
of v
ery
care
ful p
lan-
ning
and
mus
t be
subj
ect t
o co
ntin
uing
eval
uatio
n. A
s al
read
y in
dica
ted,
fals
ean
d un
due
emph
asis
upo
n su
ch a
pro
-gr
am c
an p
lay
havo
c w
ith a
n in
stitu
-tio
n's
pers
pect
ive
upon
itsto
tal
resp
onsi
bilit
ies.
Inge
nera
l,I
may
emph
asiz
e, th
e ex
tra-
curr
icul
ar e
ffort
sof
an
inst
itutio
n, u
nles
s th
ere
is a
de-
quat
e pl
anni
ng a
nd c
ontr
ol, c
an le
ad to
inst
itutio
nal d
isor
gani
zatio
n an
d ov
er-
com
mitm
ent o
f ins
titut
iona
l res
ourc
es.
Som
e of
the
maj
or p
robl
ems
now
bein
g en
coun
tere
d by
adm
inis
trat
ors
invi
rtua
llyal
led
ucat
iona
lin
stitu
tions
rela
te to
the
com
pute
r ne
eds
that
hav
ere
cent
ly b
ecom
e a
sign
ifica
nt fa
ctor
inan
inst
itutio
n's
prog
ram
and
fina
ncia
lpl
anni
ng. A
nnua
l bud
gets
for
the
use
ofco
mpu
ter
syst
ems
in th
e re
sear
ch p
ro-
gram
s of
sev
eral
inst
itutio
ns a
re n
ow in
the
mul
ti-m
illio
n do
llar
rang
e. In
add
-iti
on, t
he c
ompu
ter
is r
apid
ly b
ecom
ing
the
dom
inan
t com
pone
nt o
f man
y of
the
phys
ical
sys
tem
s w
hich
pro
vide
the
stru
ctur
al fr
amew
ork
of th
e in
stru
c-tio
nal e
nviro
nmen
ts a
lread
y di
scus
sed.
And
the
situ
atio
n w
ith r
espe
ct to
com
pute
rut
iliza
tion,
asin
dica
ted
earli
er, i
s be
com
ing
com
plic
ated
by
the
intr
oduc
tion
ofco
mpu
ter-
assi
sted
inst
ruct
ion
and
by a
trem
endo
us s
tu-
dent
dem
and
tole
arn
com
pute
rpr
ogra
min
g an
d te
chno
logy
.
No
phys
ical
and
orga
niza
tiona
lpr
oble
m n
ow fa
cing
adm
inis
trat
ors
of
our
scho
ols
and
colle
ges
is a
nd w
ill p
ose
grea
ter
dem
ands
on
thei
r in
genu
ity th
anth
e so
-cal
led
com
pute
r pr
oble
m. U
nfor
-tu
nate
ly, t
he p
robl
em h
as a
ppea
red
inth
eir
mid
st in
suc
h a
subt
le w
ay th
atm
ost
inst
itutio
nal
exec
utiv
esha
veha
rdly
rec
ogni
zed
its e
xist
ence
. So
inm
any
inst
itutio
ns, e
spec
ially
the
univ
er-
sitie
s, th
e or
gani
zatio
n w
ith r
espe
ct to
com
pute
r us
age
is in
an
amaz
ingl
y in
ef-
ficie
ntst
ate.
As
a re
sult,
com
pute
rse
rvic
es p
rovi
ded
with
in s
uch
inst
itu-
tions
are
inad
equa
te a
nd th
e co
st o
iop
erat
ion
of th
e co
mpu
ter
syst
ems
isin
tole
rabl
y hi
gh. T
he ty
pica
l uni
vers
ityad
min
istr
ator
is n
ow fa
cing
an
urge
ntan
d a
trem
endo
us c
halle
nge
to p
ut h
isco
mpu
ter
hous
e"in
orde
r.T
oofr
eque
ntly
, unf
ortu
nate
ly, t
here
is a
lack
of c
ompr
ehen
sion
of t
he m
agni
-tu
de o
f the
pro
blem
. Mor
eove
r, I
note
adi
stur
bing
tend
ency
toat
tem
pta
solu
tion
of th
e pr
oble
m w
ithou
t firs
tm
akin
g a
thor
ough
stu
dy o
f the
pre
sent
and
futu
re fu
nctio
ns o
f a c
ompu
ter
syst
em in
the
life
of th
e in
stitu
tion;
the
dete
rmin
atio
nof
orga
niza
tion,
for
exam
ple,
mus
t fol
low
the
dete
rmin
-at
ion
of fu
nctio
n.A
rec
ent s
tate
men
t by
the
rese
arch
and
polic
y co
mm
ittee
of t
he C
om-
mitt
ee fo
r E
cono
mic
Dev
elop
men
t2co
ntai
ns th
e fo
llow
ing
para
grap
h:"T
echn
olog
y m
ay b
e a
pow
erfu
lfa
ctor
in th
e ac
hiev
emen
t of e
duca
-tio
nal
goal
s w
here
the
inst
ruct
iona
lpr
ogra
mis
plan
ned
by c
ompe
tent
desi
gner
san
dth
ein
stru
men
ts a
reem
ploy
ed b
y pr
oper
ly p
repa
red
and
skill
ed te
ache
rs. T
he u
se o
f adv
ance
dte
chni
ques
inin
stru
ctio
n ca
n fr
eete
ache
r tim
e fo
r m
ore
inte
nsiv
e in
divi
d-ua
l cou
nsel
ing
and
tuto
ring
and
can
exte
nd th
e ra
nge
of th
e te
ache
r'sin
fluen
ces
by e
nabl
ing
a cl
oser
rel
atio
n-sh
ip b
etw
een
teac
her
and
stud
ent.
Edu
catio
nal t
echn
olog
y ca
n se
rve
as a
vehicle for developing cooperationamong teachers and can aid in over-coming the isolation of individualteachers and classrooms that has com-monly resulted from traditionalpatterns of school organization andteaching. A more efficient deploymentand specialized use of facility personnelis one of the new instructional techno-logies and techniques. Educationalequipment and methods may disclosenew objectives in education that other-wise may have been ignored. The devel-opment of new means often influencesthe judgement of which ends are worthachieving. More effective teachingtechniques may be expected to affectboth the goals and substance of educa-tion, just as improved methods ofco m mu n ication and travel haveimportantly influenced our values aswell as our behavior."'
I am in concurrence with this signi-ficant statement. But it is of the greatestimportance to note, as a supplement tothe statement, that educational plan-ning planning of program and ofinstructional strategy must precedethe planning of facilities and the pro-curement of technological resources.Proper planning must also giveattention to the economic aspects ofthe introduction of technological sys-tems into a school or college environ-ment as well as the educational valuesthat may result; frequently it is essentialto indulge in complex analyses to arriveat defensible decisions pertaining to theeffectiveness and efficiency of combin-ations of educational resources, bothpeople and things. It can hardly bedoubted, therefore, that executives ofour schools and colleges and universitiesare now facing critical problems ofplanning that are more difficult than
ever before in educational history. Thedevelopment of a new science ofinstitutional management would appearto be inevitable.
1J. P. Guilford, Science, 'I ntelligence HasThree Facets", May 10, 1968.2 Committee for Economic Development, AStatement by the Research and PolicyCommittee, "The Use of the NewResources", July, 1968.
24
DR
. CA
RR
OLL
W. M
C G
UF
FE
YP
rofe
ssor
of E
duca
tiona
l Adm
inis
trat
ion
Uni
vers
ity o
f Geo
rgia
Tec
hnol
ogy
And
Indi
vidu
al C
ui M
ac F
acili
tyP
lann
ing
We
are
livin
g in
a m
arve
lous
era
. Aw
ell k
now
n so
ciol
ogis
t has
sta
ted
that
the
solu
tion
to te
chno
logi
cal u
nem
-pl
oym
ent (
unem
ploy
men
t due
to th
eau
tom
atio
n of
indu
stry
)is
the
con-
tinue
d de
velo
pmen
t of n
ew p
rodu
cts
and
that
thes
e ne
w d
evic
es w
ill h
ave
tobe
dev
elop
ed a
t a g
reat
er r
ate
than
the
curr
ent h
igh
pace
of i
nven
tion.
Whe
nyo
u ex
amin
e hi
s st
atem
ent i
nth
e lig
htof
rec
ent d
evel
opm
ents
, the
pro
spec
tsar
efa
ntas
tic.
For
exa
mpl
e, e
ight
ype
rcen
t of t
he s
ales
of o
ne o
f our
larg
est
elec
tron
ic fi
rms
are
prod
ucts
unk
now
nte
n ye
ars
ago.
Six
ty p
erce
nt o
f the
sale
s
reve
nue
of o
ne o
f our
gre
atch
emic
alco
mpa
nies
proj
ecte
dfo
r 19
75 a
reex
pect
ed to
be
from
pro
duct
s no
w in
the
intr
oduc
tory
sta
ge o
r w
hich
are
stil
lto
be
inve
nted
. It h
as b
een
pred
icte
dth
at th
irty
perc
ent o
f the
sal
es d
olla
r in
the
tran
spor
tatio
n in
dust
ry is
from
new
prod
ucts
or
thos
e so
gre
atly
cha
nged
as
to b
e co
nsid
ered
new
. Per
haps
,th
ese
exam
ples
ove
r-ex
agge
rate
the
curr
ent
rate
of t
echn
ical
inno
vatio
n bu
t we
all
reco
gniz
e th
e sw
iftly
mov
ing
rate
of
pres
ent
deve
lopm
ent.
Sho
uld
the
tem
po in
crea
se, t
he im
pact
on
scho
olbu
ildin
g de
sign
and
the
rate
of s
choo
lbu
ildin
g ob
sole
senc
e ar
e lik
ely
to b
eov
erw
helm
ing.
Pur
pose
My
purp
ose
toda
y is
to e
xam
ine
the
impa
ct o
f dev
elop
ing
inst
ruct
iona
l tec
h-no
logy
in r
elat
ion
to th
e pl
anni
ng o
fin
divi
dual
scho
olbu
ildin
gs.
Inth
istr
eatm
ent,
elec
tro-
mec
hani
cal i
nstr
uc-
tiona
l dev
ices
cur
rent
ly a
vaila
ble
are
exam
ined
, the
ir us
es a
re il
lust
rate
d an
dth
eir
impa
ct o
n fa
cilit
y pl
anni
ng is
dem
onst
rate
d.I
prop
ose
no p
re-c
on-
ceiv
ed s
olut
ions
to th
e pl
anni
ng p
ro-
blem
, but
wou
ld e
xhor
t you
to lo
okup
on th
e pl
anni
ng fo
rin
stru
ctio
nal
tech
nolo
gy fr
om a
pro
blem
sol
ving
poin
t-of
-vie
w a
nd to
use
the
plan
ning
proc
ess
to e
volv
e th
e ne
eded
inst
ruc-
tiona
l sys
tem
s an
d th
e pl
anni
ng c
riter
iafo
r bu
ildin
g de
sign
. Exp
erie
nces
from
othe
r sc
hool
s ut
ilizi
ng s
imila
r in
stru
c-tio
nal d
evic
es o
r sy
stem
s ar
e us
ually
help
ful
inth
is p
roce
ss. C
oope
rativ
ein
ter-
disc
iplin
ary
plan
ning
is a
lso
esse
n-tia
l. M
oreo
ver,
ther
e ha
s ne
ver
been
atim
e in
the
hist
ory
of p
lann
ing
scho
olbu
ildin
gs w
hen
the
need
for
the
deve
l-op
men
t of e
duca
tiona
l spe
cific
atio
nsha
s be
en g
reat
er.
I mig
ht a
dd th
at th
e ge
nera
l out
look
tow
ard
thes
e sy
stem
s ap
pear
s to
hav
ech
ange
d. T
he u
ses
of th
ese
syst
ems
are
likel
y to
be
mor
e fr
eque
nt, m
ore
delib
-er
atel
y pl
anne
d an
d m
ore
care
fully
impl
emen
ted.
Mor
eove
r, th
e gr
owin
g
emph
asis
on
indi
vidu
aliz
ing
inst
ruct
ion
has
deve
lope
d a
dem
and
for
new
inst
ruct
iona
l tec
hniq
ues
and
thes
e ne
wsy
stem
s ha
ve d
emon
stra
ted
that
whe
npr
oper
ly e
mpl
oyed
they
can
ser
ve u
se-
ful
purp
oses
bot
h in
indi
vidu
aliz
ing
inst
ruct
ion
and
in im
prov
ing
the
effe
c-tiv
enes
s of
larg
e gr
oup
inst
ruct
ion.
Sel
ecte
d T
ypes
of S
yste
ms
Iw
ill d
iscu
ss b
riefly
six
sys
tem
sw
hich
eith
er h
ave
been
test
ed o
r ar
ebe
ing
test
ed in
sch
ools
and
whi
ch s
eem
1
to h
ave
som
e pr
omis
e in
the
sche
me
ofth
ings
to c
ome.
The
se s
yste
ms
have
been
put
toge
ther
usi
ng fa
irly
com
mon
elec
tro-
mec
hani
cal d
evic
es, e
lect
roni
cse
nsor
s, a
nd n
ewly
dev
elop
ed e
lect
roni
cco
ntro
l and
dis
trib
utio
n te
chni
ques
. Ire
fer
to th
ese
as s
yste
ms
beca
use
all
rela
ted
part
s ar
e co
ordi
nate
d an
d th
edi
ffere
nt c
ompo
nent
s re
info
rce
each
othe
r. F
urth
erm
ore,
it s
eem
s vi
tal t
hat
we
take
ste
ps to
sys
tem
atiz
e ou
r ap
-pr
oach
to th
e us
e of
the
man
y m
edia
avai
labl
e in
the
plan
ning
and
con
stru
c-tio
n of
sch
ool b
uild
ings
. The
se in
clud
e:1.
Stu
dent
Res
pons
e S
yste
ms
2. M
ulti-
Med
ia C
ontr
ol S
yste
ms
3. C
lose
d C
ircui
t Tel
evis
ion
Sys
-te
ms 4.
Info
rmat
ion
Ret
rieva
l Sys
tem
s5.
Lea
rnin
g La
bora
tory
Sys
tem
s6
.C
o m
p u
teriz
edI n
stru
ctio
nal
Sys
tem
sT
hese
are
dis
cuss
ed b
riefly
in th
efo
llow
ing
para
grap
hs.
Stu
dent
Res
pons
e S
yste
ms
Thi
s sy
stem
con
sist
s of
an
inst
ruc-
tor's
con
sole
, per
haps
inst
alle
d in
ale
cter
n or
loca
ted
on th
e in
stru
ctor
'sde
sk, a
nd in
divi
dual
stu
dent
res
pons
es,
the
num
ber
depe
ndin
g up
on th
e si
ze o
fth
e cl
ass
grou
p. T
he s
ize
of th
e cl
ass
grou
ps s
erve
d m
ay v
ary
from
30
to1,
000
stud
ents
. It i
s po
ssib
le to
incl
ude
in th
e sy
stem
a c
ompu
ter
tape
rec
orde
rw
hich
rec
ords
stu
dent
res
pons
es o
n a
mag
netic
tape
for
anal
ysis
and
stu
dy b
yth
e in
stru
ctor
.In
usin
g th
e sy
stem
, ins
truc
tion
may
be
pres
ente
d in
a c
onve
ntio
nal
man
ner
usua
lly w
ith le
ctur
e an
d th
e us
eof
suc
h vi
sual
s as
may
be
appr
opria
te.
The
inst
ruct
or w
ill a
sk fr
eque
nt q
ues-
tions
of t
he s
tude
nts
and
he m
ay d
ispl
ayhi
s qu
estio
ns v
isua
lly w
ith th
e us
e of
over
head
tran
spar
enci
es o
f 35
mm
slid
es. T
he s
tude
nts
resp
ond
by p
ress
ing
a bu
tton
or tu
rnin
g a
thum
b w
heel
indi
-ca
ting
one
of fo
ur o
r fiv
e al
tern
ativ
ech
oice
s. S
tude
nt a
nsw
ers
are
reco
rded
on th
e co
mpu
ter
tape
. At t
he s
ame
time,
the
inst
ruct
or r
ecei
ves
an im
med
i-at
e re
ad-o
ut a
t the
inst
ruct
or's
con
sole
as to
how
the
clas
s as
a g
roup
answ
ered
the
ques
tion.
Thi
s re
ad-o
ut is
mad
e
poss
ible
by
mea
ns o
f fiv
e m
eter
s,lo
cate
d on
the
lect
ern,
whi
ch in
dica
tew
hat p
erce
ntag
eof
the
clas
sha
sse
lect
ed e
ach
alte
rnat
ive
answ
er. I
f the
inst
ruct
oris
not s
atis
fied
with
the
resu
lts h
e is
get
ting
he c
an r
evie
w a
ndex
plai
n th
e m
ater
ial a
gain
. At t
he e
nd o
fth
e da
y th
e co
mpu
ter
tape
can
be
pro-
cess
ed fo
r us
e by
the
inst
ruct
or in
eva
lu-
atin
g ea
ch s
tude
nt's
res
pons
es to
the
ques
tions
ask
ed.
A fo
rmal
lect
ure
room
arr
ange
men
tw
ith a
sm
all p
latfo
rm fo
r th
e le
cter
n or
teac
her's
des
k ha
s be
en u
sed
succ
ess-
fully
. Sig
ht li
nes
focu
sed
on a
n A
.V.
scre
en fo
r go
od s
eein
g sh
ould
be
care
-fu
lly c
onsi
dere
d an
d w
iring
to e
ach
stud
ent s
tatio
n is
a n
eces
sity
to p
rovi
dea
pow
er s
uppl
y to
the
stud
ent r
espo
nd-
ers.
The
mag
netic
tape
rec
orde
r ca
n be
plac
ed a
t mos
t any
con
veni
ent l
ocat
ion
so lo
ng a
s it
is a
cces
sibl
e fo
r m
aint
en-
ance
and
the
chan
ge o
f tap
es w
ithou
tth
e in
terr
uptio
n of
the
clas
s. It
is c
on-
ceiv
able
that
the
tape
rec
orde
r co
uld
bere
mot
ely
loca
ted.
Tie
red
lect
ure-
type
room
s ap
pear
to b
e ap
prop
riate
for
larg
er c
lass
gro
ups
of 7
5 to
100
or
mor
e.T
he s
tude
nt r
espo
nse
syst
em c
an b
ein
tegr
ated
with
the
mul
ti-m
edia
con
trol
syst
em to
form
a fu
lly a
utom
ated
or
sem
i-aut
omat
ed c
lass
room
or
lect
ure
room
for
larg
e gr
oup
inst
ruct
ion.
Mul
ti-M
edia
Con
trol
Sys
tem
sT
he ty
pica
l mul
ti-m
edia
sys
tem
will
usua
lly c
onsi
st o
f a c
ontr
ol c
onso
le fo
rus
e by
the
inst
ruct
or, a
bat
tery
of p
ro-
ject
ion
equi
pmen
t inc
ludi
ng fi
lmst
rips,
slid
e an
d m
otio
n pi
ctur
e pr
ojec
tors
, an
audi
o pr
ogra
m s
ourc
e an
d a
larg
edo
uble
scr
een
mou
nted
on
the
"fro
nt"
wal
l of t
he s
pace
. The
pro
ject
ion
equi
p-m
ent m
ay b
e ei
ther
man
ually
or
auto
-m
atic
ally
con
trol
led
from
the
inst
ruc-
tor's
con
sole
. The
scr
een
is m
ore
ofte
n a
rear
pro
ject
ion
type
, alth
ough
this
is
not a
n es
sent
ial c
hara
cter
istic
.A
s in
dica
ted,
the
use
of th
e sy
stem
can
be m
anua
lly o
r au
tom
atic
ally
con
-tr
olle
d by
the
inst
ruct
or th
roug
h th
eco
ntro
l con
sole
. The
con
trol
con
sole
has
a m
ultip
le tr
ack
audi
o ta
pe w
hich
serv
es a
dua
l fun
ctio
n; it
car
ries
the
audi
o po
rtio
n of
the
prog
ram
ed le
sson
on o
ne tr
ack
and
an in
audi
ble
sign
alth
at a
utom
atic
ally
con
trol
s th
e op
er-
atio
n of
the
visu
al p
roje
ctio
n eq
uip-
men
t on
the
othe
r tr
ack.
Whe
n co
mbi
ned
with
the
stud
ent
resp
onse
sys
tem
, the
aud
io s
ourc
e an
dth
e vi
sual
pro
ject
ion
equi
pmen
t (fil
mch
ain)
can
be
prog
ram
ed fo
r th
e au
to-
mat
ic p
rese
ntat
ion
of a
less
on, t
he s
tu-
dent
s ca
n be
que
stio
ned
and
thei
rre
spon
ses
imm
edia
tely
rec
orde
d on
the
dial
at t
he in
stru
ctor
's c
onso
le a
nd o
nth
e m
agne
tic ta
pe fo
r fu
rthe
r ev
alu-
atio
n. T
he in
stru
ctor
can
ove
rrid
e th
esy
stem
at a
nytim
e to
rep
ort o
r ex
plai
n a
poin
t mis
sed
by th
e st
uden
ts. I
t is
also
poss
ible
to c
ombi
ne th
e au
tom
atic
oper
atio
n of
the
med
ia s
yste
m w
ith a
pres
enta
tion
by th
e in
stru
ctor
, dep
end-
ing
on th
e si
tuat
ion.
The
mul
ti-m
edia
con
trol
sys
tem
requ
ires
spac
efo
rth
ein
stru
ctor
'sco
nsol
e, a
larg
e, w
ell m
ount
ed, d
oubl
eA
.V. s
cree
n, s
pace
for
the
visu
al p
ro-
ject
ors
(or
film
cha
in),
sto
rage
for
tape
s,fil
ms
and
prog
ram
ed m
ater
ials
and
sea
t-in
g fo
r th
e nu
mbe
r of
stu
dent
s in
the
grou
ps s
ched
uled
in th
e cl
assr
oom
.F
orla
rge
grou
p in
stru
ctio
n ro
oms,
a r
ear
proj
ectio
n sc
reen
and
a p
roje
ctio
n ro
omad
jace
nt to
and
beh
ind
the
scre
en a
reap
prop
riate
thou
ghno
tne
cess
ary.
Ele
ctric
al s
ervi
ce is
nee
ded
to p
rovi
deth
e ne
cess
ary
pow
er s
uppl
y to
stu
dent
stat
ions
, to
the
inst
ruct
or's
con
sole
, and
to th
e vi
sual
pro
ject
ion
equi
pmen
t (or
film
cha
in).
Als
o, s
pace
is r
equi
red
for
the
mag
netic
tape
reco
rder
whi
chsh
ould
be
acce
ssib
le fo
r m
aint
enan
ce
and
tape
cha
nges
with
out e
nter
ing
the
clas
sroo
m.
Clo
sed
Circ
uit T
elev
isio
n S
yste
mC
lose
d ci
rcui
t T.V
. has
a n
umbe
r of
appl
icat
ions
whi
ch m
ay in
clud
e:1.
Rec
eivi
ngan
dre
dist
ribut
ing
broa
dcas
t pro
gram
s or
igin
atin
g ex
ter-
nally
. 2. P
rovi
ding
inst
ruct
ion
for
sing
leor
mul
tiple
cla
ss g
roup
sw
ith p
rogr
ams
orig
inat
ing
in th
e st
udio
or
else
whe
re in
the
scho
ol p
lant
.3.
Ser
ving
as
a m
ediu
m fo
r th
e di
s-tr
ibut
ion
of p
rogr
amed
aud
io-v
ideo
mat
eria
ls to
inst
ruct
iona
l spa
ces
and
stud
ent c
arre
ls.
4. P
rovi
ding
a d
istr
ibut
ion
syst
emfo
r ad
min
istr
ativ
e us
e as
dis
play
mon
i-to
rs in
mak
ing
anno
unce
men
ts a
nd d
is-
play
ing
bulle
tinno
tices
, em
erge
ncy
info
rmat
ion
and
the
like.
The
ess
entia
l com
pone
nts
of th
ecl
osed
circ
uit t
elev
isio
n sy
stem
are
the
teac
hing
stu
dio
prop
erly
ligh
ted
and
equi
pped
, a c
ontr
ol r
oom
and
its
gear
,au
dio
and
vide
o co
nnec
tions
to m
oni-
tors
in in
stru
ctio
nal s
pace
s an
d ex
tern
alfa
cilit
ies
for
conn
ectin
g ot
her
scho
ols,
if re
quire
d in
the
syst
em. O
utle
ts fo
rvi
deo
tapi
ng a
nd fo
r pr
ogra
m o
rigin
-at
ion
shou
ldal
sobe
pro
vide
din
sele
cted
inst
ruct
iona
l roo
ms
inth
esc
hool
.I n
-roo
m T
V m
onito
rs s
houl
d be
prov
ided
at t
he r
atio
of o
ne s
et fo
r ea
ch15
to 2
0 st
uden
ts m
ount
ed p
refe
rabl
yon
wal
l or
ceili
ng m
ount
s.U
sual
ly 2
3in
ch s
cree
ns a
re a
dequ
ate
in c
lass
room
s.S
even
and
eig
ht in
ch s
cree
ns a
re c
om-
mon
ly u
sed
in c
arre
ls.
It m
ay b
e de
sira
ble
to p
lan
a m
edia
prod
uctio
nce
nter
for
prod
ucin
ggr
aphi
cs,
mod
els,
moc
k-up
s, c
hart
s,m
aps,
prin
ts, o
r ot
her
such
aid
s.W
here
the
clos
ed c
ircui
t tel
evis
ion
syst
em is
used
as
a di
strib
utio
n m
ediu
m fo
r fil
m,
28
film
strip
s, s
lides
, dem
onst
ratio
ns, v
ideo
tape
, lab
orat
ory
expe
rimen
ts a
nd th
elik
e, th
en a
n in
stru
ctio
nal m
edia
libr
ary
for
clas
sify
ing
and
stor
ing
such
med
ia is
desi
rabl
e. O
ffice
and
wor
k sp
ace
for
oper
atin
g pe
rson
nel a
re a
lso
need
ed.
Lear
ning
Lab
orat
ory
Sys
tem
sT
he le
arni
ng la
bora
tory
is a
n ex
ten-
sion
of t
he la
ngua
ge la
bora
tory
. Its
com
pone
nts
are
the
stud
ent's
aud
iore
ceiv
ing
posi
tion,
the
teac
her's
con
-so
le, t
he r
emot
e sw
itchi
ng e
quip
men
tan
d th
e pr
ogra
m s
ourc
es. E
ach
stud
ent
stat
ion
is e
quip
ped
with
hea
dpho
ne a
ndat
tach
ed m
ikes
, vol
ume
cont
rol a
nd th
eon
-off
switc
h. E
ach
stat
ion
may
be
cont
rolle
d fr
om th
e te
ache
r's c
onso
le.
Mul
tiple
pro
gram
s ar
e av
aila
ble
toea
ch s
tude
nt b
y di
alin
g a
stan
dard
tele
-ph
one
dial
on
the
cons
ole.
The
dia
ling
activ
ates
the
switc
hing
equi
pmen
tw
hich
sel
ects
from
the
avai
labl
e pr
o-gr
ams. The
teac
her
cons
ole
allo
ws
the
teac
her
to m
onito
r, r
ecor
d or
com
mun
i-ca
tew
ithan
yin
divi
dual
stud
ent
stat
ion.
The
teac
her
may
als
o ha
ve th
eop
tion
of c
omm
unic
atin
g w
ith th
een
tire
clas
s at
onc
e on
an
"all
call"
line
.S
tudy
car
rels
use
d in
the
syst
emm
ay b
e eq
uipp
ed fo
r st
uden
t par
ticip
a-tio
n in
a v
arie
ty o
f way
s in
clud
ing:
1. L
iste
ning
2. L
iste
ning
, res
pond
ing
3. L
iste
ning
, rec
ordi
ng, o
r re
mot
ere
cord
ing
4. L
iste
ning
, res
pond
ing,
rec
ord-
ing,
or
rem
ote
reco
rdin
g.A
wid
e va
riety
of s
ubje
ct m
atte
rco
nten
t suc
h as
mat
hem
atic
s, m
usic
,so
cial
stud
ies
and
scie
nce,
can
be
prog
ram
ed fo
r le
arni
ng la
bora
tory
use
.S
pace
for
the
lear
ning
labo
rato
ryw
ill d
epen
d on
the
num
ber
of s
tatio
nsto
be
inst
alle
d. L
earn
ing
labs
with
up
tofif
ty s
tatio
ns a
re c
urre
ntly
in u
se. M
ost
stud
ent c
arre
ls, d
epen
ding
on
dim
en-
sion
s, w
ill r
equi
re fr
om 1
8 to
25
squa
refe
et p
er c
arre
l for
inst
alla
tion
and
for
stud
ent
circ
ulat
ion.
Spa
ce fo
r th
ete
ache
r's c
onso
le, t
he s
witc
hing
equ
ip-
men
t, an
d pr
ogra
m s
ourc
esis
also
need
ed. E
lect
rical
ser
vice
to th
e st
uden
tst
atio
ns a
nd o
ther
com
pone
nts
is a
lso
are
quire
men
t.
Info
rmat
ion
Ret
rieva
l Sys
tem
sIn
form
atio
n re
trie
val s
yste
ms
are
anex
tens
ion
of th
e le
arni
ng la
bora
tory
conc
ept.
The
sys
tem
des
crib
ed h
ere
isal
so r
efer
red
to a
s th
e D
ial A
cces
s S
ys-
tem
, the
Ran
dom
Acc
ess
Tea
chin
gE
quip
men
t Sys
tem
, Sel
ect-
A-L
esso
n or
the
Pro
gram
Dis
trib
utio
n S
yste
m. T
hesy
stem
mak
es p
ossi
ble
the
sele
ctio
n of
indi
vidu
al a
udio
, or
audi
o-vi
deo
pro-
gram
s fr
om a
cen
tral
sou
rce.
Sim
ply
bydi
alin
g a
num
ber
on a
tele
phon
e di
al, a
pre-
sele
cted
pro
gram
, eith
er a
udio
or
audi
o-vi
deo,
is s
ent t
o a
stud
ent c
arre
l, a
clas
sroo
m, t
he li
brar
y, o
r ot
her
spac
eth
roug
h a
spea
ker,
a te
levi
sion
mon
itor
or a
hea
dpho
ne s
et o
r so
me
com
bin-
atio
nth
ereo
f. S
tudy
car
rels
can
be
equi
pped
for
stud
ent p
artic
ipat
ion
inth
e sa
me
way
as
in th
e le
arni
ng la
bora
-to
ry. P
rogr
am s
ourc
es fo
r us
e in
the
info
r-m
atio
n re
trie
val s
yste
m m
ay in
clud
e:1.
Aud
io T
ape
Mac
hine
s2.
Vid
eo T
ape
Mac
hine
s3.
Liv
e S
tudi
o P
rodu
ctio
ns4.
Film
Cha
ins
for
Mot
ion
Pic
ture
s,S
lides
and
Film
Str
ips.
An
unlim
ited
num
ber
of p
rogr
ams
can
best
ored
and
auto
mat
ical
lyre
trie
ved.
The
prin
cipa
l lim
itatio
n is
the
quan
tity
ofor
igin
atin
geq
uipm
ent
whi
chis
tech
nica
llyex
pand
able
thro
ugh
the
addi
tion
of s
tora
ge a
ndsw
itchi
ng m
odul
es. O
ther
maj
or li
mita
-tio
ns, a
side
from
the
finan
cial
one
, are
the
prep
arat
ion
of te
ache
rs a
nd th
e pr
e-
para
tion
of p
rogr
ams
to g
o w
ith th
esy
stem
, in
othe
r w
ords
, the
sof
twar
e.T
he c
ompo
nent
s of
the
syst
em a
rest
uden
t car
rel o
r cl
assr
oom
pos
ition
s,eq
uipp
ed w
ith te
leph
one
dial
and
aud
ioor
aud
io-v
ideo
rec
eivi
ng e
quip
men
t; th
esw
itchi
ng e
quip
men
t or
com
pute
r fo
rco
nnec
tion
and
disc
onne
ctio
n; a
nd th
epr
ogra
m s
ourc
es. I
t is
poss
ible
to in
cor-
pora
te in
to th
is s
yste
m a
cen
tral
con
trol
cons
ole
equi
pped
for
mon
itorin
g in
divi
-du
al s
tude
nt r
espo
nses
or
to c
ontr
olst
uden
t acc
ess
to r
emot
e pr
ogra
ms.
The
cont
rol c
onso
le is
an
optio
nal c
ompo
n-en
t of t
he s
yste
m.
Stu
dent
sta
tions
are
usu
ally
inco
r-po
rate
d in
to s
tudy
cen
ters
, lib
rarie
s or
lear
ning
labo
rato
ries.
I n
prac
tice,
not
all
carr
els
are
equi
pped
for
vide
o pr
ogra
ms.
In o
ne s
choo
l fam
iliar
to th
e sp
eake
r th
era
tio o
f vid
eo to
aud
io c
arre
ls is
abo
ut 1
to 1
. A c
ontr
ol r
oom
is n
eede
d fo
r th
esw
itchi
ng e
quip
men
t and
the
rem
ote
prog
ram
sou
rces
incl
udin
g th
e ta
pede
cks
and
the
film
cha
in. T
his
spac
e ca
nw
ell b
e in
corp
orat
ed in
to a
clo
sed
cir-
cuit
tele
visi
on .c
ontr
ol c
ente
r an
d pl
aced
adja
cent
to :t
he T
V s
tudi
o, a
ser
vice
driv
e or
oth
er d
esire
d lo
catio
n. O
ther
suita
ble
loca
tions
mig
ht in
clud
e an
are
aad
jace
nt to
the
cent
ral r
esou
rce
cent
eror
the
lear
ning
labo
rato
ry.
Dis
trib
utio
n ca
bles
to in
stru
ctio
nal
spac
es fo
r la
rge
scre
en c
lass
room
mon
-ito
rs a
nd w
iring
for
vide
o sc
reen
s an
dau
dio
equi
pmen
t in
stud
ent c
arre
ls a
rene
cess
ary.
Com
pute
r B
ased
Inst
ruct
ion
Sys
tem
Thi
s sy
stem
is a
lso
refe
rred
to a
sco
mpu
ter
assi
sted
inst
ruct
ion
(CA
I),
com
pute
rad
min
iste
red
inst
ruct
ion
(CA
I), a
nd c
ompu
ter
med
iate
d in
stru
c-tio
n. In
this
sys
tem
the
stud
ent r
ecei
ves
inst
ruct
ion
dire
ctly
from
the
com
pute
rth
roug
h in
put-
outp
ut d
evic
es. A
live
teac
her
may
or
may
not
be
requ
ired.
Inth
issy
stem
the
com
pute
ren
ters
dire
ctly
into
the
lear
ning
situ
atio
n. P
ro-
gram
ed m
ater
ials
are
sto
red
in, a
ndpr
esen
ted
by, a
com
pute
r.E
duca
tiona
lus
es th
us fa
r ha
vein
clud
ed:
(1)
drill
and
pra
ctic
e, (
2)tu
torin
g, (
3) s
imul
atio
n an
d ga
min
g an
d(4
)in
form
atio
nre
trie
val.
Whi
le th
enu
mbe
r of
sch
ools
exp
erim
entin
g w
ithth
e sy
stem
has
incr
ease
d, it
see
ms
safe
to s
ay th
at th
e us
e of
com
pute
r ba
sed
inst
ruct
ion
is s
till l
arge
ly e
xper
imen
tal.
A n
umbe
r of
uni
vers
ities
are
exe
r-tin
g le
ader
ship
in th
e de
velo
pmen
t of
com
pute
r-ba
sed
inst
ruct
ion.
Six
ofth
ese
incl
ude
Flo
rida
Sta
te U
nive
rsity
,P
enns
ylva
nia
Sta
te, S
tanf
ord,
Uni
ver-
sity
of T
exas
, Har
vard
and
the
Uni
ver-
sity
of
I llin
ois.
Oth
er u
nive
rsiti
es a
rejo
inin
g th
is g
roup
of i
nnov
ator
s at
ara
pid
pace
.T
he c
ompo
nent
s of
this
sys
tem
may
incl
ude
a st
uden
t sta
tion
cons
istin
g of
som
e co
mbi
natio
n of
a h
eadp
hone
set
, aty
pew
riter
con
sole
, a c
atho
de r
ay tu
bean
d a
keyb
oard
, a c
ontr
ol c
onso
lew
hich
rece
ives
and
send
sst
uden
tre
spon
ses
to th
e co
mpu
ter,
a c
ompu
ter,
and
the
prog
ram
sto
rage
dev
ice
whi
chm
ay b
e a
mag
netic
tape
or
mag
netic
disc
. Eac
h st
uden
t has
the
capa
bilit
y of
com
mun
icat
ing
inde
pend
ently
with
the
com
pute
r by
ent
erin
g in
to th
e ke
y-bo
ard
devi
ce a
stu
dent
num
ber
or h
isna
me.
The
com
pute
r pr
ogra
m w
ill a
skth
e st
uden
t a q
uest
ion
or g
ive
him
dire
ctio
ns. T
he s
tude
nt w
ill r
espo
nd b
yty
ping
on
the
type
writ
er, p
unch
ing
ake
yboa
rd, t
alki
ng in
to a
mic
roph
one
orsh
inin
g a
light
pen
on
the
cath
ode
ray
tube
. The
sys
tem
has
bra
nchi
ng c
apa-
bilit
ies
and
can
repe
at it
self
on r
eque
st.
A s
tude
nt m
ay ta
ke a
s lo
ng a
s ne
cess
ary
to r
espo
nd to
a q
uest
ion.
The
com
pute
rch
ecks
the
stud
ent's
ans
wer
s. If
cor
rect
,
itte
lls th
e st
uden
t and
giv
es h
iman
othe
r qu
estio
n. If
inco
rrec
t, th
e st
u-de
nt is
told
and
is a
sked
the
ques
tion
agai
n. The
com
pute
r al
so h
as th
e ca
pa-
bilit
y of
pro
vidi
ng a
prin
t-ou
t of t
hest
uden
ts p
erfo
rman
ce fo
r gi
ven
perio
dsof
tim
e. T
he c
ompu
ter
can
keep
trac
kof
rig
ht a
nd w
rong
ans
wer
s. T
hrou
ghsu
ch p
rint-
outs
from
the
syst
em, i
t is
poss
ible
to d
eter
min
e w
hich
stu
dent
sar
e ha
ving
diff
icul
ty a
nd th
e ar
eas
inw
hich
they
are
hav
ing
it.
Fac
ilitie
s re
quire
men
ts w
ill in
clud
e:1.
Spa
ce fo
r th
e nu
mbe
r an
d ty
peof
stu
dent
sta
tions
dep
endi
ng u
pon
whe
ther
they
are
type
writ
er c
onso
les
orth
e ca
thod
e ra
y tu
be k
eybo
ard
unit.
2. S
pace
for
the
com
pute
r an
d its
com
pone
nts
(equ
ipm
ent r
oom
).3.
Rai
sed
floor
ing
thro
ugho
ut s
tu-
dent
and
equ
ipm
ent a
reas
for
cabl
es,
etc.
4. A
dequ
ate
elec
tric
alsu
pply
serv
ice.
5. S
peci
allig
htin
gfo
rst
uden
tst
atio
ns w
ith c
atho
de r
ay tu
be e
quip
-m
ent. 6.
Air
cond
ition
ing
and
the
regu
la-
tion
of h
umid
ity in
equ
ipm
ent a
reas
.
I mpa
ct o
f the
Lea
rnin
g S
yste
ms
The
impa
ct o
f the
sys
tem
s on
indi
-vi
dual
bui
ldin
g pl
anni
ng c
an b
est b
ese
en b
y ob
serv
ing
som
e co
ncre
te il
lus-
trat
ions
of c
ases
whe
re th
ese
syst
ems
are
empl
oyed
in th
e in
stru
ctio
nal p
ro-
gram
. I h
ave
chos
en fo
r ill
ustr
atio
n: th
eN
ova
Hig
h S
choo
l Pla
nt w
hich
is a
par
tof
the
Sou
ther
n F
lorid
a E
duca
tion
Cen
-te
r in
Bro
war
d C
ount
y F
lorid
a, th
eI n
fant
ry S
choo
l Tra
inin
g C
ente
r in
For
tB
enni
ng, G
eorg
ia, a
nd a
n au
tom
ated
clas
sroo
m fo
r te
achi
ng D
river
Edu
ca-
tion
in A
then
s, G
eorg
ia.
Nov
a H
igh
Sch
ool
Nov
a is
an
expe
rimen
tal s
ix y
ear
high
sch
ool.
Som
e of
the
inte
rest
ing
aspe
cts
of it
s pr
ogra
m in
clud
e:1.
The
Trim
este
r P
lan
2. T
he C
ontin
uous
Pro
gres
s C
urri-
culu
m 3. T
eam
Tea
chin
g4.
Use
of D
ata
Pro
cess
ing
5. A
sch
ool d
ay c
ompr
isin
g fiv
e70
-min
ute
perio
ds p
lus
an o
ptio
nal
early
mor
ning
per
iod.
6. M
odul
ar S
ched
ulin
g7.
An
Info
rmat
ion
Ret
rieva
l Sys
-te
m8.
Indi
vidu
aliz
ed In
stru
ctio
n9.
Mu
lti-S
enso
ry,
Mul
ti-M
ode
App
roac
h to
inst
ruct
ion
usin
g te
chno
-lo
gica
l ins
truc
tiona
l aid
s.N
ova
is a
cam
pus
styl
e sc
hool
with
indi
vidu
al b
uild
ings
for
lang
uage
art
s,sc
ienc
e,m
athe
mat
ics,
and
tech
nica
lsc
ienc
e cl
uste
red
arou
nd a
larg
e m
ulti
-pur
pose
pat
io a
rea.
Oth
er b
uild
ings
incl
ude
the
adm
inis
trat
ion,
mus
ic, a
ndph
ysic
al e
duca
tion
faci
litie
s. F
acili
ties
incl
uded
are
a d
ecen
tral
ized
libr
ary,
mul
ti-pu
rpos
e cl
assr
oom
s, c
onve
rtib
lesp
ace
lect
ure
halls
, con
fere
nce
stud
yar
eas,
indi
vidu
al te
ache
r w
ork
area
s,de
pa
rt m
enta
lof
fices
,op
en-s
pace
scie
nce
labo
rato
ries,
clo
sed
circ
uit t
ele-
visi
on c
ontr
ol c
ente
r, le
arni
ng la
bor-
ator
y, w
et a
nd d
ry c
arre
ls, T
V s
tudi
o,an
d a
cent
er fo
r th
e pr
epar
atio
n of
visu
als.
The
fort
ym
ajor
inst
ruct
iona
lsp
aces
are
equ
ippe
d w
ith a
23-
inch
tele
-vi
sion
mon
itor;
8-in
ch m
onito
rs a
re in
18 o
f its
res
ourc
e ce
nter
car
rels
. Acl
osed
circ
uit T
V s
yste
m is
cap
able
of
pipi
ng 1
0 di
ffere
nt p
rogr
ams
to a
max
-im
um o
f 70
diffe
rent
sta
tions
. Upo
nre
ques
t via
dire
ct-li
ne te
leph
one
from
any
teac
hing
sta
tion
or r
esou
rce
cent
er,
the
TV
con
trol
cen
ter
is fe
d si
mul
tan-
eous
ly to
any
cla
ssro
om o
r ca
rrel
mon
i-
tor
two
prog
ram
s fr
om b
road
cast
, tw
ofr
om v
ideo
tape
, one
from
its
mob
ileca
mer
a (f
rom
an
inst
ruct
iona
l sta
tion
inth
e co
mpl
ex),
and
two
from
its
mul
ti-pl
exer
(fil
m c
hain
), w
hich
can
util
ize
16m
m m
ovie
film
, 35
mm
slid
es, a
nd 3
5m
m fi
lmst
rip.
Six
ty-s
ixcl
assr
oom
s an
dca
rrel
stat
ions
are
equ
ippe
d to
rec
eive
aud
iopr
ogra
ms
from
the
cont
rol c
ente
r's 2
4ta
pe d
ecks
. The
ret
rieva
l of a
udio
pro
-gr
ams
is a
utom
ated
. Stu
dent
s di
al th
eap
prop
riate
num
ber
on a
tele
phon
e di
alin
a c
arre
l to
rece
ive
mus
ic, l
angu
age
less
ons,
rec
orde
d le
ctur
es o
f an
inst
ruc-
tor
or o
ther
info
rmat
ion.
Inth
ele
arni
ngla
bora
tory
, the
inst
ruct
or c
an c
hann
el o
ne o
f fou
rau
dio
tape
s to
eac
h of
50
carr
els
in th
ero
om.
He
can
also
com
mun
icat
edi
rect
ly w
ith e
ach
stud
ent.
Tw
o tr
apez
oida
l, 20
0 se
at, d
ivis
ible
larg
e gr
oup
inst
ruct
ion
room
s ar
e pr
o-vi
ded;
one
for
lang
uage
and
one
for
mat
hem
atic
s an
d sc
ienc
e. E
ach
can
bedi
vide
d in
to o
ne 1
00-s
eat a
nd tw
o50
-sea
t roo
ms.
Bot
h ar
e eq
uipp
ed w
ithpr
ojec
tion
boot
hs,
larg
em
ultip
lesc
reen
s, a
TV
pro
ject
or, a
nd o
ther
med
ia e
quip
men
t. A
med
ia c
ontr
ol c
on-
sole
is lo
cate
d on
the
plat
form
.O
ther
bui
ldin
g fe
atur
es in
clud
e:1.
Eac
h te
achi
ng s
tatio
n eq
uipp
edw
ith o
verh
ead
proj
ecto
r an
d m
ount
edsc
reen
.2.
Tria
ngle
sha
ped-
mid
dle
room
sw
ith ti
ered
sea
ting
arra
ngem
ents
and
fold
ing
part
ition
s th
at p
erm
it en
larg
ing
and
divi
ding
spa
ce.
3. A
cces
s to
the
data
pro
cess
ing
cent
er a
t the
juni
or c
olle
ge b
y N
ova.
4. A
ir co
nditi
onin
g on
a y
ear
roun
dba
sis. 5.
Car
petin
g in
man
y ar
eas
of th
epl
ant. 6.
Que
st c
ente
rs p
rovi
ded
for
use
by s
tude
nts.
Uni
ted
Sta
tes
Infa
ntry
Sch
ool F
acili
tyT
his
cent
er h
as tw
o fa
cilit
ies
of in
-te
rest
an a
utom
ated
cla
ssro
om u
sing
the
mul
ti-m
edia
stu
dent
res
pons
e sy
s-te
m a
nd a
com
pute
r su
ppor
ted
inst
ruc-
tion
labo
rato
ry.
The
Aut
omat
ed C
lass
room
The
aut
omat
ed c
lass
room
faci
litie
sin
clud
e th
e co
ntro
l con
sole
, a fi
lmch
ain,
the
larg
e re
ar p
roje
ctio
n sc
reen
, atie
red
larg
e gr
oup
inst
ruct
ion
room
with
200
sea
ts, a
nd a
com
pute
r m
ag-
netic
tape
rec
orde
r.I n
the
oper
atio
n of
this
uni
t sys
tem
,th
e au
dio
port
ion
of th
e pr
ogra
m is
reco
rded
on
one
trac
k of
a tw
o-tr
ack
mag
netic
tape
. Ele
ctro
nic
data
sig
nals
are
reco
rded
on
the
othe
r tr
ack.
The
sesi
gnal
s co
ntro
l the
pro
ject
ed v
isua
lsw
hich
sup
port
the
audi
o po
rtio
n of
the
prog
ram
. An
audi
o ta
pe d
eck,
mou
nted
in th
e in
stru
ctor
's le
cter
n tr
ansm
its th
eda
ta s
igna
ls to
a p
roje
ctor
con
trol
box
whi
ch th
en c
ontr
ols
the
proj
ecto
rs in
the
pres
enta
tion
of th
e vi
sual
s in
a p
re-
dete
rmin
ed s
eque
nce.
The
dat
a si
gnal
stu
rn th
e fil
m o
n or
off
and
switc
hes
the
audi
o fr
om th
e so
und
trac
k to
the
mot
ion
soun
d tr
ack
and
back
aga
in.
Dur
ing
the
pres
enta
tion,
freq
uent
que
s-tio
ns a
re a
sked
whi
ch e
ach
stud
ent m
ust
answ
er. S
tude
nts
answ
er b
y us
ing
ast
uden
t res
pons
e un
it lo
cate
d at
eac
hst
atio
n.S
tude
ntre
spon
ses
are
reco
rded
sim
ulta
neou
sly
at th
e in
stru
ctor
's c
on-
sole
and
on
the
com
pute
r ta
pe. T
here
adin
g at
the
inst
ruct
or's
con
sole
indi
-ca
tes
how
the
clas
s as
a w
hole
res
pond
-ed
to th
e qu
estio
n. If
the
perc
enta
ge o
fth
e cl
ass
sele
ctin
g th
e rig
ht a
nsw
er is
low
, the
inst
ruct
or m
ay s
top
the
pro-
gram
and
ret
each
the
mat
eria
l mis
sed.
At t
he e
nd o
f the
day
the
com
pute
rta
pe is
rem
oved
and
pro
cess
ed th
roug
hth
e co
mpu
ter
cent
er. T
he h
ard
copy
3
prints-out lists exactly how each stu-dent performed on each question, whatpercentage of the class selected eachalternative and the precentage ofquestions asked which each studentanswered correctly.
Computer Supported Instruction LabThe lab contains 200 stations equip-
ped with 50 cathode ray tubes and key-board (consoles) connected to a remotecomputer. Each student communicatesdirectly with the computer. Thecomputer asks the students questions.The questions are answered by a studentby depressing the keys on the studentkeyboard and pressing the transmitterkey to transmit his answer to thecomputer. The computer checks theanswer by the student. If correct, it tellsthe student and gives him anotherquestion. If incorrect, the student istold what he did incorrectly and thequestion is asked again. The computerkeeps track of right and wrong answers.At the end of a given period, the com-puter can furnish information about theperformance of each student.
Lucy Cobb Student Response andMulti-Media Control System
The facility was built in 1858. Thesystem has been installed in remodeledspace. Floors are carpeted. It is air con-ditioned and well-lighted. This system isused to teach driver education. Its com-ponents are the film chain, a rear pro-jection screen, a projection control box,the instructor's media control console,a tape deck, and the student stationswith student responders. The system isexactly the same as that described forthe automated classroom at the Infan-try School except for the computercapability and, of course, it is a smallerapplication and less sophisticated.
Summary and ConclusionsSix learning systems currently being
used or tested in our schools have beendescribed and some implications forbuilding planning discussed. Theselearning systems have great potentialfor aiding individualized and largegroup instruction when there is properapplication in the instructional pro-gram. They are subject, of course, to theusual mechanical and related problems.
In planning for these systems, thefollowing should be kept in mind:
1. These systems are in the earlystages of development and are likely tobecome more efficient, less expensiveand more sophisticated.
2. An inter-disciplinary approachin the planning of these systems is amust.
3. Their application and use in theinstructional program must be carefullydetermined through appropriate curri-culum development studies.
4. Educational specifications mustbe prepared as the medium for assessingneed and communicating the instruc-tional uses as well as system compon-ents to the architect.
5. Careful and perhaps extensiveinstruction in the purposes and uses ofthe systems installed in a new schoolplant is essential for the teachers whoare to use them.
6. Plan for these systems in newschools by making provision for power,sound and video distribution, and all-band terminals.
7. Systematize the approach to theuse of the needed system where possibleand plan ahead for their potentialfuture use. IN
DR
. ST
AN
TO
N L
EG
GE
TT
Eng
leha
rdt,
Eng
leha
rdt,
and
Legg
ett
Edu
catio
nal C
onsu
ltant
s
Tec
hnol
ogy
And
gis
t Pic
t-W
ide
Fac
ility
Pla
nnin
gT
his
fall,
sub
urba
n ar
eas
of N
ewY
ork
repo
rted
anun
prec
eden
ted
dem
and
for
hous
ing
from
peo
ple
with
child
ren,
a d
eman
d re
ally
out
of a
ll pr
o-po
rtio
n to
the
usua
l exp
erie
nce.
I
supp
ose
wha
t hap
pene
d is
that
thos
ew
ho c
ould
pay
wer
e w
illin
g to
pay
agr
eat d
eal s
o th
at th
e ed
ucat
ion
of th
eir
child
ren
wou
ldco
ntin
uew
ithou
tin
terr
uptio
n.A
noth
er is
olat
ed fa
ctis
that
inm
any
area
s th
ere
is a
n up
war
d sh
iftin
the
yiel
d of
sch
ool-a
ged
child
ren
per
dwel
ling
units
in a
part
men
t hou
ses,
even
high
-ris
e ap
artm
ents
. Oss
inin
g,N
ew Y
ork,
for
exam
ple,
has
stu
died
aw
hole
gro
up o
f six
-sto
ry a
part
men
tsov
er a
per
iod
of y
ears
. The
bui
ldin
g of
apar
tmen
ts lo
oked
goo
d fin
anci
ally
for
the
tow
n at
the
begi
nnin
g of
the
stud
y.T
he y
ield
of c
hild
ren
was
low
and
a ta
xre
turn
was
gre
ater
than
the
actu
alex
pend
iture
occ
asio
ned
by th
e ap
art-
men
ts.
In th
e la
st fe
w y
ears
thin
gsch
ange
d. T
he y
ield
of c
hild
ren
of s
choo
lag
e ha
s in
crea
sed
muc
h fa
ster
than
the
finan
cial
yie
ld.
Ano
ther
isol
ated
fact
is th
at in
Pel
ham
, New
Yor
k, te
n ye
ars
ago,
ayi
eld
of .4
7 pu
blic
sch
ool c
hild
ren
per
hous
e w
as fo
und.
Las
t yea
r, th
e yi
eld
was
clo
se to
.57.
For
all
prac
tical
pur
-po
ses
no h
ouse
s w
ere
built
in th
e sc
hool
dist
rict
inth
at ti
me.
The
par
ochi
alsc
hool
s ex
perie
nced
pro
port
iona
tely
the
sam
e in
crea
se. F
ifty
per
cent
of t
heho
uses
stil
l do
not p
rodu
ce c
hild
ren
who
atte
nd e
ither
priv
ate,
pub
lic, o
rpa
roch
ial s
choo
ls.
In th
inki
ng a
bout
long
-ter
m p
lan-
ning
of a
sch
ool d
istr
ict a
nd it
s fa
cilit
ies,
thes
e ki
nds
of r
ando
m fa
cts
may
be,
ifw
e kn
ew m
ore,
rel
ated
and
pos
sibl
ypr
edic
tabl
e. M
uch
of o
ur in
form
atio
n is
inco
mpl
ete.
The
ava
ilabi
lity
of d
ata
proc
essi
ng e
quip
men
t may
mea
n th
atso
me
day
we
may
mak
e a
sign
ifica
ntbr
eakt
hrou
ghin
our
way
s of
fore
-ca
stin
g. O
ur p
roce
dure
s no
w c
an o
nly,
with
a g
reat
dea
l of k
indn
ess,
be
term
edpr
imiti
ve. P
erha
ps, t
oo, w
e sh
all r
equi
rem
ore
sear
chin
g to
ols
for
this
kin
d of
inqu
iry w
hen
we
run
out o
f urb
ansp
raw
l and
mus
t com
e ba
ck a
nd lo
ok
into
exi
stin
g co
mm
uniti
es, p
lace
s w
here
peop
le h
ave
lived
for
a lo
ng ti
me
and
whe
re c
hang
e ta
kes
plac
e ev
en th
ough
itis
not
phy
sica
lly o
bvio
us n
or e
asily
disc
erni
ble.
We
have
bee
n w
orki
ng a
roun
d in
this
are
a fo
r so
me
year
s, a
s ha
ve a
num
ber
of o
ther
peo
ple.
I thi
nk y
ouev
entu
ally
get
to th
e po
int w
here
you
real
ize
that
no
one
real
ly k
now
s m
uch
abou
t the
way
s pe
ople
use
dw
ellin
gun
its n
or is
muc
h re
ally
kno
wn
abou
tw
hat I
susp
ect i
s a
cycl
ical
nat
ure
ofyi
eld
of s
choo
l chi
ldre
n pe
r dw
ellin
gun
it. W
e si
mpl
y do
not
hav
e en
ough
info
rmat
ion
to m
ake
any
kind
of i
ntel
-lig
ent c
onje
ctur
e ab
out y
ield
from
dat
aab
out t
he q
ualit
y of
hou
se, a
ge o
fho
use,
siz
e of
hou
se, h
ouse
or
apar
t-m
ent,
inco
me
leve
ls o
r w
hat h
ave
you.
We
cove
r th
e kn
owle
dge
gap
with
ala
yer
of g
litte
ring
gene
ralit
ies.
With
effo
rt a
nd d
ata
proc
essi
ngeq
uipm
ent,
it w
ould
be
poss
ible
toac
cum
ulat
e in
form
atio
n in
man
agea
ble
form
. Suc
h a
mov
e w
ould
be
smal
l,si
mpl
e, a
nd u
sefu
l. G
iven
info
rmat
ion,
we
coul
d ha
ve a
bet
ter
base
for
pred
ic-
tion.
Who
kno
ws,
we
mig
ht g
o so
far
asto
lear
n ho
w to
pre
dict
the
futu
re fr
ompr
esen
t con
ditio
ns a
nd n
otfr
om h
ind-
sigh
t alo
ne. W
e co
uld
even
per
haps
com
e to
the
day
whe
n a
mea
sure
of th
equ
ality
of a
city
wou
ld b
e a
viab
le b
ase
for
estim
atin
g w
hat w
ould
hap
pen
toth
e ci
ty in
the
futu
re. D
o yo
u re
mem
ber
Tho
rndi
ke's
wor
k in
this
fiel
d?A
sec
ond
maj
or a
rea
that
I wou
ldlik
e to
com
men
t on
is in
the
field
of
com
mun
icat
ions
. Wha
t hap
pens
to a
scho
ol s
yste
m w
hen
a gr
oup
of h
igh-
Pow
ered
citi
zens
look
at t
he w
ay th
esc
hool
use
s th
e ne
w m
edia
for
com
mu-
nica
tion
of id
eas?
In E
vans
ton,
Illin
ois,
the
elem
enta
ry s
choo
l dis
tric
t und
er D
r.G
rego
ry C
offin
's le
ader
ship
got
just
such
an
oper
atio
n go
ing.
The
rep
ort o
fth
e C
omm
ittee
not
onl
y ga
ve s
tron
gle
ader
ship
to th
e us
e of
new
er m
edia
but r
esul
ted
in d
evel
opin
g co
nsid
erab
leco
mm
unity
sup
port
for
the
effo
rt. T
his
sam
edi
stric
tus
ed d
ata
proc
essi
ngeq
uipm
ent i
n its
suc
cess
ful i
nteg
ratio
nof
sch
ools
sev
eral
yea
rs a
go, f
ittin
g
raci
al b
alan
ce in
to th
e sy
stem
with
am
inim
um o
f dis
turb
ance
and
a m
axi-
mum
amou
ntof
basi
cgo
odac
com
plis
hed.
Co
mm
uni c
a t i
ons
syst
ems
gobe
yond
clo
sed
circ
uit t
elev
isio
n an
dev
en th
e re
lativ
ely
soph
istic
ated
info
r-m
atio
nre
trie
val
syst
ems
that
are
com
ing
into
ope
ratio
n. T
he d
ata
pro-
cess
ing
equi
pmen
t is
a co
mm
unic
atio
nsto
ol a
nd it
s us
e in
com
pute
r-m
onito
red
inst
ruct
ion
isco
mpl
etel
ypo
ssib
leto
day.
Com
pute
r-as
sist
ed in
stru
ctio
n in
any
sign
ifica
nt m
ass
basi
s se
ems
a bi
tre
mot
e at
the
mom
ent.
Ret
rieva
l sys
tem
s ar
e fa
nnin
g ou
tan
d D
r. N
ewso
m's
rem
arks
abo
ut lo
wco
st c
olor
TV
wer
e no
t los
t on
his
audi
-en
ce. P
aren
thet
ical
ly, m
uch
of th
e be
stso
ftwar
e is
stu
dent
wor
k. I
saw
a r
epor
tin
the
retr
ieva
l sys
tem
at t
he B
edfo
rdM
iddl
e S
choo
l don
e by
thre
e si
xth
grad
ers
and
deal
ing
with
the
scie
ntifi
cas
pect
of c
loud
s th
at w
as a
rea
l virt
uoso
job.
Sof
twar
e, e
xpan
sion
of s
yste
ms,
shar
ing
prog
ram
s su
ch a
s th
e B
ever
lyH
ills,
Eva
nsto
n T
owns
hip
Hig
h S
choo
l,W
est H
artfo
rd a
xis
are
all r
eal a
nd fa
irly
acce
pted
pra
ctic
es.
Wha
t the
se c
omm
unic
atio
ns s
ys-
tem
s ar
e do
ing
is m
uch
mor
e ba
sic.
Pro
perly
use
d, th
e sy
stem
s ca
n m
ake
the
teac
her
vast
ly m
ore
effe
ctiv
e un
tilth
e te
ache
r is
no
long
er r
ecog
niza
ble.
Whi
le s
choo
ls u
sed
to o
pera
te o
ut o
fte
xtbo
oks,
and
a fe
w s
till d
o, th
e te
xt-
book
man
ufac
ture
rsco
ntem
plat
ein
stan
t tex
ts m
ade
up b
y pr
escr
iptio
nov
erni
ght.
The
Buc
k R
odge
rs (
for
the
old
ones
) an
d S
tar
Tre
k (f
or to
day)
aspe
ct o
f the
com
mun
icat
ions
rev
olu-
tion
will
not
go
away
. The
nat
ure
of th
esc
hool
, of t
he s
yste
m, a
nd o
f the
rol
esof
teac
hing
and
lear
ning
is m
ovin
g so
rapi
dly
that
the
kind
of p
hysi
cal p
lan-
ning
nee
ded
mus
t be
a ba
sic
and
refle
c-tiv
e lo
ok a
t who
or
wha
t can
do
wha
t
task
bes
t and
, as
a re
sult,
how
do
we
hous
e ed
ucat
ion?
I thi
nk w
e ar
e at
the
poin
t in
time
whe
re te
ache
rs a
re g
oing
to s
top
talk
ing
at p
eopl
e. A
gre
at d
eal o
f tim
e w
ill b
ede
vote
d to
pre
scrip
tion
of m
ater
ials
and
thin
gs to
do
whi
ch m
ust b
e do
ne in
term
s of
indi
vidu
als
if, in
deed
, we
mea
nth
at w
e ar
e go
ing
to b
e co
ncer
ned
with
the
educ
atio
n of
indi
vidu
als.
We
have
built
in,
I thi
nk, t
his
trem
endo
us p
oten
-tia
l of a
tech
nolo
gy th
at a
llow
s us
todi
strib
ute
anyt
hing
. We
shou
ld d
eal
with
the
prob
lem
of t
he d
iver
sity
of
thin
gs th
at o
ught
to b
e di
strib
utab
le. I
thin
k th
at y
ou w
ill s
ee in
alm
ost a
nysy
stem
a co
llege
, a s
yste
m o
f sch
ools
an a
rea
in w
hich
the
deve
lopm
ent o
fsu
ch m
ater
ial a
nd th
e pr
opag
atio
n of
thes
em
ater
ials
from
one
poi
nt to
anot
her
will
ass
ume
very
larg
e pr
opor
-tio
n. W
here
it e
xist
s or
whe
re it
wou
ldbe
,I d
on't
know
. But
I th
ink
that
we
mus
t soo
ner
or la
ter
get t
o th
e po
int
whe
re th
ese
mat
eria
ls a
re n
ot o
nly
avai
l-ab
le b
ut a
re o
rigin
ated
by
stud
ents
and
by fa
culty
. Onc
e th
ey w
ere
orig
inat
edby
stu
dent
s or
by
facu
lty, I
thin
k th
eyw
ould
tend
to b
e m
ore
appr
opria
te to
stud
ents
who
are
usi
ng th
em.
The
n th
e la
st p
oint
the
use
ofga
mes
. All
of e
duca
tion
is a
kin
d of
gam
e. It
's s
imul
atio
n. W
e ha
ve a
tend
-en
cy to
set
our
poi
nt o
f vie
w to
war
ded
ucat
ion
in a
qua
si-r
elig
ious
cer
emo-
nial
pat
tern
. We
have
an
elab
orat
e se
ries
of r
itual
s th
at w
e ex
pect
chi
ldre
n to
go
thro
ugh
beca
use
it is
goo
d fo
r th
em. W
ele
ad th
em to
the
ultim
ate
dist
inct
ion
ofbe
ing
awar
ded
a de
gree
, a d
iplo
ma,
or
else
we
arriv
e at
that
gre
at p
oint
in li
fe,
the
peak
of g
uida
nce,
whe
n th
at g
ood
hom
espu
n gu
idan
ce c
ouns
elor
put
s hi
sar
m a
roun
d th
e st
uden
t and
say
s "S
on,
have
you
eve
r th
ough
t of b
ecom
ing
adr
opou
t"?
Tho
se o
f you
who
hav
e ha
d th
e
expe
rienc
e of
pla
ying
the
gam
e of
pla
n-ni
ng th
at e
xist
s he
re in
Was
hing
ton
inth
e C
ente
r fo
r M
etro
polit
an S
tudi
eskn
ow th
at ta
king
par
t is
a gr
eat e
xper
i-un
ce. T
he p
laye
rs in
the
gam
e ac
cept
role
s as
mem
bers
of g
roup
s w
ho o
wn
prop
erty
, hav
e so
me
mon
ey, a
nd g
etin
to th
e ac
t of t
he e
ntre
pren
eur
and
his
role
of d
ealin
g w
ith th
e gr
owth
and
deve
lopm
ent o
f tow
ns a
nd r
egio
ns. T
hein
volv
emen
t of
agr
oup
of s
ocia
l-w
orke
r, d
o-go
oder
type
s in
the
entr
e-pr
eneu
rial s
yste
m s
eem
s to
cau
se th
emto
lose
som
e of
the
vene
er o
f thi
ngs
they
have
lear
ned
and
som
etim
esth
eab
solu
te b
east
com
es o
ut in
them
.I
rem
embe
r th
e po
int w
hen
the
arch
itect
,A
lber
t Mey
er, r
ose
up a
nd a
sked
"W
hydo
esn'
t som
ebod
y sa
y so
met
hing
abo
utbe
auty
inst
ead
ofal
lth
is n
onse
nse
abou
t mon
ey"?
A w
onde
rful
res
pons
ein
a s
imul
atio
n.A
rthu
r S
hapi
ro o
ut in
DeK
alb,
Illin
ois,
and
I w
ere
stim
ulat
ed b
y th
epl
anni
ng g
ame
so w
e ha
ve b
een
writ
ing
our
own
sim
ulat
ion.
I mea
n th
at D
r.S
hapi
ro h
as b
een
writ
ing
it an
d I'v
ebe
en e
ncou
ragi
ng it
. We
ende
d up
with
the
begi
nnin
gs o
f wha
t can
be
a go
odon
ein
whi
ch w
e ac
tual
ly tr
ied
tosi
mul
ate
a fa
culty
, Boa
rd o
f Edu
catio
n,an
d S
uper
inte
nden
t dea
ling
with
the
prob
lem
s of
how
to r
edep
loy
staf
f.S
imul
atio
ns a
re p
ress
ure
cook
ers.
The
y co
mpr
ess
time
and
they
bui
ldpr
essu
res,
and
they
hav
e a
cum
ulat
ive
amou
ntof
pres
sure
beca
use
wha
tha
ppen
s on
e ye
ar m
ust b
e de
alt w
ithag
ain
the
next
yea
r.It
is a
littl
e bi
tdi
ffere
nt fr
om th
e si
tuat
ion
whe
re y
oum
ay b
e de
alin
g w
ith th
e in
-bas
ket,
out-
bask
et th
ing,
whi
ch is
dea
d yo
u kn
ow.
The
sim
ulat
ion
does
n't l
eave
you
with
that
dea
d fis
h ki
nd o
f fee
ling
beca
use
itis
aliv
e an
d it
snap
s ba
ck a
t you
. You
have
to li
ve w
ith y
our
mis
take
s. T
hesi
mul
atio
n th
at w
e ha
ve b
een
wor
king
with
rea
lly h
as p
ut th
e di
stric
t und
erfin
anci
al p
ress
ure.
The
re a
re w
ays
out
that
we
cont
rol c
aref
ully
. You
find
your
way
out
onl
y th
roug
h m
y m
aze,
not y
ours
.A
noth
er s
imul
atio
n th
at I
thin
k of
was
Lew
is Y
oho'
s. L
ew Y
oho
runs
the
Sch
ool o
f Tec
hnol
ogy
at In
dian
a S
tate
Uni
vers
ity in
Ter
re H
aute
. Yoh
o ha
sac
tual
ly tr
ied
to d
evel
op s
imul
atio
ns in
whi
ch h
e de
als
with
man
ufac
turin
gen
terp
rises
of o
ne k
ind
or a
noth
er. I
saw
this
kin
d of
thin
g ha
ppen
. For
exa
mpl
e,th
e si
mul
atio
n w
as a
gro
up o
f fiv
e st
u-de
nts
tent
h gr
ader
slo
okin
g at
ase
ries
of p
hoto
grap
hs o
f a B
ucky
Ful
ler
dom
e. T
he p
hoto
grap
hs w
ere
suffi
-ci
ently
vag
ue, p
urpo
sely
, so
that
no
one
coul
d te
ll ho
w it
was
put
toge
ther
. With
an in
stru
ctor
they
talk
ed a
bout
this
and
final
ly to
ok o
n th
e ta
sk o
f des
igni
ng,
inve
ntin
g, m
anuf
actu
ring,
pac
kagi
ng,
and
cons
ider
ing
setti
ng u
p fo
r m
ar-
ketin
g th
e co
nnec
tor
of th
e ge
odes
icdo
me.
Kid
s tu
mbl
ed a
t the
fact
that
this
was
the
key.
So
they
wen
t to
wor
k an
dit
was
inte
rest
ing
to s
ee th
em o
pera
tebe
caus
e th
ey s
tart
ed o
ut w
ith a
pie
ce o
fop
en s
pace
in a
labo
rato
ry. T
he fi
rst
thin
g th
ey d
id w
as to
go
to th
e lib
rary
and
try
to fi
nd o
ut w
hat t
hey
wer
eta
lkin
g ab
out.
I wou
ld v
iew
any
thin
g in
the
indu
stria
l art
s-vo
catio
nal/t
echn
ical
area
whe
re s
tude
nts
do th
is a
s be
ing
inno
vatio
n of
the
high
est o
rder
. The
stud
ents
, hav
ing
brou
ght m
ater
ial b
ack,
need
ed a
boo
kcas
e so
they
got
one
. The
stuc
k it
on th
e flo
or in
thei
r pl
ace.
The
ym
oved
on.
The
foun
d id
eas.
The
sat
arou
nd a
tabl
e w
hich
they
pul
led
out o
fa
stor
e ro
om a
nd p
retty
soo
n th
ey h
adso
me
idea
s go
ing.
The
y be
gan
wor
king
in d
esig
ning
and
dra
fting
, if y
ou w
ould
.T
hey
final
ly s
et u
p a
prod
uctio
n lin
ean
d by
the
time
Ila
st s
aw th
e gr
oup
they
had
the
thin
g un
der
prod
uctio
nan
d th
ey w
ere
wor
king
on
how
muc
h
labo
r it
took
, the
mat
eria
ls, a
nd th
epa
ckag
ing.
I sup
pose
that
was
qui
te a
suc
cess
ful
oper
atio
n. B
ut th
en th
ey a
dded
the
othe
r el
emen
tth
e ki
cker
. The
orig
inal
stud
ents
took
som
e st
uden
ts w
ho h
adno
t bee
n in
volv
ed in
this
sim
ulat
ion
and
put t
hem
into
the
syst
emin
sert
edth
em in
, plu
gged
them
in a
s la
bore
rsal
ong
the
line.
The
gre
at th
ing
happ
ened
whe
n on
e of
the
kids
obs
erve
d th
at"t
his
isa
lous
y co
nnec
tor.
" S
o th
est
uden
ts s
topp
ed th
e lin
es a
t tha
t poi
ntan
d w
ent b
ack
and
star
ted
over
aga
in to
impr
ove
upon
wha
t the
y ha
d do
ne. I
thin
k th
at o
ne o
f the
thin
gs th
is s
ugge
sts
is th
at s
omet
imes
the
only
pla
ce w
here
we
real
ly a
re in
telli
gent
abo
ut th
e us
esof
peo
ple
is w
hen
we
do s
omet
hing
impo
rtan
t in
educ
atio
n, th
at is
, whe
nw
e ha
ve a
foot
ball
team
or
a ba
nd. N
oon
e in
his
rig
ht m
ind
wou
ld e
ver
oper
ate
thes
e as
a c
ompl
etel
y gr
aded
sys
tem
.T
he s
imul
atio
ns a
re in
deed
a w
ay o
fle
arni
ng th
ings
. The
y ca
n te
ach
skill
san
d fa
cts
in th
e co
ntex
t of h
avin
g to
use
them
in a
sig
nific
ant s
ituat
ion
whe
re, i
fyo
u do
n't u
se th
em w
ell,
you
look
like
afo
ol to
you
r co
lleag
ues.
Thi
s, I
thin
k, is
one
of th
e gr
eat m
otiv
ator
s. O
n th
eot
her
hand
, the
par
ticip
ants
als
o ga
inin
sigh
t bec
ause
it is
a g
ame
an n
o on
e is
pers
onal
ly in
volv
ed in
a g
ame.
In o
ur b
ig in
ner
city
com
mun
ities
ther
e is
alm
ost a
tota
l sep
arat
ion
of th
epe
ople
in th
e co
mm
unity
from
thei
rab
ility
to d
o an
ythi
ng. N
ew Y
ork
City
now
is fi
ndin
g in
cred
ible
diff
icul
ties
inal
low
ing
300,
000
peop
lein
thei
rB
row
nsvi
lle a
rea
to m
ake
som
e de
ci-
sion
s re
gard
ing
thei
r ow
n sa
lvat
ion,
thei
r ow
n co
urse
of e
duca
tion.
For
tyth
ousa
nd p
eopl
e in
Sca
rsda
le c
an d
o it,
but 3
00,0
00 p
eopl
ein
Bro
wns
ville
aren
't a
llow
edth
ey a
re s
econ
d-ra
tepe
ople
. The
pro
blem
, the
n, o
f get
ting
peop
le in
volv
ed in
dec
idin
g up
on th
eir
own
futu
re, i
t see
ms
to m
e, m
ust r
elat
eto
thei
r ex
perie
nce
and,
hen
ce, t
heir
oppo
rtun
ities
in d
ecis
ion
mak
ing.
Ifco
mm
uniti
es h
ave
not h
ad e
xper
ienc
ein
dec
isio
n m
akin
g, it
see
ms
to m
esi
mul
atio
nsm
ight
beve
ryus
eful
,in
volv
ing
peop
le in
the
proc
ess
ofm
akin
gde
cisi
ons
with
out
the
imm
edia
te c
onse
quen
ces.
Per
haps
if th
e B
row
nsvi
lle c
om-
mun
ity b
oard
had
dea
lt w
ith th
e un
ion
in s
imul
atio
ns fo
r a
time,
bot
h si
des
wou
ld h
ave
been
abl
e to
avo
id th
eim
pass
e th
ey a
re in
. Com
mun
ity a
ndte
ache
rs w
ould
hav
e fo
und
othe
r an
dac
cept
able
way
s to
get
uns
ympa
thet
icte
ache
rs o
ut o
f the
sch
ools
with
out l
oss
of fa
ce o
n ei
ther
sid
e. It
take
s a
little
time
to le
arn
a so
phis
ticat
ed w
ay o
fbe
atin
g th
e sy
stem
.I t
hink
furt
her
that
if y
ou w
ere
tolo
ok a
t the
pla
nnin
g pr
oces
s fo
r fa
cil-
ities
in th
e in
ner
city
, it i
s co
ncei
vabl
eth
at it
wou
ld b
e po
ssib
le to
cre
ate
som
eki
nd o
f sim
ulat
ion
in w
hich
peo
ple
in a
com
mun
ity c
ould
mak
e ju
dgm
ents
abou
t the
kin
ds o
f sch
ools
they
wan
tan
d ab
out t
he k
inds
of f
acili
ties
they
need
. Or
the
citiz
ens
coul
d tu
rn th
ega
me
arou
nd a
nd m
ake
it a
tryo
ut.
Ord
inar
y pe
ople
wor
king
with
the
teac
hers
and
prin
cipa
ls o
f an
area
wou
ldbe
abl
e to
try
out a
ser
ies
of w
ays
inw
hich
you
wou
ld o
utfit
spa
ce a
nd I
dare
say
you
coul
d ge
t a c
ompu
ter
topr
int o
ut a
dia
gram
or
flow
cha
rt o
fw
hat y
ou w
ere
talk
ing
abou
t. It
wou
ldbe
the
kind
of s
chem
atic
dia
gram
or
flow
cha
rt th
at m
ight
be
illum
inat
ing.
In th
is w
ay, p
eopl
e w
ho a
re n
ot v
ery
soph
istic
ated
cou
ld g
o th
roug
h a
plan
-ni
ng p
roce
dure
and
acq
uire
exp
erie
nce
in d
oing
this
with
out h
avin
g it
cost
any
-th
ing.
IPtim
atel
y, th
e co
mm
unity
par
ti-ci
pant
s co
uld
help
mak
e be
tter
judg
-m
ents
bec
ause
they
, too
, wou
ld h
ave
had
expe
rienc
e in
mak
ing
judg
men
ts.
In th
e di
stric
t-w
ide
plan
ning
pro
-ce
ss, w
e ca
n us
e te
chno
logy
as
a ba
se fo
rsi
mul
atio
n, fi
ndin
g w
ays
in w
hich
we
can
mor
e de
eply
invo
lve
peop
le. D
onLe
u su
gges
ted
this
rea
lly in
a s
impl
erfo
rm in
Det
roit
whe
re c
omm
unity
are
asm
ight
be
invo
lved
with
thin
king
abo
utw
hat t
heir
scho
ols
wou
ld b
e lik
e. O
ut o
fso
me
kind
of a
focu
sing
of e
nerg
y m
ade
poss
ible
by
tech
nolo
gy, i
t wou
ld b
epo
ssib
le to
get
at l
east
a p
ortio
n of
the
peop
le o
f a c
omm
unity
sig
nific
antly
invo
lved
in th
e pl
anni
ng p
roce
ss.
I
dare
say
that
the
inne
r ci
ty w
ould
do
just
as
wel
l as
anyb
ody
else
at t
his
task
and
inde
ed w
e m
ight
lear
n a
grea
t dea
lfr
om c
itize
ns in
pov
erty
are
as in
term
sof
thos
e th
ings
that
are
impo
rtan
t in
the
inne
r ci
tyth
ings
and
atti
tude
s th
atth
e w
hite
mid
dle
clas
s te
ache
r so
far,
gene
rally
, has
not
rea
lly u
nder
stoo
d.T
hey
are:
1. T
he u
se o
f fac
ts a
nd h
ow th
eyca
n be
ass
embl
ed a
nd fo
cuse
d on
pro
b-le
ms
to m
ake
plan
ning
mor
e in
telli
gent
.2.
The
use
of c
omm
unic
atio
nste
chno
logy
so
that
the
teac
hers
can
inde
ed in
divi
dual
ize
prog
ram
s.3.
The
use
of t
he p
lann
ing
proc
ess
itsel
f thr
ough
its
tech
nolo
gica
l com
po-
nent
s to
ass
ist i
n de
velo
ping
atti
tude
s in
peop
le.
In s
umm
ary,
tech
nolo
gy a
pplie
d to
dist
rictw
ide
faci
lity
plan
ning
mak
esth
ese
thre
eco
ntrib
utio
ns,
amon
got
hers
:1.
Mor
e si
gnifi
cant
act
s ca
n be
asse
mbl
ed a
nd d
eplo
yed
to g
ive
a be
tter
basi
s to
dec
isio
n m
akin
g.2.
Mor
e in
divi
dual
izat
ion
of e
duca
-tio
nal
prog
ram
sm
aybe
poss
ible
thro
ugh
the
com
mun
icat
ions
med
ia o
fte
chno
logy
, shi
fting
in a
maj
or w
ay o
ursp
ace
need
s fo
r le
arni
ng.
3. M
ore
sign
ifica
nt p
artic
ipat
ion
by c
itize
nsin
the
plan
ning
pro
cess
thro
ugh
the
role
that
tech
nolo
gy c
anof
fer
in s
imul
atio
ns.
33
Tec
hnol
ogy
And
Com
mun
ityC
olle
ge F
scili
ty P
lann
ing
Com
mun
ity n
eed
and
the
auto
-m
obile
cre
ate
the
com
mun
ity c
olle
geid
ea. W
ithou
t aut
omob
iles,
the
who
leid
eaof
the
non-
resi
dent
:al
colle
gew
ould
n't e
xist
in it
s pr
esen
t for
m in
twen
tieth
cent
ury
Am
eric
a, e
xcep
tpe
rhap
s at
the
cent
ers
of la
rge
citie
sw
here
stu
dent
s co
uld
com
mut
e by
publ
ic tr
ansi
t. T
he fr
ont d
oor
to th
eco
mm
unity
colle
geis
usua
llyth
epa
rkin
g lo
t. S
tude
nts
arriv
e in
aut
omo-
bile
s fr
om th
eir
hom
es, a
nd th
e au
to-
mob
ile is
one
of t
he im
port
ant l
inks
rela
ting
the
colle
ge to
the
citiz
ens.
The
com
mun
ityco
llege
,th
eref
ore,
is
resp
onsi
ve to
loca
l nee
ds.
Thi
s is
in c
ontr
ast t
o th
e co
llege
or
univ
ersi
ty th
atis
not
a c
omm
unity
ente
rpris
e, b
ut r
athe
r a
stat
ewid
e, o
rna
tiona
l, or
eve
n w
orld
wid
e fa
cilit
y.T
he r
esid
entia
l col
lege
is o
ften
sepa
-ra
ted
from
its
imm
edia
te c
omm
unity
mor
e so
in th
e pa
st, b
ut, f
ortu
nate
ly,
less
so
toda
y. A
lso,
the
resi
dent
ial i
nsti-
tutio
n's
char
acte
r is
str
ongl
y in
fluen
ced
by y
ears
of t
radi
tion,
and
it o
ften
resi
sts
inno
vatio
n.
The
com
mun
ityco
llege
, whi
chte
nds
to b
ecom
e th
e co
mm
unity
cul
-tu
ral a
nd e
duca
tiona
l cen
ter,
ser
ving
all
citiz
ens,
is a
new
con
cept
for
high
ered
ucat
ion.
The
idea
is s
till d
evel
opin
g;th
e ru
les
have
not
yet
bee
n w
ritte
n an
dfo
rmal
ized
; it i
s fr
ee fr
om li
miti
ng tr
adi-
tions
. New
idea
s ar
e w
elco
med
and
new
prog
ram
sar
eco
ntin
ually
evol
ving
.T
here
fore
, a h
igh
degr
ee o
f fle
xibi
lity
inits
faci
litie
s is
par
ticul
arly
impo
rtan
t.
The
dem
and
for
flexi
bilit
y.T
he o
ld c
olle
ge fo
rms
that
we
grew
up w
ith a
re in
adeq
uate
. The
y ar
e in
ade-
quat
e fo
r a
wor
ld e
xper
ienc
ing
soci
alch
ange
,ec
onom
ic c
hang
e,po
litic
alch
ange
,te
chno
logi
cal
chan
ge,
and
chan
ges
in th
e ch
arac
ter
of te
achi
ng a
ndle
arni
ng.
Edu
catio
n fo
r w
hat?
Loo
k at
the
wor
ld a
roun
d us
. Not
e th
e ch
ange
s in
wha
t men
wor
k at
, and
how
they
do
it,an
d w
here
they
wor
k. In
the
elec
tron
ics
indu
stry
(w
here
cha
nge
isa
natu
ral
char
acte
ristic
of w
ork)
the
prom
inen
tD
alla
s fir
m, T
exas
Inst
rum
ents
, bui
lds
sand
wic
h"st
ruct
ures
with
serv
ice
floor
s (f
or s
truc
tura
l sup
port
, mec
han-
ical
,an
d el
ectr
ical
sys
tem
s, s
uppo
rtfa
cilit
ies,
etc.
) be
twee
n hu
ge u
nob-
stru
cted
and
"unc
omm
itted
" w
ork
spac
essp
aces
that
are
rea
dily
ada
pt-
able
to n
ew a
nd u
npre
dict
able
task
s. In
med
ical
res
earc
h, th
e S
alk
Inst
itute
labs
atLa
Jol
la, C
alifo
rnia
, use
s si
mila
rsp
acea
ltern
atin
g "s
ervi
ce"
floor
s w
ithse
rved
" flo
ors,
to a
chie
ve a
deg
ree
offle
xibi
lity
not k
now
n to
(or
nee
ded
by)
prev
ious
gen
erat
ions
. Edu
catio
n, n
ow,
also
nee
ds th
at k
ind
of a
dapt
abili
ty.
Eng
inee
ring
scho
ols
have
foun
dth
ey n
eed
it.C
onsi
der
the
typi
cal
A m
e r
ican
univ
ersi
ty's
engi
neer
ing
scho
ol.
Itis
ser
ved
by a
num
ber
ofse
para
te s
truc
ture
s, e
ach
one
belo
ngin
gto
a "
depa
rtm
ent."
Now
, how
ever
, the
natu
re o
f eng
inee
ring
educ
atio
n ha
sch
ange
d, a
nd th
e ol
d de
part
men
ts a
ndol
d bu
ildin
gs h
ave
less
mea
ning
. The
desi
gn o
f a r
ocke
t4au
nche
r co
mbi
nes,
in th
e be
st m
ulti-
disc
iplin
ed m
anne
r, a
llof
the
old
labe
lsch
emic
al e
ngin
eerin
g,el
ect
rical
engi
neer
ing,
mec
hani
cal
MR
. CH
AR
LES
W. B
RU
BA
KE
R, A
MP
artn
erT
he P
erki
ns a
nd W
ill P
artn
ersh
ip, A
rchi
tect
s
engi
neer
ing,
aer
onau
tical
eng
inee
ring,
etc.
The
des
ign
task
bec
omes
"en
gi-
neer
ing"
in a
bro
ad s
ense
, with
hea
vyin
put f
rom
the
life
scie
nces
, mat
he-
mat
ics,
astr
onom
y,et
c.S
outh
ern
Illin
ois
Uni
vers
ity's
new
Sch
ool o
fT
echn
olog
y at
Car
bond
ale,
atte
mpt
s to
satis
fy fu
ture
nee
ds b
y cr
eatin
g la
rge
unob
stru
cted
and
unc
omm
itted
floo
rsw
ith s
truc
ture
and
circ
ulat
ion
at th
epe
rimet
er, a
long
the
exte
rnal
tow
ers
toac
com
mod
ate
stai
rs, e
leva
tors
, toi
lets
,an
d m
echa
nica
l-ele
ctric
al s
ervi
ces.
The
mod
ern
offic
ebu
ildin
gac
hiev
es a
hig
h de
gree
of f
lexi
bilit
y w
itha
diffe
rent
sys
tem
. A c
entr
al c
ore
acco
mm
odat
es a
ll se
rvic
es, w
hile
the
exte
rior
wal
lsa
tisfie
sal
lad
ditio
nal
stru
ctur
al a
nd m
echa
nica
l nee
ds. T
here
sulti
ng s
pace
aro
und
the
core
is
colu
mn-
free
and
tota
lly u
ncom
mitt
ed.
Ten
ants
sub
divi
de th
e sp
ace
to s
uit c
ur-
rent
pro
gram
s. T
he o
ffice
bui
ldin
gsp
ace
conc
ept,
a m
arve
l of a
dapt
abili
ty,
can
be u
sefu
l to
educ
atio
n.D
oes
the
educ
atio
n pr
oces
s re
ally
need
this
kin
d of
flex
ibili
ty?
I thi
nk s
o.
The
cry
stal
bal
l is
neve
r cr
ysta
l cle
ar. W
eca
nnot
pre
dict
how
teac
hers
and
stu
-de
nts
will
use
the
spac
es w
e de
sign
toda
y; w
e ca
nnot
pre
dict
wha
t kin
d of
equi
pmen
t the
y w
ill w
ish
to u
se. F
orex
ampl
e, th
e lib
rary
of t
omor
row
will
prob
ably
inco
rpor
ate
info
rmat
ion
stor
age
and
retr
ieva
l sys
tem
s no
t yet
inve
nted
, but
bas
ic s
truc
tura
l she
lls,
toda
y, m
ust b
e de
sign
ed fo
r ge
nera
tions
of u
se. W
e ar
e cu
rren
tly d
esig
ning
alib
rary
in B
loom
ingt
on, I
ndia
na th
atw
illst
ore
half
ofits
colle
ctio
n of
600,
000
volu
mes
in a
Spe
rry
Ran
d"R
and-
trie
ver"
sys
tem
. Whe
n a
pers
onas
ks fo
r a
volu
me
at th
e de
sk, t
he c
om-
pute
r is
con
sulte
d, a
nd if
the
volu
me
is"i
"n,
the
mac
hine
plu
cks
the
appr
opri-
ate
tray
from
the
stor
age
stac
ks a
ndde
liver
s it
to th
e de
sk, a
nd th
e co
mpu
ter
reco
rds
the
fact
that
the
volu
me
is n
ow"o
ut."
Thi
s is
a m
odes
t sys
tem
com
-pa
red
to s
ome
of th
e pr
opos
ed in
for-
mat
ion
stor
age
syst
ems.
The
poi
ntI
wis
h to
mak
e is
sim
ply
that
the
need
isin
tens
e an
d m
an w
ill n
ot s
top
inve
ntin
gne
w w
ays
to s
atis
fy h
is n
eeds
. New
kind
s of
har
dwar
e w
ill a
ppea
r an
d th
ebu
ildin
gs w
e de
sign
toda
y m
ust a
ccom
-m
odat
e un
know
n fu
ture
dev
ices
and
prog
ram
s an
d sp
ace
need
s.
The
com
mu
nity
col
lege
in th
esu
burb
an o
r ru
ral s
ettin
g.T
he c
omm
unity
col
lege
is s
imila
rlyaf
fect
ed b
y ch
ange
s in
the
wor
ld a
roun
dit,
and
it fr
eque
ntly
find
s its
elf i
nti-
mat
ely
invo
lved
with
urb
an p
robl
ems
and
oppo
rtun
ities
. Firs
t, ho
wev
er, l
et u
sco
nsid
er th
e co
llege
in th
e su
burb
an o
rru
ral l
ocat
ion,
whe
re li
fe a
ppea
rs to
be
halc
yon
and
whe
re th
e pl
anni
ng p
roce
ssis
inde
ed le
ss c
ompl
ex.
Cal
iforn
ia a
nd F
lorid
a w
ere
lead
ers.
Foo
thill
Col
lege
, sou
th o
f San
Fra
n-ci
sco,
in a
low
-den
sity
are
a of
hou
ses
with
low
, pitc
hed,
shi
ngle
roo
fs a
nd
beau
tiful
gar
dens
, has
a c
ampu
s co
m-
pose
d of
doz
ens
of h
ouse
-sca
led
build
-in
gsof
resi
dent
ial
char
acte
r,in
a
spac
ious
gar
den
setti
ng. I
t was
then
, and
isst
ill,
one
of th
e m
ost b
eaut
iful
colle
ges
in th
e w
orld
. For
pla
nner
s of
com
mun
ity c
olle
ges,
it b
ecam
e M
ecca
.N
orth
of S
an F
ranc
isco
, acr
oss
the
brid
ge n
ear
Mui
r W
oods
, the
Mar
inC
ount
y C
olle
ge a
chie
ved
a su
cces
sful
envi
ronm
ent w
ithou
t the
ben
efit
ofco
nsis
tent
or
dist
ingu
ishe
d bu
ildin
gs.
Its s
ecre
t to
succ
ess
was
thou
ghtfu
lla
ndsc
apin
g; th
e sp
aces
bet
wee
n th
e ol
dan
d or
dina
ry b
uild
ings
sho
w th
e be
ne-
fits
of y
ears
of c
are
in p
lant
ing
and
mai
ntai
ning
fine
gar
dens
. Man
y ot
her
colle
ges
coul
d le
arn
som
ethi
ng h
ere.
Not
all
Cal
iforn
ia c
olle
ges
are
gem
s.M
any,
par
ticul
arly
in e
arlie
r ye
ars,
wer
eor
dina
ry, o
r lo
oked
like
hig
h sc
hool
s.T
hat w
as a
lso
true
in F
lorid
a. M
y fir
stex
perie
nce
in p
lann
ing
a co
mm
unity
colle
ge w
as a
t For
t Mye
rs, a
few
yea
rsag
o, fo
r ne
w E
diso
n Ju
nior
Col
lege
. The
Sta
te o
f Flo
rida
educ
atio
n pl
anne
rsob
serv
ed th
at a
ll pr
evio
us c
ampu
s pl
ans
in th
eir
stat
e ha
d lo
w, f
lat,
smal
l, se
pa-
rate
bui
ldin
gs, w
idel
y sp
aced
. The
y su
g-ge
sted
that
we
cons
ider
clu
ster
ing
clos
ely-
rela
ted
mul
ti-flo
or b
uild
ings
toac
hiev
e co
nven
ienc
e, e
cono
my,
she
lter,
and
the
spiri
t of h
ighe
r ed
ucat
ion.
We
(McB
ryde
and
Friz
zell,
and
The
Per
kins
& W
ill P
artn
ersh
ip)
deve
lope
d a
stra
ight
forw
ard
syst
em fo
r th
e fir
st fa
cilit
y an
dfo
r fu
ture
gro
wth
. Firs
t Pha
se c
onst
ruc-
tion
invo
lved
a m
odes
t exp
endi
ture
only
$1
mill
ion
for
two
mul
ti-pu
rpos
est
ruct
ures
each
two
floor
s, w
ith o
pen
brid
ges
conn
ectin
g th
eir
seco
nd fl
oors
.T
he b
asic
cha
ract
er o
f the
cam
pus
was
esta
blis
hed
with
she
lterin
g ro
ofs,
link
edun
its, g
arde
ns, p
erim
eter
lake
s, e
tc.;
grow
th o
ccur
s by
add
ing
mul
ti-flo
orst
ruct
ures
inte
r-co
nnec
ted
by s
econ
dflo
or b
ridge
s. F
irst b
uild
ings
pro
vide
d
flexi
ble
spac
e,si
nce
all
cam
pus
func
tions
had
to b
e in
corp
orat
ed w
ithin
them
in e
arly
yea
rs. A
s th
e co
llege
grow
s, a
dditi
onal
bui
ldin
gs o
f a m
ore
com
mite
d na
ture
are
to b
e ad
ded.
An
impo
rtan
t pla
nnin
g pr
inci
ple
was
ado
pted
: the
nat
ure
of th
e m
aste
rpl
an is
suc
h th
at fu
ture
faci
litie
s ca
nch
ange
in s
ize,
sha
pe, a
nd lo
catio
n, to
allo
w c
onst
ant a
djus
tmen
t to
chan
ging
need
s. It
is a
sob
erin
g ex
perie
nce
to g
oba
ck a
nd e
xam
ine
the
form
al a
nd r
igid
mas
ter
plan
s"
prep
ared
by
earli
erge
nera
tions
.N
ow, F
lorid
a ha
s so
me
hand
som
eco
m m
u n
ityco
l leg
es.
Mia
mi-D
ade
Nor
th, a
nd th
e ne
wer
Mia
mi-D
ade
Sou
th ju
nior
col
lege
s (b
oth
desi
gned
by
Pan
coas
t, F
eren
dino
& G
rafto
n) a
reim
pre
ss iv
e,la
rge-
scal
eca
mpu
ses
desi
gned
to a
ccom
mcd
ate
10,0
00 s
tu-
dent
sea
chul
timat
ely.
Mia
mi-D
ade
Sou
th w
as lo
cate
d in
an
unde
velo
ped
area
sou
th o
f the
city
, but
on
a si
tese
rved
by
new
exp
ress
way
s, a
nd it
isob
viou
s th
at th
e m
etro
polit
an u
rban
area
is r
apid
ly g
row
ing
out a
nd a
roun
dth
e ne
w c
ampu
s. G
ood
plan
ning
!In
Tex
as, t
he D
alla
s C
ount
y Ju
nior
Col
lege
boa
rd h
as a
pla
n fo
r se
ven
cam
puse
s.D
alla
s C
ount
yis
atid
ysq
uare
, 30
mile
s by
30
mile
s w
ith D
alla
sat
the
cent
er, a
nd w
ith e
xpre
ssw
ays
radi
atin
g ou
t as
spok
es fr
om th
e hu
b. A
tth
e hu
b, th
e fir
st "
cam
pus"
exi
stsi
t is
"El C
entr
o" w
hich
occ
upie
s an
old
depa
rtm
ent s
tore
whi
ch h
as b
een
skill
-fu
lly r
emod
eled
. Thr
ee n
ew s
ubur
ban
cam
puse
s ar
e be
ing
plan
ned
now
and
thre
e m
ore
are
proj
ecte
d fo
r th
e fu
ture
.E
ach
of th
e si
x 5,
000-
stud
ent c
olle
geca
mpu
ses
is a
ppro
xim
atel
y eq
ui-d
ista
ntfr
om th
e hu
b, o
ut o
n on
e of
the
spok
es.
Thi
s w
ill b
e an
exc
elle
nt e
xam
ple
of a
larg
e sy
stem
of c
olle
ges.
In th
e fu
ture
,th
ey w
ill b
e tie
d to
geth
er, a
nd r
elat
ed to
thei
r 90
0 sq
uare
mile
cou
nty
corn
-
mun
ity b
y th
e ex
pres
sway
sys
tem
and
by m
edia
. We
have
bee
n w
orki
ng (
inas
soci
atio
n w
ith E
nslie
Ogl
esby
, arc
hi-
tect
) on
the
desi
gn o
f Ric
hlan
d C
ampu
s,w
ith P
resi
dent
Bill
Prie
st a
nd h
is te
am.
The
cam
pus,
par
t of t
he la
rger
sys
tem
,w
ill b
e su
bdiv
ided
into
sm
all l
earn
ing
"clu
ster
s."
The
var
ious
clu
ster
s on
the
cam
pus
will
sha
re c
erta
in c
omm
on fa
cil-
ities
thea
ter,
fine
art
s fa
cilit
ies,
gym
san
d po
ols,
and
libr
ary.
Alth
ough
Dal
las
Cou
nty
may
eve
ntua
lly h
ave
35,0
00st
uden
ts in
its
juni
or c
olle
ge, t
hey
have
wis
ely
resi
sted
the
tem
ptat
ion
to p
lan
aca
mpu
s th
at la
rge.
The
em
phas
is is
on
the
indi
vidu
alst
uden
t, hi
s re
latio
nshi
ps to
a r
elat
ivel
ysm
all n
umbe
r of
oth
er s
tude
nts
and
teac
hers
of h
is o
wn
clus
ter,
then
his
rela
tions
hip
to o
ne c
ampu
s, a
nd fi
nally
to th
e to
tal s
even
-cam
pus
syst
em.
The
Ric
hlan
d C
ampu
s si
te in
Dal
las
Cou
nty
is b
less
ed b
y a
chai
n of
thre
ena
rrow
lake
s, s
epar
ated
by
dam
s. W
ech
ose
to d
evel
op r
athe
r in
form
al b
utlin
ked
build
ings
on
both
sid
es o
f the
sela
kes,
letti
ng th
e la
kes
and
gard
ens
crea
te th
e pr
inci
pal v
isua
l env
ironm
ent.
Alth
ough
all
inte
rior
spac
es a
re, o
fco
urse
,ai
r co
nditi
oned
, the
nat
ural
envi
ronm
ent
(wat
er,
tree
s,pl
ants
,cl
ouds
, the
cha
ngin
g da
ily c
limat
e an
dse
ason
s)is
an
impo
rtan
t par
t of t
hede
sign
con
cept
.In
con
tras
t, th
ere
is n
ow c
onsi
der-
able
inte
rest
am
ong
arch
itect
s to
des
ign
" meg
a-st
ruct
ures
"hun
gm
ulti-
stor
ylo
ft-lik
e st
ruct
ures
, ofte
n w
ith r
oofe
dco
ntro
lled-
envi
ronm
ent "
grea
t spa
ces"
repl
acin
g th
e tr
aditi
onal
yar
ds o
r ga
r-de
ns. S
uch
dram
atic
inte
rior
spac
es a
rebe
com
ing
an a
ccep
ted
part
of o
urex
perie
nces
. Not
e th
e tr
end
in s
hopp
ing
cent
er d
esig
n to
cre
ate
air-
cond
ition
edm
alls
. Eac
h co
mm
unity
col
lege
sho
uld
dete
rmin
e w
heth
er th
e si
ngle
-str
uctu
reco
ncep
t (es
peci
ally
whe
n it
is fo
rmal
,
rect
angu
lar,
and
"fin
ishe
d")
will
mee
tits
futu
re n
eeds
. Suc
h a
stru
ctur
e pr
ob-
ably
can
pro
vide
ahi
gh d
egre
e of
inte
rior
flexi
bilit
y,bu
tre
sist
sth
eex
tern
al a
dditi
on o
f spa
ce, e
spec
ially
insm
all i
ncre
men
ts.
Sca
rbor
ough
Col
lege
, nor
thea
st o
fT
oron
to, i
s a
sing
le-s
truc
ture
, or
con-
tinuo
us s
truc
ture
cam
puso
r pe
rhap
sw
e sh
ould
say
it c
onsi
sts
of a
num
ber
ofad
jace
ntst
ruct
ures
,al
ong
asi
ngle
iote
rior
circ
ulat
ion
rout
e. T
he C
anad
ian
clim
ate
enco
urag
es s
uch
a de
sign
. Stu
-de
nts
mov
e fr
om o
ne p
art o
f the
cam
pus
to a
noth
er w
ithou
tgo
ing
out-
door
s. T
his
coul
d ha
ve b
een
acco
m-
plis
hed
in o
ne g
reat
rec
tang
ular
loft-
like
build
ing,
but
Sca
rbor
ough
Col
lege
isba
sed
on q
uite
a d
iffer
ent c
once
ptit
isa
long
, com
plex
, win
ding
build
ing
inw
hich
one
enc
ount
ers
man
y di
ffere
ntki
nds
of s
pace
s as
one
wal
ks fr
om o
neen
d to
the
othe
r. R
aw c
oncr
ete
is th
epr
inci
pal c
onst
ruct
ion
mat
eria
l; on
asu
nny
day
it is
attr
activ
e; th
ebo
ld a
ndco
mpl
ex fo
rms
are
agre
eabl
e on
the
beau
tiful
woo
ded
site
at t
he to
p of
the
ridge
.O
urC
anad
ian
frie
nds
have
com
plet
ed, a
nd a
re b
uild
ing
othe
r fin
ene
w c
olle
ges.
Not
e Y
ork
Col
lege
, als
one
ar T
oron
to, a
nd S
imon
Fra
ser,
at
Van
couv
er.
Ano
ther
com
mut
er-c
olle
ge (
thou
ghno
t a c
omm
unity
col
lege
) of
inte
rest
is
Sou
ther
nM
assa
chus
etts
Tec
hnic
alIn
stitu
tene
ar N
ew B
edfo
rd, M
ass.
Arc
hite
ctP
aul
Rud
olph
's d
esig
nis
dram
atic
and
sys
tem
atiz
ed, s
killf
ully
crea
ting
inte
rest
ing
exte
rior
and
inte
r-io
r fo
rms
disc
iplin
ed b
y a
mod
ular
syst
em o
f lar
ge h
ollo
w c
olum
ns a
ndgi
rder
s w
hich
ser
ve a
s di
strib
utor
s of
cond
ition
ed a
ir an
d ut
ilitie
s. M
assa
chu-
setts
fire
safe
ty la
ws
dem
and
that
corr
idor
s in
mul
ti-st
ory
build
ings
be
inte
rrup
ted
by s
epar
ate
stai
r to
wer
s at
regu
lar
inte
rval
s. R
udol
ph h
as tu
rned
thes
e ne
cess
ary
exit
spac
es in
to w
onde
r-fu
l red
-car
pete
d lo
unge
-like
gat
herin
gpl
aces
for
stud
ents
. Eac
h ha
s th
e fin
ew
arm
cha
ract
er o
f a s
ki lo
dgea
nen
vi-
ronm
ent t
hat s
tude
nts
obvi
ousl
y lik
e.S
uch
spac
es a
re im
port
ant f
or th
eco
mm
uter
-col
lege
in th
e co
untr
y w
here
ther
e ar
e no
oth
er p
lace
s fo
r st
uden
ts to
go. S
.M.T
.I. d
oes
it w
ell.
Lack
ing
such
soci
al s
pace
s, th
e co
llege
in th
e ru
ral o
rsu
burb
an s
ettin
g of
ten
fails
to g
ive
stu-
dent
s th
e ric
h an
d va
ried
oppo
rtun
ities
for
info
rmal
ass
ocia
tion
that
the
urba
nca
mpu
s na
tura
lly p
rovi
des.
The
com
mun
ity c
olle
ge in
the
city
.T
oday
, mos
t stu
dent
s fe
el th
at th
eci
ty is
whe
re th
e ac
tion
is, a
nd m
any
ofth
eir
inte
rest
s ha
ve to
do
with
urb
anpr
oble
ms
and
oppo
rtun
ities
. The
com
-m
unity
col
lege
in th
e ci
ty, t
here
fore
,ha
s sp
ecia
l opp
ortu
nitie
s. P
lann
ing
the
urba
n ca
mpu
s co
ntra
sts
shar
ply
with
plan
ning
the
cam
pus
in th
e co
untr
y.T
he c
ampu
s on
a r
ural
or
subu
rban
site
cre
ates
its
own
envi
ronm
ent;
itte
nds
to b
e se
lf-co
ntai
ned.
In c
ontr
ast,
the
urba
n ca
mpu
s is
ofte
n a
part
of a
tota
l urb
an e
nviro
nmen
t. N
eigh
borin
gst
ruct
ures
and
urb
an s
pace
s he
lp c
reat
eth
e co
llege
's p
hysi
cal e
nviro
nmen
t.La
nd in
the
city
is in
sho
rt s
uppl
yan
d is
ther
efor
e ex
pens
ive.
The
spa
ciou
sla
wns
and
woo
ds o
f the
rur
al c
ampu
sar
e us
ually
nei
ther
pos
sibl
e no
rde
sir-
able
goa
ls fo
r th
e ur
ban
colle
ge. I
nhi
gh-d
ensi
ty n
eigh
borh
oods
, agr
eeab
leop
en s
pace
s ar
e ur
ban
in n
atur
e,be
ing
smal
ler,
and
wel
l-def
ined
by
surr
ound
-in
g st
ruct
ures
. Urb
an b
uild
ing
form
s ar
ena
tura
l and
app
ropr
iate
mul
ti-flo
or o
rev
en h
igh-
rise
elev
ator
str
uctu
res,
larg
e
loft
build
ings
, und
ergr
ound
faci
litie
s,ai
r-rig
hts
deve
lopm
ent,
etc.
,ar
eal
lec
onom
ical
ly s
ound
pos
sibi
litie
s w
here
land
is e
xpen
sive
.M
any
inte
rest
ing
urba
n un
iver
sity
exam
ples
can
be
note
d to
dra
mat
ize
the
urba
n la
nd p
robl
em. F
ordh
am's
new
cam
pus
on M
anha
ttan
Isla
nd, o
nebl
ock
adja
cent
to L
inco
ln C
ente
r, h
as a
larg
ene
w s
kysc
rape
r (in
the
spiri
t of t
hem
oder
n of
fice
build
ing)
whi
ch a
ccom
-m
odat
es c
lass
room
s, la
bora
torie
s, a
ndof
fices
. Roo
seve
lt U
nive
rsity
occ
upie
san
eig
hty
year
old
str
uctu
re o
n a
half-
bloc
k fa
cing
Chi
cago
's G
rant
Par
k; it
isA
dler
and
Sul
livan
's fa
mou
s A
udito
r-iu
m b
uild
ing.
Ste
phen
s In
stitu
te o
fT
echn
olog
y, a
t Hob
oken
, N.J
., ha
s a
ship
tied
up
at th
eir
dock
on
the
Hud
son
Riv
er; i
t is
a flo
atin
g do
rmito
ry. T
heU
nive
rsity
of I
llino
is' C
hica
go C
ircle
Cam
pus,
nea
r th
e Lo
op, i
s a
mul
ti-le
vel
cam
pus,
with
ped
estr
ian
wal
ksel
evat
edab
ove
serv
ice
driv
es, s
tree
ts, a
nd lo
wer
-le
vel l
ectu
re h
alls
; a tw
enty
-eig
ht s
tory
offic
e to
wer
is a
vis
ible
land
mar
k in
the
city
. Urb
an c
omm
unity
col
lege
s ar
e al
sota
king
new
form
s. In
Oak
land
, Cal
ifor-
nia,
the
mul
ti-ca
mpu
s P
eral
ta C
olle
gedi
stric
t is
build
ing
Lane
y C
olle
ge d
own-
(ow
n, w
ith a
ll bu
ildin
gs o
n a
site
of
abou
t ten
acr
es. A
rchi
tect
s S
kidm
ore,
Ow
ings
& M
erril
l hav
e pl
aced
all
faci
l-iti
eslib
rary
, stu
dent
cen
ter,
phy
sica
led
ucat
ion,
lect
ure
cent
er, a
six
-flo
orad
min
istr
atio
n to
wer
, and
cla
ssro
oms
on to
p of
a la
rge
squa
re o
ne-s
tory
base
stru
ctur
e w
hich
acc
omm
odat
es la
bora
-to
ries,
sho
ps a
nd s
ervi
ces.
In a
dditi
on to
this
urb
an s
ite o
f ten
acr
es, a
dditi
onal
land
was
acq
uire
d th
roug
h th
e fe
dera
lop
en s
pace
land
pro
gram
to c
reat
e an
adja
cent
pub
lic p
ark,
and
oth
er p
arce
lsof
urb
an la
nd p
rovi
de p
arki
ng. O
ak-
land
's n
ew a
rt m
useu
m is
adj
acen
t. T
hene
w c
omm
unity
col
lege
beco
mes
an
impo
rtan
t urb
an r
enew
al c
ompo
nent
,an
d a
stim
ulus
for
addi
tiona
l ren
ewal
of
the
city
.
Chi
cago
City
Col
lege
pro
pose
s to
build
a n
umbe
r of
new
col
lege
s in
the
city
. One
will
face
the
Eis
enho
wer
Exp
ress
way
(w
ith r
apid
tran
sit i
n th
em
edia
n st
rip)
with
the
huge
Wes
t Sid
eM
edic
al C
ente
r ac
ross
the
expr
essw
ay.
Thi
s ca
mpu
s, d
esig
ned
by C
.F. M
urph
yA
ssoc
iate
s, w
ill c
onsi
st o
f a s
ingl
e, fo
ur-
stor
y re
ctan
gula
r st
ruct
ure,
app
roxi
-m
atel
y 50
0 fe
et lo
ng, o
n a
limite
d si
tesu
rrou
nded
by
the
grid
iron
stre
ets
of it
sur
ban
neig
hbor
hood
. Phy
sica
l edu
ca-
tion
faci
litie
s,au
dito
rium
,lib
rary
,le
ctur
e ro
oms,
caf
eter
ia, a
nd la
bora
-to
ries
will
occ
upy
the
inte
rior
spac
es in
this
meg
a-st
ruct
ure,
and
cla
ssro
oms
and
offic
es w
ill b
e lo
cate
d ar
ound
the
peri-
met
er. W
ith a
rapi
d tr
ansi
t sta
tion
adja
cent
, the
cam
pus
will
be
acce
ssib
leto
all
part
s of
the
city
by
trai
n, s
o la
rge
stud
ent p
arki
ng lo
ts w
ill n
ot b
e pr
o-vi
ded.
Hop
eful
ly, t
he p
arki
ng lo
t will
not b
e th
e fr
ont d
oor
to th
is c
omm
uter
col l
ege.
Chi
cago
City
Col
lege
Cha
ncel
lor
Sha
bat a
nd D
ean
Slu
tsky
are
pla
nnin
gan
othe
r ca
mpu
s fo
r C
hica
go's
sou
thsi
de o
n a
site
split
by
Wen
twor
thA
venu
e.T
hree
mul
ti-flo
orbr
idge
-bu
ildin
gs w
ill s
pan
acro
ss W
entw
orth
Ave
nue,
conn
ectin
got
her
faci
litie
slo
cate
d on
bot
h si
des
of th
e av
enue
.T
his
is a
logi
cal u
rban
dev
elop
men
tw
hich
rec
ogni
zes
the
exis
ting
patte
rns
of la
nd o
wne
rshi
p, s
tree
ts, a
nd u
tiliti
es.
In O
rego
n, P
ortla
nd S
tate
Col
lege
has
grow
n fr
om a
n ol
der
ex-h
igh-
scho
olbu
ildin
g to
adj
acen
t blo
cks
by b
ridgi
ngci
ty s
tree
ts w
ith p
edes
tria
n w
alks
con
-ne
ctin
g al
l thi
rd fl
oors
. Thr
ee-d
imen
-si
onal
pla
nnin
g is
app
ropr
iate
in th
eci
ty. T
he n
ext s
tep
in th
is e
volu
tiona
rypr
oces
s is
obv
ious
. The
com
mun
ity c
ol-
lege
s ca
n br
idge
the
new
exp
ress
way
,kn
ittin
g ba
ck to
geth
er th
e ur
ban
neig
h-bo
rhoo
d th
at th
e ex
pres
sway
cut
apa
rt.
The
fede
ral B
urea
u of
Pub
lic R
oads
now
enc
oura
ges
the
conc
urre
nt d
evel
-op
men
t of t
he b
anks
alo
ngsi
de o
f, an
dth
e ai
r-rig
hts
abov
e, n
ew d
epre
ssed
expr
essw
ays.
With
coor
dina
ted
plan
ning
in-
volv
ing
high
way
depa
rtm
ents
and
colle
ges
and
othe
r pu
blic
and
priv
ate
grou
ps, t
he h
ighw
ay p
eopl
e ca
n ac
quire
and
clea
r (u
sing
thei
r rig
hts
of e
min
ent
dom
ain)
land
not
onl
y fo
r ex
pres
sway
sbu
t als
o fo
r ed
ucat
iona
l fac
ilitie
s. If
you
wis
h to
vis
ualiz
e fu
ture
col
lege
faci
litie
sbr
idgi
ng a
n ex
pres
sway
, I s
ugge
st th
atyo
u vi
sit t
he r
esta
uran
ts s
pann
ing
acro
ssth
e Ill
inoi
s T
oll R
oads
. The
y ar
e ha
nd-
som
e, d
igni
fied,
and
qui
et p
lace
s. T
hete
chni
cal p
robl
ems
have
bee
n so
lved
.H
ighw
ay p
lann
ers
now
wis
h to
hel
p us
solv
e th
e le
gal p
robl
ems.
The
eco
nom
icqu
estio
ns c
an b
e an
swer
ed b
y an
alyz
ing
the
cost
of u
rban
land
as
rela
ted
toad
ditio
nal
cost
sin
volv
edin
brid
geco
nstr
uctio
n.I w
ould
like
to g
ive
you
one
mor
eai
r-rig
hts
exam
ple,
usi
ng a
com
mun
ityco
llege
pro
ject
my
asso
ciat
es a
nd I
have
been
pla
nnin
g. G
rand
Rap
ids
Juni
orC
olle
ge o
ccup
ies
a se
ven-
floor
str
uctu
reat
the
edge
of t
he d
ownt
own
busi
ness
dist
rict.
Eve
n th
ough
land
isra
ther
expe
nsiv
e,ad
jace
nt p
rope
rty
need
sre
new
al. O
n th
e bl
ock
acro
ss th
e st
reet
from
the
exis
ting
colle
ge b
uild
ing,
we
prop
ose
build
ing
a 1,
000
car
park
ing
stru
ctur
e w
ith a
n ex
tra
top
deck
whi
chw
ill b
ecom
e th
e ca
mpu
s F
orum
anur
ban
plaz
a to
bec
ome
the
new
foca
lce
nter
of t
he c
olle
ge. P
edes
tria
n br
idge
sac
ross
the
stre
et w
ill c
onne
ct th
e F
orum
to th
e fo
urth
, or
mid
dle
floor
of t
hese
ven
floor
bui
ldin
g. F
utur
e st
uden
tce
nter
,lib
rary
,th
eate
rs, a
nd o
ther
build
ings
will
be
loca
ted
on a
nd a
roun
dth
e F
orum
. Obv
ious
ly, p
lann
ing
of th
isna
ture
in th
e ci
ty r
equi
res
coop
erat
ion
by m
any
city
gov
ernm
ent a
genc
ies.
The
colle
ge h
as a
lso
wor
ked
clos
ely
with
the
priv
ate
cultu
ral a
genc
ies
of th
e ci
tyto
war
ds m
akin
g th
is th
e co
mm
unity
cultu
ral c
ente
r. T
he d
esig
n in
tent
is to
crea
te, a
t the
cen
ter
of th
e ci
ty, a
nur
ban
envi
ronm
ent f
or m
any
of th
eed
ucat
iona
l and
cul
tura
l act
iviti
es o
fth
e to
tal c
omm
unity
.T
he id
ea o
f dev
elop
ing
the
com
-m
unity
col
lege
at t
he h
eart
of t
he c
om-
mun
ity is
also
app
licab
le to
sm
alle
rto
wns
and
citi
es. C
onsi
der
the
typi
cal
Am
eric
an c
ount
y se
atw
heth
er 5
,000
to 5
0,00
0 po
pula
tion.
I th
ink
of P
rince
-to
n, Il
linoi
s; W
arsa
w, I
ndia
na; M
arsh
all,
Mic
higa
n; o
r N
ewar
k, O
hio.
Inst
ead
ofbu
ying
300
acr
es o
f far
mla
nd a
t $50
0an
acr
e an
d pr
ocee
ding
to s
pend
$10
mill
ion
deve
lopi
ng th
e pr
oper
ty, t
heco
mm
unity
col
lege
has
ano
ther
opt
ion.
It ca
n us
e th
at m
oney
to h
elp
rede
velo
pits
exis
ting
com
mun
ity, d
ownt
own,
near
the
cour
thou
se, b
ringi
ng n
ew li
feto
its
busi
ness
and
cul
tura
l cen
ter.
It c
anm
ix th
e co
llege
s in
to th
e co
mm
unity
. It
can
effe
ctiv
ely
utili
ze c
erta
in o
ld s
truc
-tu
res
with
eco
nom
ysav
ing
olde
r bu
ild-
ings
that
have
mer
itand
repl
ace
inad
equa
te o
ld s
truc
ture
s w
ith n
ewco
nstr
uctio
n. T
he c
olle
ge w
ill e
xpan
dan
d gr
ow n
atur
ally
, ove
r th
e ye
ars,
as
apa
rt o
f the
com
mun
ity, n
ot s
et a
part
from
it. T
he c
olle
ge w
ill b
e m
ost c
on-
veni
ent t
o bo
th te
ache
rs a
nd s
tude
nts
who
cho
ose
to s
pend
par
t of t
heir
time
//on
the
cam
pus!
! and
par
t of t
heir
time
wor
king
. It w
ill tr
uly
be a
com
mun
ityco
llege
.
In p
rais
e of
old
bui
ldin
gs.
Alth
ough
man
y ol
d bu
ildin
gs d
ono
t ser
ve to
day'
s ne
eds
wel
l, an
d ca
nnot
be e
cono
mic
ally
ren
ovat
ed, o
ccas
ion-
ally
anol
dbu
ildin
gha
s ex
celle
ntpo
tent
ial.
Eva
luat
ion
shou
ld in
clud
est
ruct
ural
, leg
al, e
cono
mic
, and
cul
tura
lco
nsid
erat
ions
. Boy
lsto
n H
all,
in th
eH
arva
rd Y
ard,
was
wor
th s
avin
g. It
is
110
year
s ol
d. O
n its
100
th b
irthd
ay,
Har
vard
dec
ided
to c
ompl
etel
y re
build
the
inte
rior,
sav
ing
the
fine
gran
itew
alls
, sla
te r
oof a
nd a
ncie
nt tr
ees.
The
Arc
hite
cts
Col
labo
rativ
esk
illfu
llyde
sign
ed a
new
inte
rior,
add
ing
an e
xtra
stor
y w
ithin
the
hand
som
e ol
d sh
ell.
TA
C g
ave
it a
new
floo
r sy
stem
, air-
cond
ition
ing,
plat
egl
ass
in b
ronz
efr
ames
, and
fine
new
furn
ishi
ngs.
The
cost
of t
he n
ew s
pace
was
con
side
rabl
yle
ss th
an w
hat a
n al
l-new
bui
ldin
gw
ould
hav
e co
stan
d th
e re
sulti
ngsp
ace
is b
ette
r th
an th
at fo
und
in s
ome
of th
e re
cent
bui
ldin
gs o
n th
e ca
mpu
s.T
ime
was
sav
ed a
nd a
n im
port
ant l
and-
mar
k w
as s
aved
.K
nox
Col
lege
enjo
ys a
sim
ilar
faci
lity.
Old
Mai
n w
as th
e sc
ene
of o
neof
the
Linc
oln-
Dou
glas
deb
ates
.In
1937
, the
inte
rior
was
reb
uilt,
and
it h
asbe
en r
emod
eled
aga
in in
rec
ent y
ears
.T
oday
,it
is a
sup
erb
adm
inis
trat
ion
build
ing.
Giv
en th
e pr
oper
circ
umst
ance
s, th
eco
mm
unity
col
lege
can
util
ize
an o
ldbu
ildin
g su
cces
sful
ly, I
men
tione
d th
eD
alla
s C
ount
y Ju
nior
Col
lege
's d
own-
tow
n ca
mpu
s w
hich
they
cal
l"E
lC
entr
o."
The
col
lege
acq
uire
d an
aba
n-do
ned
depa
rtm
ent s
tore
that
no
one
wan
ted,
by
purc
hasi
ng th
e la
nd. T
hey
conv
erte
dit
into
a fi
ne d
ownt
own
Arc
hite
ct O
gles
by r
emov
edst
reet
-leve
l dis
play
win
dow
s to
cre
ate
ash
elte
red
arca
de a
roun
d th
e bu
ildin
g,an
d ut
ilize
d th
e sp
acio
us g
roun
d flo
orfo
r th
e ne
w c
olle
ge lo
unge
, boo
ksto
re,
and
cafe
teria
. New
ope
n st
airs
pro
vide
dire
ct a
cces
s to
the
seco
nd fl
oor
libra
ryan
dba
sem
ent
recr
eatio
nsp
aces
.E
xist
ing
elev
ator
s ar
e cr
owde
d bu
tac
cept
able
for
acce
ss to
upp
er fl
oor
clas
sroo
ms,
labo
rato
ries
and
offic
es.
The
se e
xam
ples
ser
ved
to r
emin
d us
that
com
mun
ity c
olle
ge p
lann
ing
is n
otye
t lim
ited
to e
stab
lishe
d ru
les.
The
hand
book
s ha
ven'
t bee
n w
ritte
n. N
ewid
eas
are
wel
com
ed; i
nnov
atio
n is
inor
der;
this
new
Am
eric
an e
duca
tion
inve
ntio
n is
stil
l evo
lvin
g.
MR
. SP
EN
CE
R B
. CO
NE
, AIA
Cha
irman
Com
mitt
ee o
n S
choo
l and
Col
lege
Arc
hite
ctur
eA
mer
ican
inst
itute
of A
rchi
tect
s
Tea
l nol
ogy
And
Ito
Pot
eatis
lF
OP
Edu
catio
nal F
acili
ties
gesi
gaA
s an
arc
hite
ct, I
like
to th
ink
that
Iam
a s
omew
hat c
reat
ive
pers
on. A
nd I
wis
h I c
ould
com
e to
you
with
fres
h an
dhi
ghly
orig
inal
con
cept
s. B
ut, i
n fa
ct, i
tha
s be
en a
rar
e oc
casi
on in
deed
whe
n I
have
had
an
orig
inal
thou
ght w
orth
expl
orin
g, th
at in
res
earc
h,I
did
not
find
it ha
d be
en b
orn
long
bef
ore
and
was
pre
tty w
ell d
ocum
ente
d.S
o I h
ave
borr
owed
free
ly in
form
u-la
ting
my
rem
arks
, and
if th
ere
is a
ny-
thin
g ne
w, i
t will
be
in th
e co
ntex
t or
sequ
ence
or
the
emph
asis
I pu
t on
wha
tyo
u pr
obab
ly h
ave
hear
d or
rea
d be
fore
.I r
egre
t tha
t I h
ave
not b
een
able
toat
tend
the
othe
r se
ssio
ns s
o so
me
of m
ym
ater
ial m
ay b
e a
repe
at o
f wha
t has
alre
ady
been
cov
ered
. As
vario
us p
anel
sess
ions
are
dev
oted
to s
peci
fic a
reas
of
tech
nolo
gy, I
hav
e tr
ied
to h
old
to th
ebr
oad
aspe
cts
of it
s po
tent
ial i
n te
rms
ofur
genc
y an
d di
rect
ion.
Not
es o
n I n
trod
uctio
nW
e ar
e en
ding
five
day
s of
add
ress
esan
d co
nfer
ence
s de
vote
d to
tech
nolo
gy.
Why
hav
e w
e su
ch a
n ap
petit
e fo
r an
old
term
, so
over
wor
ked,
so
all-p
urpo
se,
so a
buse
d, th
at it
has
falle
n in
to th
efa
mily
of w
orno
ut c
liche
s th
at te
nd to
turn
us
off,
not o
n; v
ogue
term
s su
ch a
s,"C
ompo
nent
," "
Sys
tem
s,"
"Gen
era-
tion
Gap
," "
Con
fron
tatio
n,"
"Act
iv-
ist,"
and
, per
haps
, eve
n "M
inis
kirt
."If
the
wor
d T
echn
olog
y on
the
mas
thea
dis
impr
essi
ve a
tal
l,it
is
beca
use
we
are
awar
e of
a g
reat
gro
und
swel
l of c
hang
e th
at is
upo
n us
, and
of a
cons
eque
nt w
ave
of n
ew a
nd b
ette
rte
chno
logy
, the
par
tner
of c
hang
e.W
heth
er o
r no
t we
agre
e w
ith m
any
of th
e pr
ophe
sies
hea
rd a
t thi
s co
nven
-tio
n, w
e ar
e en
coun
terin
g a
wav
e of
tech
nolo
gy th
at is
gen
erat
ing
influ
ence
,an
d to
a d
egre
e, w
ill d
irect
, the
ebb
and
flow
of p
rogr
ams
and
stru
ctur
es a
nd th
eso
cial
dev
elop
men
t tha
t will
occ
ur in
our
times
.T
he fo
rm o
f the
pro
gram
s an
d st
ruc-
ture
s, a
nd h
ow th
ey w
ill fu
nctio
n, a
ndth
e co
urse
of o
ur e
xist
ence
, will
be
grea
tly in
fluen
ced
by h
ow m
uch
of th
ech
ange
pas
ses
thro
ugh
the
crea
tive
min
dth
at w
ill g
ive
insi
ght a
nd d
irect
ion
toth
e ne
w u
ses
of te
chno
logy
in th
e ye
ars
ahea
d. We
disc
uss
it he
re b
ecau
se it
is a
hope
, a w
ay o
ut o
f cha
osa
maj
or in
gre-
dien
t to
the
solu
tion
of p
robl
ems
whi
chco
nfro
nt u
s.W
este
rn c
ivili
zatio
n ha
s be
en b
uilt
on a
n at
titud
e th
at m
an is
the
dom
inan
tsy
stem
that
he
is th
e ru
ler
of a
wor
ldde
sign
ed to
ser
ve h
is g
oals
at w
hate
ver
expe
nse
to n
atur
e or
pol
lutio
n of
its
reso
urce
s.U
ntil
rece
ntly
, he
has
not e
valu
ated
the
cons
eque
nces
of u
nlim
ited
repr
o-du
ctio
n of
his
kind
on
an e
rodi
ngpl
anet
.U
ntil
rece
ntly
, he
has
not a
ban-
done
dhi
sfr
ontie
r ph
iloso
phyt
hat
whe
n he
has
wor
n ou
t his
env
ironm
ent
he c
an a
band
on it
and
mov
e on
.C
old,
har
d re
ality
is fo
rcin
g a
sear
chfo
r ne
w c
once
pts.
We
are
conf
ront
edw
ith c
hang
emor
e dr
astic
and
sud
den
and
of g
reat
er s
cope
than
has
eve
r be
enen
coun
tere
d be
fore
.T
he o
nly
cert
aint
y as
cer
tain
as
chan
ge is
man
's r
esis
tanc
e to
it. A
s it
has
alw
ays
been
, any
inte
rfer
ence
with
the
stat
us q
uo is
like
ly to
be
chal
leng
ed,
d is
p a
rag
ed,
and
ofte
nvi
olen
tlyop
pose
d.S
ocia
l and
tech
nolo
gica
l cha
nge
is a
cont
inuo
us a
nd s
timul
atin
g fo
rce,
mos
tw
elco
me
to a
deg
ree.
We
wan
t it,
how
-ev
er, t
o co
me
grad
ually
, not
to b
e fo
rce
fed.
We
wan
t to
be g
iven
due
tim
e to
abso
rbit
by a
sor
t of m
enta
l and
emot
iona
l osm
osis
. The
re a
re ti
mes
,th
ough
, whe
n it
does
n't c
ome
that
way
.T
he b
uild
-up
of p
ress
ures
bec
omes
too
grea
t, an
exp
losi
on o
ccur
s, a
s is
hap
pen-
ing
now
, as
it ha
s in
the
past
in ti
me
ofra
pidl
y ch
angi
ng v
alue
s.C
hris
t adv
ocat
ed c
hang
e, g
ave
usC
hris
tiani
ty, a
nd w
as c
ruci
fied
for
his
effo
rt.
Gal
ileo
advo
cate
d ch
ange
and
was
com
mitt
ed to
the
dung
eon
by th
ele
ader
s of
the
chur
ch fo
unde
d on
Chr
ist's
teac
hing
s. T
hey
pref
erre
d th
atth
e ea
rth
be fl
at a
nd th
e ce
nter
of t
heun
iver
se.
Linc
oln
advo
cate
d ch
ange
and
was
assa
ssin
ated
for
his
conv
ictio
n th
atsl
aver
y m
ust b
e ab
olis
hed.
Mar
gare
t San
ger
advo
cate
d ch
ange
and
alth
ough
eve
n no
w m
any
cons
ider
her
a di
scip
le o
f the
dev
il, n
ew a
ttitu
des
on b
irth
cont
rol h
ave
been
set
inm
otio
n.M
artin
Luth
erK
ing
advo
cate
dch
ange
, and
his
ass
assi
natio
n m
ay a
ccel
-er
ate,
rat
her
than
det
er, t
he c
hang
es h
eso
ught
.T
here
is e
ver
evid
ence
that
dra
stic
chan
ge is
in th
e m
akin
g an
d w
ill o
ccur
rapi
dly.
The
re is
als
o ev
iden
ce th
at th
isso
cal
led
thre
at to
the
soci
al a
nd te
chno
-lo
gica
l tra
ditio
ns w
e ha
ve s
o ca
refu
llyan
d sl
owly
bui
lt w
ill e
ncou
nter
a fu
llm
easu
re o
f opp
ositi
on.
We,
in e
duca
tion
and
arch
itect
ure,
are
at a
per
iod
whe
n w
e w
ill b
e te
sted
,be
forc
ed to
eva
luat
e an
d to
mak
e us
e of
ever
y av
aila
ble
reso
urce
.T
he p
oten
tial o
f tec
hnol
ogy
for
educ
atio
n an
d de
sign
in o
ur ti
me
hang
sin
the
bala
nce
betw
een
gene
ral a
ccep
t-an
ce a
nd r
ejec
tion
of tr
aditi
onal
con
-ce
pts
in a
reas
ove
r w
hich
we
have
littl
eco
ntro
l, fo
r ou
r fie
lds
are
com
pone
nton
es, r
eact
ing
to s
igna
ls e
man
atin
g fr
om
the
tota
l sys
tem
.A
ny e
valu
atio
n of
the
tech
nolo
gica
lre
sour
ces
that
will
be
avai
labl
e to
us,
and
thei
r po
tent
ial,
mus
t be
rela
ted
toth
e ca
uses
and
pre
ssur
es w
hich
enc
our-
age
thei
r de
velo
pmen
t and
use
.A
s ea
ch o
f us
may
eva
luat
e, w
ithva
ryin
g em
phas
is a
nd a
ssum
ptio
ns, t
heca
uses
and
pre
ssur
es, w
e m
ay a
rriv
e,w
ith e
qual
logi
c, a
t diff
eren
t con
clu-
sion
s. M
y co
nclu
sion
s st
em fr
om th
efo
llow
ing
fact
ors
whi
chI
belie
ve w
illfo
rce
both
edu
catio
n an
d th
e de
sign
of
build
ings
into
new
terr
itory
.1.
The
Am
eric
andr
ive
tow
ard
equa
lizat
ion
of o
ppor
tuni
ty fo
r al
l of
her
peop
le.
2. T
he a
ccel
erat
ion
in p
opul
atio
nin
crea
se.
3. T
he fa
ctor
of "
time.
"4.
The
fact
or o
f "ne
w m
obili
ty."
The
re is
toda
y w
orki
ng in
Am
eric
a a
fund
amen
tal d
rive
for
equa
lizat
ion
ofop
port
unity
for
all m
en; e
qual
izat
ion
for
men
in te
rms
of th
eir
econ
omic
s,th
eir
educ
atio
n, a
nd s
ocia
l and
rac
ial
stat
us.
The
old
saw
that
the
"poo
r ge
tpo
orer
and
the
rich
get r
iche
r" m
ight
toda
y be
app
ropr
iate
ly r
eapp
rais
ed in
term
s of
"th
e po
or g
et r
iche
r an
d th
eric
h ge
t poo
rer,
" at
leas
t in
a re
lativ
ese
nsef
or to
ele
vate
the
grea
t mas
s w
hoha
ve le
ss, t
here
mus
t be
a di
spro
por-
tiona
te ta
king
from
thos
e w
ho h
ave
mor
e, w
ith a
ll th
e im
plic
atio
ns o
f vas
tce
ntra
l gov
ernm
ent p
rogr
ams
to c
ome.
It ap
pear
s to
me
that
our
soc
iety
has
dete
rmin
ed th
at it
can
not a
fford
, at a
nypr
ice,
the
slum
, the
poo
r, th
e un
der-
educ
ated
, the
soc
ially
-exc
lude
d.T
his
driv
e to
cha
nge
the
stat
us o
fgr
eat n
umbe
rs o
f peo
ple
tran
slat
ed in
tote
rms
of p
rogr
ams
and
faci
litie
s w
illch
ange
the
"nam
e of
the
gam
e" fo
rth
ose
of u
s in
volv
ed in
edu
catio
n an
d its
arch
itect
ure.
The
new
nam
e is
"M
ore
and
Bet
ter.
"T
he n
ew g
ame
mus
t inv
olve
ad-
vanc
edte
chno
logy
ined
ucat
iona
lte
chni
ques
, met
hods
, pro
gram
s, a
nd th
ety
pe o
f fac
ilitie
s w
e w
ill b
e as
ked
tode
sign
.T
he im
plic
atio
ns a
re e
norm
ous.
Pop
ulat
ion
I ncr
ease
If w
e ad
d th
e fa
ctor
of a
ccel
erat
ion
ofpo
pula
tion
incr
ease
,th
enth
ede
man
ds fo
r ad
vanc
ed te
chno
logy
are
mul
tiplie
d.T
he te
rm "
popu
latio
n ex
plos
ion"
has
beco
me
one
of th
ose
outw
orn
clic
hes
Im
entio
ned
earli
er,
but
itca
nnot
be
disc
ount
ed a
s a
fact
or in
forc
ing
the
deve
lopm
ent (
and
use)
of
mor
e an
d be
tter
tech
nolo
gy in
edu
ca-
tion
and
build
ing.
Thr
ee h
undr
ed a
nd tw
enty
mill
ion
peop
le a
re d
estin
ed to
live
in o
ur m
etro
-po
litan
are
as w
ithin
our
tim
e. O
ne-h
alf
of th
ese
will
be
unde
r 25
yea
rs o
ld. W
em
aydi
scou
nt,
ifw
e w
ish,
thes
efig
ures
it w
on't
mat
ter
muc
h. In
any
even
t, th
e in
crea
se in
urb
an p
opul
atio
nw
ill p
roje
ct u
s in
to n
ew a
nd u
nexp
lore
dar
eas
ofpr
ogra
ms,
desi
gns
and
cons
truc
tion.
The
tota
l num
ber
of p
eopl
e th
atm
ust b
e se
rved
is b
eyon
d th
e ca
paci
tyof
a s
ocie
ty w
hich
has
no
com
preh
en-
sive
pla
n fo
r pr
ovid
ing
"Bet
ter
and
Mor
e"in
eith
er e
duca
tion
or th
efa
cilit
ies
that
will
be
requ
ired.
Any
edu
catio
n is
onl
y a
port
ion
ofth
e to
tal b
urde
n w
hich
incl
udes
hou
sing
and
all o
ther
ser
vice
to th
e ne
eds
of th
ene
w m
illio
ns. I
n fa
ct, a
t thi
s tim
e, I
amno
t aw
are
that
we
have
dev
elop
ed, a
sye
t, ev
en v
iabl
e pr
ogra
ms
for
stem
min
gex
istin
g ur
ban
deca
y.It
wou
ld b
e co
nven
ient
to th
ink
that
we
can
satis
fyth
epr
ojec
ted
dem
ands
with
con
vent
iona
l met
hods
and
tech
niqu
es, a
nd m
ore
and
mor
e of
the
sam
e.It
wou
ld b
e m
ore
real
istic
to b
elie
veth
at th
is is
a s
ort o
f fan
tasy
and
a r
oad
to c
haos
.T
he p
opul
atio
n ex
plos
ion
then
, in
itsel
f, im
pose
s a
com
pelli
ng n
eed
for
the
rapi
d, c
reat
ive
deve
lopm
ent a
nd a
ppli-
catio
n of
new
con
cept
s an
d te
chno
-lo
gies
if th
e pr
oble
ms
are
to b
e so
lved
.A
nd th
is im
plie
s a
need
for
a ra
dica
lch
ange
in o
ur th
inki
ng, a
nd th
ere
isur
genc
y to
the
requ
irem
ent t
hat w
e al
lge
t bus
y at
it n
ow.
The
Thi
rd F
acto
rIf
the
first
two
assu
mpt
ions
are
valid
, the
n th
e ch
ange
s ca
nnot
com
esl
owly
. And
, an
embr
ace
of n
ew c
on-
cept
san
dte
chno
logy
mus
t com
ew
ithou
t del
ay.
Thi
s w
ill im
pose
that
we
be a
ble
toin
itiat
e, a
nd e
xper
ienc
e m
uch
that
isne
w to
us,
that
is d
iffer
ent,
with
out
wai
ting
for
the
test
-of-
time.
Tha
t we
gear
to a
ccep
t rad
ical
cha
nge
fast
er th
anha
s be
en r
equi
red
of p
ast g
ener
atio
ns,
exce
pt in
tim
es o
f tot
al w
ar. C
onve
n-tio
nal p
rogr
ams
and
met
hods
lack
the
elem
ents
of s
peed
and
flex
ibili
ty th
atw
e m
ust h
ave
to w
in th
e ra
ce.
lf, h
owev
er, w
e ar
e no
t pol
itica
llyan
d m
oral
ly c
omm
itted
to th
e eq
uali-
zatio
n of
all
of o
ur p
eopl
eand
if w
e do
not a
ccep
t the
pro
phes
y of
gre
atpo
pula
tion
incr
ease
with
in th
e ne
xttw
enty
yea
rsth
en th
ere
is le
ss n
eed
for
the
read
just
men
t I h
ave
men
tione
d in
term
s of
tim
e. B
ut th
ere
are
still
oth
erfa
ctor
s.
A F
ourt
h F
acto
r is
mob
ility
Whe
n th
e pr
otot
ype
of th
e re
d br
ick
scho
olho
use
was
bui
lt, tr
ansp
orta
tion
was
by
mea
ns o
f foo
t or
hors
ebac
k.M
any
peop
le n
ever
ven
ture
d be
yond
thei
r vi
sual
hor
izon
. In
gene
ral,
it w
as a
stay
-put
soc
iety
. The
farm
er's
boy
and
the
bank
er's
son
alik
e st
arte
d an
dco
mpl
eted
thei
r ed
ucat
ion
in th
e sa
me
com
mun
ity a
nd s
choo
l bui
ldin
gs th
eir
pare
nts
may
hav
e at
tend
ed.
In A
mer
ica
toda
y, e
very
thre
e ye
ars
the
entir
e po
pula
tion
relo
cate
s.I h
ave
read
that
app
roxi
mat
ely
twen
ty-f
ive
perc
ent o
f our
ele
ctor
ate
may
not
be
able
to v
ote
this
yea
r be
caus
e th
ey a
reso
on
the
mov
e th
at th
eyw
ill n
ot h
ave
esta
blis
hed
votin
g re
side
nce.
A s
urpr
is-
ing
perc
enta
ge o
f our
peo
ple
live
in"m
obile
hom
es.ft
We
have
ent
ered
into
a n
ew k
ind
oflif
e, th
at o
f a "
mob
ile s
ocie
ty."
So
educ
atio
n is
now
ser
ving
a s
hift-
ing
body
of s
tude
nts
who
are
reg
ular
lyup
root
ed a
nd a
re w
ithou
t an
iden
tity
ofpl
ace,
and
ofte
n w
ithou
t an
iden
tity
ofdi
rect
ion;
stu
dent
s w
ho w
ill p
roba
bly
shift
from
one
sch
ool t
o an
othe
r on
the
aver
age
of e
very
thre
e ye
ars
orle
ss. T
hene
eds
of s
tude
nts
with
out a
bas
e ar
edi
ffere
nt fr
om th
ose
who
wen
t to
the
"red
bric
k sc
hool
hous
e" o
f the
pas
t.T
he e
duca
tiona
l pro
gram
s an
d, c
onse
-qu
ently
, the
faci
litie
s m
ust b
e re
ad-
just
ed to
thei
r ne
eds.
Thi
s, th
en, i
s a
very
app
ropr
iate
time
for
us to
exa
min
e th
e to
ols
that
are
now
ava
ilabl
e, a
nd a
lso
the
gap
betw
een
our
pres
ent c
apab
ility
and
the
capa
-bi
lity
whi
ch w
e m
ust d
evel
op. A
nd it
isth
e tim
e fo
r a
gene
ral r
eapp
rais
al o
f the
pote
ntia
l of e
xist
ing
tech
niqu
es a
ndth
eir
limita
tions
as
wel
l.E
duca
tors
are
face
d w
ith in
crea
sing
enro
llmen
ts, f
acul
ty s
hort
ages
, exp
and-
ing
subj
ect m
atte
r, a
nd in
suffi
cien
tfin
anci
al s
uppo
rt. T
he s
tres
ses
have
gene
rate
d st
rong
rea
ctio
ns a
nd a
sea
rch
for
solu
tions
.T
hese
str
esse
s ha
ve a
lso
been
inst
ru-
men
tal i
n cr
eatin
g th
e gr
ound
sw
ell c
.`in
tere
st in
inno
vativ
e pr
ogra
msi
n th
ead
optio
n of
new
met
hods
and
tech
-ni
ques
, ran
ging
from
cur
ricul
um r
efor
m
to th
e m
anne
r of
pre
sent
atio
n of
all
educ
atio
nal m
ater
ial.
The
re h
as b
een
muc
h pr
obin
g in
to th
e m
ystiq
ue o
fle
arni
ng, r
e-ev
alua
tion
of th
e ne
eds
ofth
e st
uden
t, an
d th
e ve
ry o
bjec
tives
of
educ
atio
n its
elf a
re b
eing
rea
ppra
ised
.E
duca
tors
, in
turn
, are
re-
eval
uatin
gth
eir
arch
itec
ture
. The
gre
at r
esou
rce
ofkn
owle
dge
and
tech
nolo
gy n
ow a
vail-
able
is w
ell a
head
of a
ny b
road
com
mit-
men
t aw
ay fr
om th
e co
nven
tiona
l.A
fifth
fact
or is
the
mor
al o
bli-
gatio
n to
bui
ld e
cono
mic
ally
. We
have
touc
hed
on b
ut fo
ur o
f the
cau
ses
and
pres
sure
s th
at s
tres
s th
e ne
ed fo
r ne
wan
d be
tter
tech
nolo
gy, a
nd th
ere
are,
inde
ed, m
any
mor
e.E
ven
thou
gh th
ere
wer
e no
ne, i
tm
ust c
erta
inly
be
our
oblig
atio
n to
pro
-vi
de m
ore
and
bette
r ed
ucat
ion
with
hous
ing
com
patib
le to
its
need
s, w
ithev
ery
econ
omy
cons
iste
nt w
ith th
eva
lues
that
mus
t gov
ern.
As
educ
atio
nal p
rogr
ams
seek
thei
rco
mpl
emen
tin
new
faci
litie
s,th
epo
tent
ial e
cono
my
of a
utom
atio
n an
dne
w te
chno
logy
in c
onst
ruct
ion
cann
otbe
dis
rega
rded
.M
ore
and
mor
e so
rtin
g pe
ns, w
here
child
ren
play
mus
ical
cha
irs w
hen
the
bell
rings
, are
stil
l bei
ng d
esig
ned
and
cons
truc
ted,
as
infle
xibl
e as
eve
r by
the
doub
le-lo
aded
cor
ridor
mile
. The
y ar
ebu
ilt fr
om h
abit
mor
e th
an fr
om a
nyot
her
cons
ider
atio
n.In
term
s of
the
futu
re, t
hey
are
build
ings
with
out
vers
atili
ty,
with
built
-in o
bsol
esce
nce,
ill-s
uite
d to
any
reco
rgan
izat
ion
of e
duca
tion
or to
com
-m
itmen
ts b
eyon
d th
e co
mpr
ehen
sion
of k
now
ledg
e, a
nd in
to th
e m
ore
soph
is-
ticat
ed o
bjec
tives
of a
pplic
atio
n, a
na-
lysi
s, s
ynth
esis
and
eva
luat
ion.
The
y ar
ebu
ildin
gs in
com
patib
le to
the
effic
ient
use
of le
arni
ng d
evic
es, o
r to
the
tech
no-
logy
of a
utom
atio
nrig
id b
uild
ings
unne
cess
ary
anac
hron
ism
s in
a p
erio
d
of c
hang
e.F
acili
ties
that
do
inco
rpor
ate
new
know
ledg
e in
the
tech
nolo
gy o
f edu
ca-
tion,
desi
gnan
dco
nstr
uctio
nall
thre
e ar
e ra
re in
deed
, and
the
thre
e ar
eco
mpl
emen
tary
. The
lack
of a
ny o
new
ill r
educ
e th
e po
tent
ial o
f, or
may
defe
at, t
he e
ffica
cy o
f the
rem
aini
ngtw
o.A
s I h
ave
indi
cate
d ea
rlier
, the
re is
little
or
no e
xcus
e fo
r th
e de
sign
of a
nyne
w e
duca
tiona
l fac
ility
, fro
mgr
ade
scho
ol to
dor
mito
ry, t
hat i
s no
t suf
fic-
ient
ly v
ersa
tile
to a
ccom
mod
ate
both
imm
edia
te a
nd lo
ng-r
ange
pro
gram
s as
they
evo
lve.
To
build
cor
rect
ly is
the
esse
nce
of a
rchi
tect
ure,
and
tobu
ildco
rrec
tly n
ow, d
esig
n m
ust n
ot b
e bl
ind
to th
e fo
rces
of c
hang
e.
The
Tec
hnol
ogy
of D
esig
nT
here
are
new
dim
ensi
ons
to a
rchi
-te
ctur
al d
esig
ndim
ensi
ons
rela
ted
tope
ople
, beh
avio
r, a
nd th
e m
ulti-
sens
ory
qual
ities
of s
pace
and
env
ironm
ent
dim
ensi
ons
rela
ted
to h
uman
val
ues
and
to th
e di
scip
lines
of n
ew te
chno
logi
es.
The
re a
re n
ew d
eman
ds o
n th
ede
sign
er th
at o
blig
ate
him
to s
tay
abre
ast o
f the
tech
nolo
gies
that
are
avai
labl
e to
him
and
whi
ch a
re n
ot n
ec-
essa
rily
limita
tions
to th
e ar
chite
ct's
crea
tive
driv
e fo
r va
riety
and
goo
dde
sign
, as
is s
o of
ten
argu
ed. N
or w
ould
they
lead
to th
e st
ereo
type
, or
to d
esig
nco
nfor
mity
, or
to s
acrif
ice
of g
race
and
beau
ty; b
ut o
n th
e co
ntra
ry, t
hey
wou
ld a
dd to
his
cre
ativ
e op
port
unity
and
free
him
from
the
burd
ens
of r
ou-
tine
deta
il. T
here
are
gai
ns in
eco
nom
yof
effo
rt, c
ost a
nd s
peed
of c
onst
ruc-
tion,
and
in th
e de
sign
er's
opp
ortu
nity
to c
reat
e fa
cilit
ies
that
are
viv
id a
ndex
citin
g pl
aces
in w
hich
to te
ach
and
lear
n.A
rchi
tect
ure
can
nurt
ure
and
adva
nce
the
educ
ator
s' o
bjec
tives
inm
any
way
s.
For
exa
mpl
e: S
olut
ions
sho
uld
beso
ught
that
will
avo
id th
e ad
vers
e be
-ha
vior
al p
atte
rns
that
ofte
n de
velo
p in
the
"nod
-line
" of
cro
wde
d, in
stitu
-tio
nal c
orrid
ors,
face
d w
ith h
undr
eds
oflo
cker
s. T
here
is n
o ar
chite
ctur
al r
easo
nth
at, d
urin
g th
e oc
casi
ons
of c
lass
chan
ge, s
tude
nts'
tim
e sh
ould
be
sacr
i-fic
ed to
ble
ak m
onot
ony,
aes
thet
ic a
ndhu
man
ben
efits
asi
de, t
here
are
per
sua-
sive
eco
nom
ic a
rgum
ents
that
the
elim
-in
atio
n of
cor
ridor
s, in
favo
r of
ope
nsp
ace,
can
sav
e su
bsta
ntia
llyin
tota
lsq
uare
feet
req
uire
d.W
hile
ope
n pl
ans
have
not
bee
nun
iver
sally
suc
cess
ful,
the
failu
res
can
gene
rally
be
trac
ed to
mis
appl
icat
ion
ofpu
rpos
e or
inad
equa
tein
vest
igat
ive
pro-
cedu
res
and
failu
re to
use
adv
ance
dte
chno
logy
as
a re
sour
ce.
The
gen
eral
ope
ning
up
and
free
ing
of in
terio
r sp
aces
can
gen
erat
e m
any
bene
fits,
from
the
stric
tly a
cade
mic
, to
the
subt
ly p
sych
olog
ical
. On
the
othe
rha
nd, d
esig
ns th
at d
o no
t go
beyo
nd th
eus
e of
con
vent
iona
lm
etho
ds a
nd te
ch-
niqu
es a
re p
rone
to d
efea
t nee
ds fo
rpr
ivac
y, c
ontr
ol, d
efin
ition
of u
se, a
ndfr
eedo
m fr
om d
istr
actio
n.T
he c
ause
of d
istr
actio
n in
fact
, is
not,
as c
omm
only
ass
umed
, noi
sean
dm
otio
n as
suc
h, b
ut r
athe
r, th
e in
tru-
sion
of a
nyth
ing
unex
pect
ed a
nd fo
r-ei
gn to
the
envi
ronm
ent.
Sile
nce,
not
nois
e,is
dist
ract
ing
whe
n it
occu
rssu
dden
ly.
Tra
ditio
nally
, we
have
sou
ght t
ow
all-o
ff di
stra
ctio
n an
d w
all-i
n pr
ivac
yw
ithou
t see
king
alte
rnat
ives
.O
ften
a m
ore
satis
fact
ory
sens
e of
priv
acy
and
a be
tter
envi
ronm
ent f
orle
arni
ng c
an b
e ob
tain
ed a
t a w
ell
desi
gned
car
rel,
loca
ted
in a
n op
en a
rea,
than
wou
ld b
e ex
perie
nced
by
a st
uden
tat
a d
esk
in th
e co
nfin
es o
f a c
lose
dro
om. The
qua
lity
of a
con
trol
led
ambi
ent
nois
e le
vel t
o m
ask
dist
ract
ing
soun
ds,
aide
d by
aco
ustic
dam
peni
ng o
n bo
thflo
or a
ndce
iling
,an
d th
e us
e of
mul
tiple
low
vol
ume
spea
kers
, in
plac
eof
the
high
am
pl i
ficat
ion
requ
ired
ifon
ly o
ne u
nit i
s us
ed fo
r au
dio-
visu
alpr
esen
tatio
ns, a
re a
ll fa
ctor
s th
at c
ome
into
pla
y in
the
desi
gn o
f fre
e sp
ace.
Am
ong
the
bene
fits
to b
e fo
und
inop
en p
lann
ing
is th
e gr
eate
r op
por-
tuni
ty fo
r in
tera
ctio
n of
the
rela
ted
activ
ities
with
in a
n ed
ucat
iona
l pro
-gr
am. S
olid
par
titio
ns d
o no
t fav
or tr
an-
sitio
ns fr
om s
mal
l to
larg
e gr
oups
and
tend
to li
mit
varie
ty, s
ize
and
vers
atili
tyof
the
inst
ruct
iona
lar
eas
so o
ften
requ
este
d by
edu
cato
rs to
day.
The
sta
ndar
d cl
osed
doo
r, 3
0 x
30cl
assr
oom
, in
its c
lois
terin
g of
stu
dent
sw
ith a
sin
gle
teac
her,
has
pro
babl
y do
nem
ore
to im
pede
the
impl
emen
tatio
n of
prog
ress
ive
inte
ract
ion
prog
ram
s th
anan
y ot
her
sing
lefa
ctor
. Tra
ditio
nal
build
ings
hav
e pl
aced
a h
eavy
bur
den
onch
ange
.E
ven
the
mos
t per
fect
of o
pen
plan
sm
ay b
e pr
ogra
med
into
failu
re b
y th
eed
ucat
or. L
ike
all t
ools
, the
ir se
rvic
e to
the
user
is d
epen
dent
on
his
know
-how
and
skill
.N
ew fa
cilit
ies
mus
t be
desi
gned
toac
cept
new
inst
alla
tions
of u
nkno
wn
varie
ty a
nd k
ind.
The
mec
hani
cal a
ndel
ectr
ical
com
pone
nts
requ
ired
are
ofev
er in
crea
sing
com
plex
ity.
If th
ese
com
pone
nts
are
not t
ost
and
in th
e w
ay o
f fut
ure
chan
ge th
atm
ay b
e de
sire
d in
the
stru
ctur
e, d
esig
nm
ust p
rovi
de fo
r al
tera
tion
of e
xist
ing
serv
ices
and
add
ition
of n
ew o
nes
with
-ou
t des
truc
tion
to o
ther
ele
men
ts o
f the
build
ing
and
with
out s
hut-
dow
n of
the
plan
t. C
once
alm
ent f
or a
esth
etic
rea
-so
ns o
f mec
hani
cal s
ervi
ce r
uns
and
conn
ectio
ns, m
ust n
ot b
e do
ne a
t the
expe
nse
of a
cces
s to
them
. Whi
le th
ety
pe o
f ver
satil
ity I
refe
r to
is d
iffic
ult
to a
chie
ve b
y co
nven
tiona
l mea
ns, i
t is
aco
ncom
itant
of t
he c
ompo
nent
sys
tem
sap
proa
ch.
The
re is
a fu
ndam
enta
l req
uire
men
tth
at e
duca
tiona
lfa
cilit
ies
have
the
abili
ty to
eas
e th
e tr
ansi
tion
to im
-pr
oved
edu
catio
n an
d be
app
ropr
iate
tobo
th to
day
and
tom
orro
w.
An
enor
mou
s m
ass
of te
chno
logi
cal
reso
urce
is a
vaila
ble,
and
it w
ould
be
diffi
cult
to c
once
ive
of a
ny ty
pe o
fst
ruct
ure,
or
cond
ition
, tha
t cou
ld n
otbe
ach
ieve
d w
ithin
a d
esig
nate
d pe
riod
of ti
me.
Pre
sent
tech
nolo
gy is
suf
ficie
ntto
pro
vide
cla
ssro
oms,
or
labo
rato
ries,
on th
e oc
ean
floor
, or
in o
uter
spa
ce.
Any
one
who
has
thum
bed
thro
ugh
LIF
E M
agaz
ine
has
seen
, fro
m th
e pi
c-tu
res,
that
thes
e fa
cilit
ies
have
alre
ady
been
fabr
icat
ed a
nd u
sed.
The
stu
dent
sar
e in
thes
e ca
ses,
of c
ours
e, a
stro
naut
san
d oc
eano
grap
hers
.
Pre
dict
ions
Com
e T
rue
A c
entu
ry a
go, J
ules
Ver
n pr
edic
ted
the
land
ing
of a
roc
ket o
n th
e m
oon
from
a b
ase
in F
lorid
a. F
ar fe
tche
dth
en, b
ut a
rea
lity
now
. We
can'
t sto
pth
e w
orld
but w
e ca
n ge
t off.
Dep
or-
tatio
n to
the
limitl
ess
fron
tiers
of o
uter
spac
e m
ight
be
an in
trig
uing
alte
rnat
ive,
depe
ndin
g on
how
you
look
at i
t. W
eca
n al
l thi
nk o
f som
eone
who
sho
uld
go.
Sur
pris
ingl
y fe
w c
once
rn th
em-
selv
es w
ith w
hat i
s no
t onl
y po
ssib
le,
but w
ith th
at w
hich
can
be
prac
tical
lyan
d ec
onom
ical
ly a
chie
ved
with
in o
urow
n ar
eas
of e
ndea
vor.
As
to th
e po
tent
ial o
f tec
hnol
ogy
tode
crea
se th
e tim
e of
con
stru
ctio
n, it
isof
inte
rest
to k
now
that
giv
en a
few
wee
ks fo
r th
e in
stal
latio
n of
und
er-
pinn
ings
and
mec
hani
cal a
nd e
lect
rical
serv
ices
, tra
ditio
nal c
lass
room
s co
uld
bein
stal
led,
fully
equi
pped
,ai
r-co
ndi-
tione
d, r
eady
to u
se, a
t the
rat
e of
thirt
yor
mor
e a
day.
Alth
ough
a s
choo
l is
not a
hos
telry
,I w
ould
cal
l you
r at
tent
ion
to th
e ho
tel
that
Zac
hary
bui
lt in
San
Ant
onio
for
the
open
ing
of H
emis
pher
e. A
s H
ilton
Hot
els
go, i
t is
a su
perio
r an
d be
autif
uljo
b-20
sto
ries
high
abou
t 500
roo
ms.
The
entir
ebu
ildin
g re
quire
dei
ght
mon
ths
from
idea
(be
fore
a li
ne w
asdr
awn)
to o
ccup
ancy
, a r
emar
kabl
eac
hiev
emen
t, in
itse
lf. O
f eve
n m
ore
inte
rest
, how
ever
, is
that
roo
ms
wer
ein
stal
led,
rea
dy to
use
, at t
he r
ate
of 3
6pe
r da
y,in
clud
ing
entr
ies,
clos
ets,
balc
ony,
bat
h, to
wel
s on
the
rack
, ash
tray
s on
the
tabl
es, a
nd c
lock
s by
the
fully
mad
e be
ds. T
he r
oom
s w
ere
pre-
fabr
icat
ed a
nd fu
lly fu
rnis
hed
on th
egr
ound
, hoi
sted
in p
lace
. The
air
cond
i-tio
ning
and
ele
ctric
al c
onne
ctio
ns w
ere
plug
ged
in. T
he o
nly
othe
r re
quire
men
tfo
r oc
cupa
ncy
was
to u
nloc
k th
een
tran
ce d
oors
.T
he c
ompu
ter,
aut
omat
ion,
new
desi
gn a
nd e
rect
ion
tech
nolo
gies
use
dto
pro
duce
the
hote
l hav
e pr
oven
that
the
spee
d of
des
ign
and
cons
truc
tion
can
be g
reat
ly a
ccel
erat
ed.
The
se s
ame
proc
esse
s ar
e eq
ually
appl
icab
le to
the
cons
truc
tion
of e
duca
-tio
nal f
acili
ties,
alth
ough
they
mus
t be
appl
ied
to e
ntire
lydi
ffere
nt s
pace
requ
irem
ents
and
dem
ands
for
flexi
-bi
lity. U
nder
the
egis
of E
.F.L
. som
e si
xye
ars
ago,
the
resu
lts o
f Ehr
enkr
antz
'de
velo
pmen
t of t
he S
CS
D C
ompo
nent
Sys
tem
wer
e pu
blis
hed.
The
Sys
tem
has
been
wid
ely
used
in e
duca
tiona
l and
indu
stria
l fac
ilitie
s.S
CS
D p
oint
ed th
e w
ay fo
r th
ede
velo
pmen
t of m
any
subs
eque
nt s
ys-
tem
s, a
ll ba
sed
on a
sim
ilar
perf
orm
ance
spec
ifica
tions
app
roac
h.O
ne o
f the
mos
t rec
ently
dev
elop
edsy
stem
s th
at h
as p
rogr
esse
d fr
om in
itial
inte
rest
to R
& D
and
on
to fa
ct, i
s th
eT
oron
to S
yste
m e
stab
lishe
d fo
r th
eir
fort
y m
illio
n do
llar
scho
ol b
uild
ing
prog
ram
.O
n th
e ba
sis
of th
e ap
pare
nt s
ucce
ssof
the
Tor
onto
pro
ject
, the
Can
adia
ngo
vern
men
t is
now
pro
gram
ing
com
-po
nent
sys
tem
s pr
ojec
ts in
volv
ing
som
efiv
e hu
ndre
d m
illio
n do
llars
of c
on-
stru
ctio
n co
st.
Tec
hnol
ogy
is a
way
to h
ighe
r pe
r-fo
rman
ce a
nd s
peed
of c
onst
ruct
ion
with
out c
orre
spon
ding
pric
e in
crea
se.
New
tech
nolo
gies
of s
yste
ms
desi
gn a
ndco
nstr
uctio
n ar
e be
ing
appl
ied
to h
un-
dred
s of
pro
ject
s, la
rge
and
smal
l, an
dth
eir
grea
ter
use
is li
mite
d on
ly b
y th
ege
nera
l lac
k of
kno
wle
dge
and
abili
ty to
desi
gn w
ithin
sys
tem
s pa
ram
eter
s.T
here
are
als
o m
any
proj
ects
that
repu
tedl
y in
volv
e a
syst
ems
appr
oach
,bu
t in
fact
, ign
ore
the
mu
iti-d
isci
plin
edco
ordi
natio
n an
d in
tera
ctio
n of
ele
-m
ents
that
are
impl
ied
by th
e te
rm"s
yste
ms,
and
with
out w
hich
onl
ym
odul
ar r
epet
ition
and
sta
ndar
diza
tion
of u
nits
is o
btai
ned.
Sta
ndar
diza
tion
is a
sing
le e
lem
ent o
f "sy
stem
s,"
just
as
the
mov
able
par
titio
n is
a s
ingl
e el
emen
t of
"fle
xibi
lity.
" T
hese
mis
guid
ed a
ttem
pts
have
ser
ved
to c
onfu
se a
nd d
ilute
pro
-pe
r ev
alua
tion
of th
e tr
ue c
ompo
nent
syst
ems
conc
ept.
On-
site
, han
d cr
afte
d co
nstr
uctio
nm
etho
ds c
anno
t com
pete
with
aut
o-m
atio
n. In
the
long
run
, the
dem
and
for
spee
d,ve
rsat
ility
,in
terc
hang
eabi
lity,
qual
ity c
ontr
ol, e
cono
my,
and
man
yot
her
salu
tory
fact
ors
will
dire
ct m
ost
cons
truc
tion
to in
volv
emen
t with
new
tech
nolo
gies
.T
hose
appl
icab
leto
educ
atio
nal f
acili
ties
will
be
in th
e va
n-gu
ard. F
utur
e pr
ogre
ss w
ill o
f cou
rse
rela
teto
neg
otia
tion
with
uni
ons
on ju
risdi
c-tio
n, p
oliti
cal c
oord
inat
ion
in r
edev
el-
opm
ent o
f cod
es a
nd r
egul
atio
ns, a
nd o
ffin
anci
ng. T
here
are
man
y ex
ampl
es o
fsu
cces
sful
lyco
mpl
eted
proj
ects
to
prints.out lists exactly how each stu-dent performed on each question, whatpercentage of the class selected eachalternative and the precentage ofquestions asked which each studentanswered correctly.
Computer Supported Instruction LabThe lab contains 200 stations equip-
ped with 50 cathode ray tubes and key-board (consoles) connected to a remotecomputer. Each student communicatesdirectly with the computer. The
computer asks the students questions.The questions are answered by a studentby depressing the keys on the studentkeyboard and pressing the transmitterkey to transmit his answer to thecomputer. The computer checks theanswer by the student. If correct, it tellsthe student and gives him anotherquestion. If incorrect, the student istold what he did incorrectly and thequestion is asked again. The computerkeeps track of right and wrong answers.At the end of a given period, the com-puter can furnish information about theperformance of each student.
Lucy Cobb Student Response andMulti-Media Control System
The facility was built in 1858. Thesystem has been installed in remodeledspace. Floors are carpeted. It is air conditioned and well-lighted. This system isused to teach driver education. Its com-ponents are the film chain, a rear pro-jection screen, a projection control box,the instructor's media control console,a tape deck, and the student stationswith student responders. The system isexactly the same as that described forthe automated classroom at the Infan-try School except for the computercapability and, of course, it is a smallurapplication and less sophisticated.
Summary and ConclusionsSix learning systems currently being
used or tested in our schools have beendescribed and some implications forbuilding planning discussed. These
learning systems have great potentialfor aiding individualized and large
group instruction when there is properapplication in the instructional pro-gram. They are subject, of course, to the
usual mechanical and related problems.In planning for these systems, the
following should be kept in mind:1. These systems are in the early
stages of develupment and are likely tobecome more efficient, less expensiveand more sophisticated.
2. An inter-disciplinary approachin the planning of these systems is amust.
3. Their application and use in theinstructional program must be carefullydetermined through appropriate curri-culum development studies.
4. Educational specifications mustbe prepared as the medium for assessingneed and communicating the instruc-tional uses as well as system compon-ents to the architect.
5. Careful and perhaps extensiveinstruction in the purposes and uses ofthe systems installed in a new schoolplant is essential for the teachers whoare to use them.
6. Plan for these systems in newschools by making provision for power,sound and video distribution, and allband terminals.
7. Systematize the approach to theuse of the needed system where possibleand plan ahead for their potentialfuture use. II
DR
. ST
AN
TO
N L
EG
GE
TT
Eng
leha
rdt,
Eng
leha
rdt,
and
Legg
ett
Edu
catio
nal C
onsu
ltant
s
Tec
hnol
ogy
Ant
ie
Fac
ility
Pla
nnin
gT
his
fall,
sub
urba
n ar
eas
of N
ewY
ork
repo
rted
anun
prec
eden
ted
dem
and
for
hous
ing
from
peo
ple
with
child
ren,
a d
eman
d re
ally
out
of a
ll pr
o-po
rtio
nto
the
usua
l exp
erie
nce.
I
supp
ose
wha
t hap
pene
d is
that
thos
ew
ho c
ould
pay
wer
e w
illin
g to
pay
agr
eat d
eal s
o th
at th
e ed
ucat
ion
of th
eir
child
ren
wou
ldco
ntin
uew
ithou
tin
terr
uptio
n.A
noth
er is
olat
ed fa
ctis
that
inm
any
area
s th
ere
is a
n up
war
d sh
ift in
the
yiel
d of
sch
ool-a
ged
child
ren
per
dwel
ling
units
in a
part
men
t hou
ses,
even
high
-ris
e ap
artm
ents
. Oss
inin
g,N
ew Y
ork,
for
exam
ple,
has
stu
died
aw
hole
gro
up o
f six
-sto
ry a
part
men
tsov
er a
per
iod
of y
ears
. The
bui
ldin
g of
apar
tmen
ts lo
oked
goo
d fin
anci
ally
for
the
tow
n at
the
begi
nnin
g of
the
stud
y.T
he y
ield
of c
hild
ren
was
low
and
a ta
xre
turn
was
gre
ater
than
the
actu
alex
pend
iture
occ
asio
ned
by th
e ap
art-
men
ts.
In th
e la
st fe
w y
ears
thin
gsch
ange
d. T
he y
ield
of c
hild
ren
of s
choo
lag
e ha
s in
crea
sed
muc
h fa
ster
than
the
finan
cial
yie
ld.
Ano
ther
isol
ated
fact
isth
at in
Pel
ham
, New
Yor
k, te
n ye
ars
ago,
ayi
eld
of .4
7 pu
blic
sch
ool c
hild
ren
per
hous
e w
as fo
und.
Las
t yea
r, th
e yi
eld
was
clo
se to
.57.
For
all
prac
tical
pur
-po
ses
no h
ouse
s w
ere
built
in th
e sc
hool
dist
rict
inth
at ti
me.
The
par
ochi
alsc
hool
s ex
perie
nced
pro
port
iona
tely
the
sam
e in
crea
se. F
ifty
per
cent
of t
heho
uses
stil
l do
not p
rodu
ce c
hild
ren
who
atte
nd e
ither
priv
ate,
pub
lic, o
rpa
roch
ial s
choo
ls.
In th
inki
ng a
bout
long
-ter
m p
lan-
ning
of a
sch
ool d
istr
ict a
nd it
s fa
cilit
ies,
thes
e ki
nds
of r
ando
m fa
cts
may
be,
ifw
e kn
ew m
ore,
rel
ated
ana
pos
sibl
ypr
edic
tabl
e. M
uch
of o
ur in
form
atio
n is
inco
mpl
ete.
The
ava
ilabi
lity
of d
ata
proc
essi
ng e
quip
men
t may
mea
n th
atso
me
day
we
may
mak
e a
sign
ifica
ntbr
eakt
hrou
ghin
our
way
s of
fore
-ca
stin
g. O
ur p
roce
dure
s no
w c
an o
nly,
with
a g
reat
dea
l of k
indn
ess,
be
term
edpr
imiti
ve. P
erha
ps, t
oo, w
e sh
all r
equi
rem
ore
sear
chin
g to
ols
for
this
kin
d of
inqu
iry w
hen
we
run
out o
f urb
ansp
raw
l and
mus
t com
e ba
ck a
nd lo
ok
into
exi
stin
g co
mm
uniti
es, p
lace
s w
here
peop
le h
ave
lived
for
a lo
ng ti
me
and
whe
re c
hang
e ta
kes
plac
e ev
en th
ough
itis
not
phy
sica
lly o
bvio
us n
or e
asily
disc
erni
ble.
We
ha-v
e pe
en w
orki
ng a
roun
d in
this
are
a fo
r so
me
year
s, a
s ha
ve a
num
ber
of o
ther
peo
ple.
Ith
ink
you
even
tual
ly g
et to
the
poin
t whe
re y
oure
aliz
e th
at n
o on
e re
ally
kno
ws
muc
hab
out t
he w
ays
peop
le u
se d
wel
ling
units
nor
is m
uch
real
ly k
now
n ab
out
wha
t Isu
spec
t is
a cy
clic
al n
atur
e of
yiel
d of
sch
ool c
hild
ren
per
dwel
ling
unit.
We
sim
ply
do n
ot h
ave
enou
ghin
form
atio
n to
mak
e an
y ki
nd o
f int
el-
ligen
t con
ject
ure
abou
t yie
ld fr
om d
ata
abou
t the
qua
lity
of h
ouse
, age
of
hous
e, s
ize
of h
ouse
, hou
se o
r ap
art-
men
t, in
com
e le
vels
or
wha
t hav
e yo
u.W
e co
ver
the
know
ledg
e ga
p w
ith a
laye
r of
glit
terin
g ge
nera
litie
s.W
ith e
ffort
and
dat
a pr
oces
sing
equi
pmen
t,it
wou
ld b
e po
ssib
le to
accu
mul
ate
info
rmat
ion
in m
anag
eabl
efo
rm. S
uch
a m
ove
wou
ld b
e sm
all,
sim
ple,
and
use
ful.
Giv
en in
form
atio
n,
we
coul
d ha
ve a
bet
ter
base
for
pred
ic-
*ion
. Who
kno
ws,
we
mig
ht g
o so
far
asto
lear
n ho
w to
pre
dict
the
futu
re fr
ompr
esen
t con
ditio
ns a
nd n
ot fr
om h
ind-
sigh
t alo
ne. W
e co
uld
even
per
haps
com
e to
the
day
whe
n a
mea
sure
of th
equ
ality
of a
city
wou
ld b
e a
viab
le b
ase
for
estim
atin
g w
hat w
ould
hap
pen
toth
e ci
ty in
the
futu
re. D
o yo
u re
mem
ber
Tho
rndi
ke's
wor
k in
this
fiel
d?A
sec
ond
maj
or a
rea
that
I wou
ldlik
e to
com
men
t on
is in
the
field
of
com
mun
icat
ions
. Wha
t hap
pens
to a
scho
ol s
yste
m w
hen
a gr
oup
of h
igh-
Pow
ered
citi
zens
look
at t
he w
ay th
esc
hool
use
s th
e ne
w m
edia
for
com
mu-
nica
tion
of id
eas?
In E
vans
ton,
Illin
ois,
the
elem
enta
ry s
choo
l dis
tric
t und
er D
r.G
rego
ry C
offin
's le
ader
ship
got
just
such
an
oper
atio
n go
ing.
The
rep
ort o
fth
e C
omm
ittee
not
onl
y ga
ve s
tron
gle
ader
ship
to th
e us
e of
new
er m
edia
but r
esul
ted
in d
evel
opin
g co
nsid
erab
leco
mm
unity
sup
port
for
the
effo
rt. T
his
sam
edi
stric
tus
ed d
ata
proc
essi
ngeq
uipm
ent i
n its
suc
cess
ful i
nteg
ratio
nof
sch
ools
sev
eral
yea
rs a
go, f
ittin
g
raci
al b
alan
ce in
to th
e sy
stem
with
am
inim
um o
f dis
turb
ance
and
a m
axi-
mum
amou
ntof
basi
cgo
odac
com
plis
hed.
Com
mun
icat
ions
syst
ems
gobe
yond
clo
sed
circ
uit t
elev
isio
n an
dev
en th
e re
lativ
ely
soph
istic
ated
info
r-m
atio
nre
trie
val
syst
ems
that
are
com
ing
into
ope
ratio
n. T
he d
ata
pro-
cess
ing
equi
pmen
t is
a co
mm
unic
atio
nsto
ol a
nd it
s us
e in
com
pute
r-m
onito
red
inst
ruct
ion
isco
mpl
etel
ypo
ssib
leto
day.
Com
pute
r-as
sist
ed in
stru
ctio
n in
any
sign
ifica
nt m
ass
basi
s se
ems
a bi
tre
mot
e at
the
mom
ent.
Ret
rieva
l sys
tem
s ar
e fa
nnin
g ou
tan
d D
r. N
ewso
m's
rem
arks
abo
ut lo
wco
st c
olor
TV
wer
e no
t :os
t on
his
audi
-en
ce. P
aren
thet
ical
ly, m
uch
of th
e be
stso
ftwar
e is
stu
dent
wor
k. I
saw
a r
epor
tin
the
retr
ieva
l sys
tem
at t
he B
edfo
rdM
iddl
e S
choo
l don
e by
thre
e si
xth
grad
ers
and
deal
ing
with
the
scie
ntifi
cas
pect
of c
loud
s th
at w
as a
rea
l virt
uoso
job.
Sof
twar
e, e
xpan
sion
of s
yste
ms,
shar
ing
prog
ram
s su
ch a
s th
e B
ever
lyH
ills,
Eva
nsto
n T
owns
hip
Hig
h S
choo
l,W
est H
artfo
rd a
xis
are
all r
eal a
nd fa
irly
acce
pted
pra
ctic
es.
Wha
t the
se c
omm
unic
atio
ns s
ys-
tem
s ar
e do
ing
is m
uch
mor
e bd
sic.
Pro
perly
use
d, th
e sy
stem
s ca
n m
ake
the
teac
her
vast
ly m
ore
effe
ctiv
e un
tilth
e te
ache
r is
no
long
er r
ecog
niza
ble.
Whi
le s
choo
ls u
sed
to o
pera
te o
ut o
fte
xtbo
oks,
and
a fe
w s
till d
o, th
e te
xt-
book
man
ufac
ture
rsco
ntem
plat
ein
stan
t tex
ts m
ade
up b
y pr
escr
iptio
nov
erni
ght.
The
Buc
k R
odge
rs (
for
the
old
ones
) an
d S
tar
Tre
k (f
or to
day)
aspe
ct o
f the
com
mun
icat
ions
rev
olu-
tion
will
not
go
away
. The
nat
ure
of th
esc
hool
, of t
he s
yste
m, a
nd o
f the
rol
esof
teac
hing
and
lear
ning
is m
ovin
g so
rapi
dly
that
the
kind
of p
hysi
cal p
lan-
ning
nee
ded
mus
t be
a ba
sic
and
refle
c-tiv
e lo
ok a
t who
or
wha
t can
do
wha
t
task
bes
t and
, as
a re
sult,
how
do
we
hous
e ed
ucat
ion?
I thi
nk w
e ar
e at
the
poin
t in
time
whe
re te
ache
rs a
re g
oing
to s
top
talk
ing
at p
eopl
e. A
gre
at d
eal o
f tim
e w
ill b
ede
vote
d to
pre
scrip
tion
of m
ater
ials
and
thin
gs to
do
whi
ch m
ust b
e do
ne in
term
s of
indi
vidu
als
if, in
deed
, we
mea
nth
at w
e ar
e go
ing
to b
e co
ncer
ned
with
the
educ
atio
n of
indi
vidu
als.
We
have
built
in, I
thin
k, th
is tr
emen
dous
pot
en-
tial o
f a te
chno
logy
that
allo
ws
us to
dist
ribut
e an
ythi
ng. W
e sh
ould
dea
lw
ith th
e pr
oble
m o
f the
div
ersi
ty o
fth
ings
that
oug
ht to
be
dist
ribut
able
. Ith
ink
that
you
will
see
in a
lmos
t any
syst
ema
colle
ge, a
sys
tem
of s
choo
lsan
are
a in
whi
ch th
e de
velo
pmen
t of
such
mat
eria
l and
the
prop
agat
ion
ofth
ese
mat
eria
ls fr
om o
ne p
oint
toan
othe
r w
ill a
ssum
e ve
ry la
rge
prop
or-
tion.
Whe
re it
exi
sts
or w
here
it w
ould
be,
I don
't kn
ow. B
ut I
thin
k th
at w
em
ust s
oone
r or
late
r ge
t to
the
poin
tw
here
thes
e m
ater
ials
are
not
onl
y av
ail-
able
but
are
orig
inat
ed b
y st
uden
ts a
ndby
facu
lty. O
nce
they
wer
e or
igin
ated
by s
tude
nts
or b
y fa
culty
, I th
ink
they
wou
ld te
nd to
be
mor
e ap
prop
riate
tost
uden
ts w
ho a
re u
sing
them
.T
hen
the
last
poi
ntth
e us
e of
gam
es. A
ll of
edu
catio
n is
a k
ind
ofga
me.
It's
sim
ulat
ion.
We
have
a te
nd-
ency
to s
et o
ur p
oint
of v
iew
tow
ard
educ
atio
n in
a q
uasi
-rel
igio
us c
erem
o-ni
al p
atte
rn. W
e ha
ve a
n el
abor
ate
serie
sof
ritu
als
that
we
expe
ct c
hild
ren
to g
oth
roug
h be
caus
e it
is g
ood
for
them
. We
lead
them
to th
e ul
timat
e di
stin
ctio
n of
bein
g aw
arde
d a
degr
ee, a
dip
lom
a, o
rel
se w
e ar
rive
at th
at g
reat
poi
nt in
life
,th
e pe
ak o
f gui
danc
e, w
hen
that
goo
dho
mes
pun
guid
ance
cou
nsel
or p
uts
his
arm
aro
und
the
stud
ent a
nd s
ays
"Son
,ha
ve y
ou e
ver
thou
ght o
f bec
omin
g a
drop
out-
?T
hose
of y
ou w
ho h
ave
had
the
expe
rienc
e of
pla
ying
the
gam
e of
pla
n-ni
ng th
at e
xist
- he
re in
Was
hing
ton
inth
e C
ente
r fo
r M
etro
polit
an S
tudi
eskn
ow th
at ta
king
par
t is
a gr
eat e
xper
i-en
ce. T
he p
laye
rs in
the
gam
e ac
cept
role
s as
mem
bers
of g
roup
s w
ho o
wn
prop
erty
, hav
e so
me
mon
ey, a
nd g
etin
to th
e ac
t of t
he e
ntre
pren
eur
and
his
role
of d
ealin
g w
ith th
e gr
owth
and
deve
lopm
ent o
f tow
ns a
nd r
egio
ns. T
hein
volv
emen
t of
agr
oup
of s
ocia
l-w
orke
r, d
o-go
oder
type
s in
the
entr
e-pr
eneu
rial s
yste
m s
eem
s to
cau
se th
emto
lose
som
e of
the
vene
er o
f thi
ngs
they
have
lear
ned
and
som
etim
esth
eab
solu
te b
east
com
es o
ut in
them
.I
rem
embe
r th
e po
int w
hen
the
arch
itect
,A
lber
t Mey
er, r
ose
up a
nd a
sked
"W
hydo
esn'
t som
ebod
y sa
y so
met
hing
abo
utbe
auty
inst
ead
of a
llth
is n
onse
nse
abou
t mon
ey"?
A w
onde
rful
res
pons
ein
a s
imul
atio
n.A
rthu
r S
hapi
ro o
utin
De
Kal
b,Ill
inoi
s, a
nd I
wer
e st
imul
ated
by
the
plan
ning
gam
e so
we
have
bee
n w
ritin
gou
r ow
n si
mul
atio
n.I m
ean
that
Dr.
Sha
piro
has
bee
n w
ritin
g it
and
I've
been
enc
oura
ging
it. W
e en
ded
up w
ithth
e be
ginn
ings
of w
hat c
an b
e a
good
one
inw
hich
we
actu
ally
trie
d to
sim
ulat
e a
facu
lty, B
oard
of E
duca
tion,
and
Sup
erin
tend
ent d
ealin
g w
ith th
epr
oble
ms
of h
ow to
red
eplo
y st
aff.
Sim
ulat
ions
are
pre
ssur
e co
oker
s.T
hey
com
pres
s tim
e an
d th
ey b
uild
pres
sure
s, a
nd th
ey h
ave
a cu
mul
ativ
eam
ount
ofpr
essu
rebe
caus
e w
hat
happ
ens
one
year
mus
t be
deal
t with
agai
n th
e ne
xt y
ear.
It is
a li
ttle
bit
diffe
rent
from
the
situ
atio
n w
here
you
may
be
deal
ing
with
the
in-b
aske
t, ou
t-ba
sket
thin
g, w
hich
is d
ead
you
know
.T
he s
imul
atio
n do
esn'
t lea
ve y
ou w
ithth
at d
ead
fish
kind
of f
eelin
g be
caus
e it
is a
live
and
it sn
aps
back
at y
ou. Y
ouha
ve to
live
with
you
r m
ista
kes.
The
sim
ulat
ion
that
we
have
bee
n w
orki
ng
with
rea
lly h
as p
ut th
e di
stric
t und
erfin
anci
al p
ress
ure.
The
re a
re w
ays
out
that
we
cont
rol c
aref
ully
. You
find
your
way
out
onl
y th
roug
h m
y m
aze,
not y
ours
.A
noth
er s
imul
atio
n th
at I
thin
k of
was
Lew
is Y
oho'
s. L
ew Y
oho
runs
the
Sch
ool o
f Tec
hnol
ogy
at In
dian
a S
tate
Uni
vers
ity in
Ter
re H
aute
. Yoh
o h
As
actu
ally
trie
d to
dev
elop
sim
ulat
ions
inw
hich
he
deal
s w
ith m
anuf
actu
ring
ente
rpris
es o
f one
kin
d or
ano
ther
. I s
awth
is k
ind
of th
ing
happ
en. F
or e
xam
ple,
the
sim
ulat
ion
was
a g
roup
of f
ive
stu-
dent
ste
nth
grad
ers
look
ing
at a
serie
s of
'ioto
grap
hs o
f a B
ucky
Ful
ler
dom
e. T
he p
hoto
grap
hs w
ere
suffi
-ci
ently
vag
ue, p
urpo
sely
, so
that
no
one
coul
d te
ll ho
w it
was
put
toge
ther
. With
an in
stru
ctor
they
talk
ed a
bout
this
and
final
ly to
ok o
n th
e ta
sk o
f des
igni
ng,
inve
ntin
g, m
anuf
actu
ring,
pac
kagi
ng,
and
cons
ider
ing
setti
ng u
p fo
r m
ar-
ketin
g th
e co
nnec
tor
of th
e ge
odes
icdo
me.
Kid
s tu
mbl
ed a
t the
fact
that
this
was
the
key.
So
they
wen
t to
wor
k an
dit
was
inte
rest
ing
to s
ee th
em o
pera
tebe
caus
e th
ey s
tart
ed o
ut w
ith a
pie
ce o
fop
en s
pace
in a
labo
rato
ry. T
he fi
rst
thin
g th
ey d
id w
as to
go
to th
e lib
rary
and
try
to fi
nd o
ut w
hat t
hey
wer
eta
lkin
g ab
out.
I wou
ld v
iew
any
thin
g in
the
indu
stria
l art
s-vo
catio
nal/t
echn
ical
area
whe
re s
tude
nts
do th
is a
s be
ing
inno
vatio
n of
the
high
est o
rder
. The
stud
ents
, hav
ing
brou
ght m
ater
ial b
ack,
need
ed a
boo
kcas
e so
they
got
one
. The
stuc
k it
on th
e flo
or in
thei
r pl
ace.
The
ym
oved
on.
The
foun
d id
eas.
The
sat
arou
nd a
tabl
e w
hich
they
pul
led
out o
fa
stor
e ro
om a
nd p
retty
soo
n th
ey h
adso
me
idea
s go
ing.
The
y be
gan
wor
king
in d
esig
ning
and
dra
fting
, if y
ou w
ould
.T
hey
final
ly s
et u
p a
prod
uctio
n lin
ean
d by
the
time
Ila
st s
aw th
e gr
oup
they
had
the
thin
g un
der
prod
uctio
nan
d th
ey w
ere
wor
king
on
how
muc
h
indicate that there are no problems thatare not subject to solutions.
Witness the new, single family,instant-housing announced by MayorDaley and the Chicago HousingAuthority. When weighed against thecity's established building codes, unionjurisdictions and normal financing pro-cedures, it is as improbable a project asone could imagine.
An over-riding need, plus auto-mation, have spawned this commitmentto erect 2,000 or more pre-fab, modularunits a year, for sale to disadvantaged inthe Windy City. All barriers wereremoved when the Mayor, the unionsand industry, found a common denomi-nator. Two million dollars of unionfunds have been committed to thebuilding of a prefabrication plant. TheU.S. Gypsum Co. is furnishing theirproducts. City Hall has not allowedbuilding codes or regulations to stand inthe way.
Any private projects, using newtechnologies, have gone forward withequal success.
Temporary but indisposableWorld War II brought an acceptance
of the concept of temporary buildings.Some twenty years later, many are stillwith us. They were not so temporary asto be disposable which at some pointthey should have been. Research is nowbeing applied to the technology of dis-posable buildings for housing and foreducation buildings of polyester resinsso easily ;nstalled and inexpensive thatthey may be literally thrown away.They would be constructed of inter-changeable parts, and could be disas-sembled and reassembled to the dictatesof new needs. Throw-away architecturemay sound abhorent, especially to anarchitect, but it may have a real andimportant place in the evolution of
special-use facilities of the future. Inany era of radical change, it may beentirely possible that "disposable"facilities will more accurately reflectthe needs, than the "temporary" ones,with their habit of lasting too long, or ofpermanent buildings when equaled withobsolescence.
We are all familiar with the wealthof teaching devices now marketed andwidely used.
We have not, however, reached thetime when most information transac-tions with the student may be negoti-ated through terminals located at home,in dormitories, or other stations remotefrom where the information is stored;when laser beams may record thousandsof pages of material on a single sheet.
Nor when we are at the outer limitsrather than at the beginning of acomputer age.
Against this potential of techno-logical progress, who is willing to acceptthe burden of prophesy? Who canaccurately predict the programs orfacility requirements of the future?
We don't need to wait in order toprovide buildings that are adaptable,within reason, to coping with the prob-able and even barely possible future andyet not be so inappropriately "flexible"that they are shapelessly unresponsiveto immediate needs.
I believe that we are all basicallyaware of the revolutionary changes ineducation, of the urban crisis, and theneed for advanced technologies.
I n 1952 and before, workshopswere being held on these subjects andmany articles have been published.There has been wide dissemination ofthe results of subsequent research.
The prime objective is to eliminatethe senseless repeat of factors out-moded by advancement of social andeducational reform, and to discover,
understand and use the technologiesthat will lead us to accomplishmentsfaster, better and more.
In this age and country of the mostrapidly developing technology theworld has ever knownwhere industryis revolutionizing its techniques everyfew years, the technology of buildinglags far behind.
Even so, there are far moreresources available to us than we seemwilling to use.
The
Impa
ct U
rT
eal a
clog
y C
a E
ducs
tica
As
we
appr
oach
the
1970
's, w
e as
kou
rsel
ves,
Wha
t is
goin
g to
hap
pen
toed
ucat
ion
in th
e ne
xt d
ecad
e? A
resc
hool
s go
ing
to m
ake
the
chan
ges
they
so u
rgen
tly n
eed,
and
how
are
they
goin
g to
cha
nge?
Is it
pos
sibl
e fo
r us
in th
is m
arve
lous
bus
ines
s th
at w
e ar
e al
lin
toge
ther
to ta
ke th
ese
inno
vatio
nsan
d ex
amin
e th
em to
get
the
unde
rlyin
gre
ason
s fo
r th
em o
ut w
here
we
can
take
a ha
rd lo
ok a
t the
m?
The
n w
e ca
n se
e if
thes
epu
rpos
esar
eac
tual
lybe
ing
brou
ght i
nto
the
scho
ols
and
fulfi
lled
by o
ur in
nova
tions
.W
e m
ust c
larif
y th
e va
lues
we
are
seek
ing,
we
mus
t sta
y w
ith th
em lo
ngen
ough
and
eva
luat
e th
em w
ith s
uch
care
that
we
will
in fa
ct b
asic
ally
cha
nge
teac
hing
and
lear
ning
in th
e sc
hool
s.A
nd w
e w
ill c
hang
e it
in a
ccor
danc
ew
ith a
n id
eal t
hat i
s ve
ry o
ld. Y
ou s
ee,
the
prem
ise,
the
back
grou
nd fo
r al
lth
ese
inno
vatio
ns th
at y
ou a
re b
uild
ing,
the
oper
able
wal
ls a
nd th
e re
sour
ce c
en-
ters
and
all
thes
e us
es o
f tec
hnol
ogy,
has
been
with
us
for
som
e tw
o th
ousa
ndye
ars
or s
o.C
onsi
der,
if y
ou w
ill, a
favo
rite
quo-
tatio
n fr
om Q
uint
ilian
, writ
ten
in 8
9A
.D.,
near
ly 1
900
year
s ag
o:"M
oreo
ver
by fa
r th
e la
rger
pro
por-
tion
of th
e le
arne
r's ti
me
ough
t to
bede
vote
d to
priv
ate
stud
y. T
he te
ache
rdo
es n
ot s
tand
ove
r hi
m w
hile
he
isw
ritin
g or
thin
king
or
lear
ning
by
hear
t.W
hile
he
is s
o oc
cupi
ed, t
he in
terv
en-
tion
of a
nyon
e, b
e he
who
he
may
, is
ahi
ndra
nce.
"T
hose
wer
e gr
eat i
deas
in th
e fir
stce
ntur
y, A
.D.;
now
we'
re ta
lkin
g a
lot
abou
t the
m to
day.
One
of m
y m
ain
goal
s in
life
has
been
to r
educ
e th
equ
antit
y of
teac
her
talk
and
to im
prov
eth
e qu
ality
of w
hat w
as le
ft. T
hen
youn
gste
rs w
ould
hav
e m
ore
time
for
inde
pend
ent s
tudy
.T
he q
uest
ion
is, W
ill w
e ev
er b
e ab
leto
get
inde
pend
ent s
tudy
into
the
scho
ols?
And
a p
rior
ques
tion
is, c
an w
eev
er g
et p
rinci
pals
, tea
cher
s, s
uper
in-
DR
. J. L
LOY
D T
RU
MP
Ass
ocia
te E
xecu
tive
Sec
reta
ryN
atio
nal A
ssoc
iatio
n of
Sec
onda
ry S
choo
l Prin
cipa
ls
tend
ents
, boa
rd o
f edu
catio
n m
embe
rs,
pare
nts,
and
arc
hite
cts
to u
nder
stan
dw
hat
inde
pend
ent
stud
yai
ms
toac
com
plis
h? W
e ha
ve w
ritte
n ab
out i
tex
tens
ivel
y. B
ut, y
ou s
ee, p
eopl
e do
not
read
car
eful
ly; t
hey
do n
ot e
ven
liste
nve
ry w
ell.
Peo
ple
read
wha
t the
y w
ant
to r
ead
and
they
inte
rpre
t wha
t is
said
as
they
wan
t to
hear
it. T
he p
robl
em o
fco
mm
unic
atio
n is
get
ting
som
eone
els
eto
hea
r w
hat y
ou a
re r
eally
say
ing
and
not i
nter
pret
it in
his
ow
n w
ay.
We
have
rec
ently
rec
eive
d an
othe
rfo
unda
tion
gran
t. T
here
's n
o ne
ws
inth
at. B
ut I
men
tion
it be
caus
e in
the
next
six
yea
rs o
r te
n, (
the
gran
t now
only
run
s si
x ye
ars)
, we
are
goin
g to
put
toge
ther
all
that
man
y of
us
have
bee
nta
lkin
g ab
outa
n en
tirel
ydi
ffere
ntst
affin
g pa
ttern
for
teac
hers
, an
entir
ely
diffe
rent
sch
edul
e fo
r pu
pils
, ent
irely
diffe
rent
met
hods
of s
pend
ing
mon
ey,
an e
ntire
ly d
iffer
ent c
once
pt o
f a s
choo
lbu
ildin
gto
mak
e ev
eryt
hing
that
we
know
wor
k to
geth
er. W
e ar
e go
ing
to d
o
this
in s
even
diff
eren
t sch
ools
plu
s so
me
asso
ciat
ed s
choo
ls. W
e de
liber
atel
y ar
eho
ldin
g th
e nu
mbe
r do
wn,
bec
ause
we
wan
t to
wor
k ve
ry in
tens
ivel
y w
ithth
ese
scho
ols.
The
gra
nt is
from
The
Dan
fort
h F
ound
atio
n.F
irst,
we
will
res
hape
the
outlo
ok o
fth
ead
min
istr
ativ
e su
perv
isor
yhi
er-
arch
y, a
nd e
spec
ially
the
pers
on w
hom
atte
rs m
ost,
the
scho
olpr
inci
pal.
The
se p
rinci
pals
are
goi
ng to
hav
e an
entir
ely
diffe
rent
life
. To
begi
n w
ith, w
ear
e go
ing
to g
et th
em o
ut o
f the
offi
cedo
wn
by th
e fr
ont d
oor
whe
re th
ey c
anbe
bot
here
d al
l day
long
. The
prin
cipa
l'sof
fice
need
s to
be
plac
ed w
ith th
eof
fices
of t
he te
ache
rs; a
nd in
cide
ntal
ly,
we
are
goin
g to
bui
ld s
ome
resp
ecta
ble
offic
es fo
r th
e te
ache
rs.
The
se p
rinci
pals
are
goi
ng to
spe
ndth
ree-
four
ths
of th
eir
time
wor
king
with
teac
hers
on
the
impr
ovem
ent o
fin
stru
ctio
n, b
ecau
se n
othi
ng w
ill b
edi
ffere
nt in
the
scho
ols
until
the
teac
h-er
s ar
e co
mpl
etel
y re
-edu
cate
dbra
in-
43
44
was
hedt
o ge
t rid
of t
he u
nfor
tuna
tepr
epar
atio
n th
ey h
ad in
thei
r un
iver
si-
ties
and
give
them
an
entir
ely
diffe
rent
conc
ept o
f the
rol
e of
the
teac
her.
We
are
goin
g to
wor
k w
ith th
ese
scho
ols
until
they
inco
rpor
ate
all w
e kn
owab
out h
ow s
choo
ls s
houl
d be
run
. We
will
eva
luat
e ca
refu
lly th
e ef
fect
s on
prin
cipa
ls, t
each
ers,
pupi
ls, b
uild
ing
use,
and
the
use
of s
choo
l fun
ds.
Now
, Iju
st w
ant t
o de
scrib
e ve
rybr
iefly
toni
ght w
hat t
hese
sch
ools
will
be li
ke s
o th
at y
ou c
an b
egin
to w
ork
onth
e se
tting
s su
ch s
choo
ls c
all f
or. T
heco
nven
tiona
l sch
ool b
uild
ing
need
s to
be d
rast
ical
ly a
ltere
d. L
et's
talk
abo
utth
e te
ache
rs fi
rst o
f all.
Inci
dent
ally
, if,
afte
r th
ese
rem
arks
toni
ght,
any
of y
ou w
ant t
o lo
ok a
t thi
sfu
rthe
r, w
rite
me
and
ask
for
a pa
per,
"Nee
ded
Cha
nges
for
Fur
ther
Impr
ove-
men
t of S
econ
dary
Edu
catio
n in
the
Uni
ted
Sta
tes.
" M
ay I
hast
en to
add
that
eve
ryth
ing
this
pap
er s
ays
abou
tse
cond
ary
educ
atio
n is
equ
ally
rel
evan
tfo
r el
emen
tary
or
prim
ary
scho
ols,
and
for
the
univ
ersi
ties.
Of c
ours
e th
e un
i-ve
rsiti
es n
eed
the
chan
ges
mor
e th
anan
yone
els
e, a
nd th
e se
cond
ary
scho
ols
next
. The
ele
men
tary
sch
ools
alw
ays
have
bee
n th
e be
st, e
spec
ially
kin
der-
gart
en a
nd th
e fir
st g
rade
.I a
m g
oing
to ta
lk to
you
abo
ut th
ero
le o
f the
teac
her
in th
ese
seco
ndar
ysc
hool
s th
at w
e ar
e go
ing
to b
e de
velo
p-in
g ov
er th
e ne
xt d
ecad
e. T
he ty
pica
lte
ache
r (n
ot e
ach
one,
bec
ause
we
are
goin
g to
rec
ogni
ze in
divi
dual
diff
er-
ence
s am
ong
them
) w
ill h
ave
only
thre
eor
four
pre
para
tions
and
pre
sent
atio
nspe
r w
eek.
The
pur
pose
of t
hese
pre
sen-
tatio
ns, u
nlik
e m
ost t
each
er ta
lk to
day,
will
be
thre
e-fo
ld a
nd s
peci
fic. T
he m
ost
impo
rtan
t one
is to
mot
ivat
e, to
get
the
youn
gste
r in
tere
sted
in w
hat t
he p
upils
are
supp
osed
to le
arn.
Thi
s w
ill b
eac
com
plis
hed
in 3
0 m
inut
es p
er w
eek,
beca
use
if th
e te
ache
r ta
lks
muc
h m
ore
than
that
, the
stu
dent
s w
ill g
et m
ore
than
they
wan
t to
hear
, and
the
mot
iva-
tion
goes
out
the
win
dow
. We
say
tote
ache
rs, "
If yo
u w
ant a
you
ngst
er to
read
a p
oem
, for
goo
dnes
s sa
ke d
on't
you
read
the
who
le p
oem
. Rea
d th
em
ost e
xciti
ng li
ne o
r tw
o fr
om it
and
may
be y
ou'll
hoo
k hi
m s
o th
at h
e w
illw
ant t
o re
ad it
; and
so
it is
with
eve
ry-
thin
g el
se. G
ive
them
the
appe
tizer
, not
the
over
size
d fu
ll co
urse
."O
nce
a w
eek,
ther
efor
e, th
e te
ache
rw
ill ta
lk in
the
subj
ect a
rea
to m
otiv
ate
the
stud
ents
, to
give
them
info
rmat
ion
that
may
not
be
avai
labl
e el
sew
here
,an
d to
sug
gest
inde
pend
ent s
tudy
act
iv-
ities
. How
ever
, thi
s pr
esen
tatio
n is
not
lock
ed in
to w
hat t
he p
upils
do
in th
eir
inde
pend
ent
stud
y.Its
purp
ose
issi
mpl
y to
giv
e th
em a
sho
t in
the
arm
, to
get t
hem
wor
king
, and
to fu
rnis
h a
sens
eof
pur
pose
. Usu
ally
the
pres
enta
tion
will
dea
l with
the
pres
ent s
cene
bec
ause
that
is w
hat t
he k
ids
are
inte
rest
ed in
,th
e he
re a
nd n
ow. (
Tod
ay th
ey tu
ne o
utso
freq
uent
ly o
n sc
hool
bec
ause
itdo
esn'
t see
m r
elev
ant t
o th
eir
pres
ent
lives
.) S
o th
is te
ache
r pr
epar
es o
ne o
rtw
o su
ch c
lass
es p
er w
eek.
If he
giv
es fo
ur p
rese
ntat
ions
a w
eek
that
's tw
o ho
urs
of h
is ti
me.
The
n fo
ran
othe
r se
ven
or e
ight
hou
rs, r
equi
ring
no p
repa
ratio
n, th
is te
ache
r si
ts in
and
liste
ns to
a g
roup
of12, 14,
or a
t mos
t15
pupi
ls w
ho a
re d
iscu
ssin
g so
met
hing
in th
e ar
ea th
ey h
ave
been
stu
dyin
g or
som
ethi
ng th
at w
as p
rese
nted
to th
em,
or w
hate
ver
they
wan
t to
talk
abo
ut.
Bas
ical
ly th
ey a
re le
arni
ng h
ow to
com
-m
unic
ate
with
eac
h ot
her,
to ta
lk, t
olis
ten,
to r
espe
ct e
ach
othe
r's id
eas,
deve
lopi
ng s
ensi
tivity
, all
of w
hich
isab
sent
or
larg
ely
over
look
ed in
mos
tse
cond
ary
scho
ols
toda
y.T
he te
ache
r's s
ched
ule,
then
, is
ten
hour
s, a
t mos
t, th
e ty
pica
lly 8
or
9 of
sche
dule
d cl
ass
wor
k ou
t of t
he30
hour
s th
at th
e te
ache
rs w
ill s
pend
on
the
prem
ises
. Thu
s th
e te
ache
rs h
ave20
hour
s pe
r w
eek
for
thei
r ot
her
role
s, o
neof
the
mos
t im
port
ant o
f whi
ch w
ill b
eto
ser
ve a
s a
teac
her
coun
selo
r. O
ne o
fth
eun
ique
dev
elop
men
ts in
thes
esc
hool
sis
that
eve
ry p
upil
will
be
know
n as
a to
tal h
uman
bei
ng b
y so
me-
body
inth
e sc
hool
. Tha
t doe
sn't
happ
en to
day.
One
of t
he c
ontr
ibut
ing
fact
ors
tost
uden
tun
rest
,un
der-
achi
evem
ent,
and
the
like,
is th
at n
o on
ekn
ows
the
kids
. We
have
thes
e co
unse
-lo
rs in
thei
r so
-cal
led
cubi
cles
. The
iras
sign
men
t typ
ical
ly is
to s
it in
a s
mal
lof
fice
whe
re th
e co
unse
lor
can
talk
toev
ery
pupi
l onc
e a
sem
este
r to
per
suad
ehi
m to
take
mor
e sc
ienc
e, m
athe
mat
ics,
and
fore
ign
lang
uage
, whe
re to
go
toco
llege
, and
so
on, a
ll of
whi
ch c
ould
be h
andl
ed b
ette
r by
larg
e-gr
oup
in-
stru
ctio
n,in
depe
nden
tst
udy
(pro
-gr
amed
tech
nolo
gy)
and
smal
l-gro
updi
scus
sion
. The
poi
nt is
that
eve
n if
you
have
one
cou
nsel
or fo
r270,
he d
oesn
'tkn
ow th
e pu
pils
. He
just
has
a li
ttle
card
on e
ach
that
he
pulls
out
. Eve
n in
thes
eso
-cal
led
afflu
ent s
choo
ls w
ith25 pupils
in a
cla
ss, t
he te
ache
r w
ho h
as fi
vecl
asse
s a
day
can'
t kno
w th
at m
any.
Of
cour
se, t
hey
know
the
pupi
ls' n
ames
and
a fe
w li
ttle
thin
gs a
bout
them
, but
they
don
't re
ally
kno
w th
em.
The
se te
ache
r co
unse
lors
we'
re ta
lk-
ing
abou
t will
be
resp
onsi
ble
for
know
-in
g35 pupils
thor
ough
ly. T
he s
ame
teac
her
will
stay
with
the
stud
ents
assi
gned
to h
im d
urin
g al
l the
yea
rs th
eyar
e in
the
scho
ol. H
owev
er, t
hat d
oesn
'tex
plai
n ho
w h
e ge
ts to
kno
w th
em.
The
y do
n't m
eet t
he k
ids
daily
in a
hom
eroo
m, a
was
te o
f tim
e fo
r bo
thte
ache
rs a
nd p
upils
. The
re w
ill b
e no
hom
e ro
om m
eetin
gs. T
here
's n
o re
ason
for
thes
e te
ache
rs to
mee
t the
35
in a
grou
p, b
ecau
se y
ou d
on't
get t
o kn
ow
them
that
way
. The
y w
ill c
olle
ct in
for-
mat
ion
abou
t the
ir35 pupils
from
all
the
othe
r te
ache
rs. T
here
will
be
eval
ua-
tion
driv
es a
roun
d th
e sc
hool
. For
inst
ance
, for
two
wee
ks th
e sc
hool
will
be c
once
ntra
ting
on e
xam
ples
of c
rea-
tivity
, obs
ervi
ng th
e pu
pils
and
writ
ing
the
pupi
l's n
ame
and
an e
xam
ple
of h
isac
tivity
on
a3
by5
card
. The
n th
ese
goto
the
teac
her
coun
selo
r so
that
the
teac
her
know
s th
at o
f the
35, 27
ofth
em d
id n
othi
ng c
reat
ive
durin
g th
epa
st tw
o w
eeks
that
any
body
saw
, whi
leon
e of
them
had
12
card
s. T
his
is th
eki
nd o
f eva
luat
ion
we'
ll be
look
ing
at.
Oth
er e
xam
ples
wou
ld b
e ho
w p
upils
appl
y w
hat t
hey
had
lear
ned
to a
new
situ
atio
n or
dev
elop
ing
resp
onsi
bilit
yfo
rhi
s ow
n le
arni
ng. T
he te
ache
rco
unse
lor
will
hav
e al
l kin
ds o
f inf
orm
atio
n ab
out h
is p
upils
. He
will
als
om
ake
up th
e pu
pils
' sch
edul
es fo
r th
eir
inde
pend
ent s
tudy
.
Yes
, tec
hnol
ogy
will
com
e in
the
pic-
ture
. We'
ll us
e co
mpu
ters
and
ret
rieva
lsy
stem
s to
kee
p m
ore
info
rmat
ion
abou
t pup
ils th
an s
choo
l per
sonn
elto
day
can
writ
e do
wn
on a
ll th
ose
form
s, o
r ke
ep in
thei
r m
inds
, or
in th
eir
clas
s bo
oks.
We'
ll ha
ve a
lot o
f inf
orm
a-tio
n th
at c
an b
e re
trie
ved,
whi
ch is
goo
dus
e of
dat
a pr
oces
sing
. (M
ost s
choo
lsar
e us
ing
data
pro
cess
ing
to d
o fa
ster
wha
t the
y sh
ould
not
be
doin
g at
all.
) I
am a
gain
st d
ata
proc
essi
ng in
sch
edul
-in
g, in
prin
ting
off r
epor
t car
ds fa
ster
the
sam
e ol
d re
port
car
dspr
intin
g th
egr
ades
fast
erth
esa
me
inef
fect
ive
grad
esor
the
sam
e in
effe
ctiv
e at
tend
-an
ce p
roce
dure
s.S
o th
e te
ache
r co
unse
lors
will
kno
wth
ese
youn
gste
rs, a
nd w
hen
Mam
a or
Pap
a co
me
to s
choo
l and
wan
t to
talk
toso
meb
ody
who
kno
ws
thei
rch
ild,
they
'll fi
nd s
omeb
ody
who
doe
sn't
have
to p
ull o
ut th
e fil
e, w
ho c
an s
it do
wn
and
talk
to th
em a
nd te
ll th
em h
owth
eir
child
is g
ettin
g al
ong.
The
oth
eras
pect
is th
at th
e pr
ofes
sion
al c
ouns
elor
is a
vaila
ble.
He
is in
the
offic
e 20
hou
rs a
wee
k. W
ell,
he d
oesn
't ne
ed to
sta
yth
ere
all t
he ti
me,
but
he
is u
sual
lyav
aila
ble.
Now
, to
retu
rn to
teac
hers
. In
thei
run
sche
dule
d tim
e th
ey w
ill k
eep
up-t
o-da
te, i
mpr
ove
eval
uatio
n m
etho
ds, a
ndco
nfer
with
indi
vidu
al p
upils
and
col
-le
ague
s. T
hey
will
sup
ervi
se th
e in
stru
c-tio
nal s
yste
m, b
ut th
ey w
ill n
ot b
abys
itin
a r
esou
rce
cent
er b
ecau
se th
at is
aw
aste
of t
each
er ti
me.
We
have
bab
y-si
tters
in h
omes
to s
ee th
at th
e ch
ildre
nar
e th
ere,
wat
ch th
em, a
nd k
eep
them
from
wre
ckin
g th
e pl
ace.
The
par
ents
leav
e a
tele
phon
e nu
mbe
r w
here
they
can
be r
each
ed in
cas
e of
que
stio
ns o
r an
emer
genc
y. N
ow w
e're
goi
ng to
hav
epe
ople
like
that
in s
choo
ls, t
rain
ed in
the
subj
ect a
rea,
bab
ysitt
ing
in th
ere
sour
ce c
ente
r. W
e ca
ll th
em in
stru
c-tio
n as
sist
ants
.I
put o
ut a
mim
eogr
aphe
d pa
per
mor
e th
an a
dec
ade
ago,
and
then
pub
-lis
hed
in "
Imag
es o
f the
Fut
ure"
in19
59 e
xact
ly th
e ki
nds
and
quan
tity
ofas
sist
ants
that
teac
hers
nee
d. N
o on
eha
s ad
opte
d th
is a
ppro
ach
anyw
here
but i
t will
be
adop
ted,
in p
reci
sely
the
man
ner
desc
ribed
,in
thes
e m
odel
scho
ols.
For
eac
h te
ache
r th
ere
will
be
10 h
ours
per
wee
k of
cle
rical
hel
p, 2
0ho
urs
per
wee
k of
inst
ruct
ion
assi
stan
ts,
(for
exa
mpl
e, 3
6 te
ache
rs in
a s
choo
lw
ould
hav
e 72
0 ho
urs
of in
stru
ctio
nas
sist
ant t
ime
of p
erso
ns w
ho a
rekn
owle
dgea
ble
in th
e su
bjec
t fie
ld w
how
ill s
uper
vise
the
inde
pend
ent s
tudy
of
pupi
ls)
and
5 ho
urs
per
wee
k of
gen
eral
aide
s, (
peop
le w
ho d
o no
t hav
e se
cre-
taria
l tra
inin
g or
trai
ning
in th
e su
bjec
tfie
ld to
put
thin
gs o
ut a
nd r
etur
n th
emto
the
shel
ves
and
look
afte
r yo
ungs
ters
in th
e ca
ntee
n lo
unge
and
con
fere
nce
area
s).
Tha
t is
wha
t is
goin
g to
hap
pen
tote
ache
rs. N
ow y
ou're
goi
ng to
hav
e to
build
pla
ces
for
them
, with
offi
ces
and
wor
kroo
ms
for
them
and
thei
r as
sist
-an
ts. B
ut,
let's
mov
e qu
ickl
y to
the
pupi
ls. E
ach
pupi
l's s
ched
ule
is th
eas
sign
ed r
espo
nsib
ility
of h
is te
ache
rco
unse
lor,
wor
ked
out b
efor
e sc
hool
open
s in
Sep
tem
ber.
Onc
e a
wee
k, th
epu
pil w
ill a
ttend
a p
rese
ntat
ion
in e
ach
of th
e ei
ght a
reas
of h
uman
kno
wle
dge.
Thi
s go
es fo
r ea
ch y
ear
that
he
is in
scho
ol. F
or in
stan
ce, h
e w
ill a
ttend
apr
esen
tatio
n in
the
fine
arts
and
in th
epr
actic
al a
rts.
The
se s
choo
ls w
on't
say,
as m
ost s
choo
ls d
o to
day,
that
onl
y tw
oty
pes
of p
erso
ns ta
ke a
rt, m
usic
, or
prac
tical
art
s af
ter
the
eigh
th g
rade
inju
nior
hig
h sc
hool
, the
ver
y ta
lent
ed,
and
the
ones
with
out t
alen
twho
can
'tsu
ccee
d in
mat
h an
d sc
ienc
e an
d th
eydo
n't k
now
wha
t els
e to
do
with
them
.W
e're
goi
ng to
rec
ogni
ze th
at h
uman
bein
gs n
eed
cont
inuo
usly
to b
e ke
pt u
pto
dat
e in
the
fine
arts
, the
pra
ctic
alar
ts, t
he s
cien
ces,
the
soci
al s
cien
ces,
mat
hem
atic
s an
d al
i the
res
t. T
here
's a
curr
icul
um jo
b to
be
done
, and
I w
on't
go in
to it
in d
etai
l but
sim
ply
hint
at i
t.E
very
wee
k, th
e pu
pil w
ill a
ttend
one
pres
enta
tion
in e
ach
of th
ese
eigh
tar
eas.
Eac
h of
thes
e pr
esen
tatio
ns la
sts
30 m
inut
es s
o th
at's
onl
y fo
ur h
ours
aw
eek
liste
ning
to te
ache
rs, w
hich
will
be
quite
a n
ovel
ty. T
hese
teac
hers
hav
epr
epar
ed. T
hey'
re g
oing
to b
e ab
out a
sex
citin
g as
the
best
on
tele
visi
on o
r th
ebe
st o
n a
mov
ie. T
he o
ther
par
t of t
hepu
pil s
ched
ule,
you
rem
embe
r, is
for
each
pup
il, o
nce
a w
eek,
to m
eet w
ith12
or
so o
ther
pup
ils to
hav
e a
disc
us-
sion
abo
ut th
e fin
e ar
ts, t
he m
othe
rto
ngue
, or
one
of th
e ot
her
six
area
s of
hum
an k
now
ledg
e. H
e w
ill a
ttend
a
disc
ussi
on s
essi
on fo
r ea
ch a
rea.
Eig
htho
urs
of th
e co
nven
tiona
l 30-
hour
wee
kis
sch
edul
ed fo
r hi
m. H
e ha
s 20
hou
rsle
ft fo
r in
depe
nden
t stu
dy.
Inde
pend
ent s
tudy
, as
I def
ine
it, is
wha
t the
pup
il do
es w
hen
the
teac
her
stop
s ta
lkin
g. A
s su
ch it
bec
omes
the
hear
t of t
he p
rogr
am. I
t is
for
ever
y-bo
dy a
t all
ages
, for
you
ng c
hild
ren,
as
wel
l as
univ
ersi
ty s
tude
nts,
for
the
very
limite
d as
wel
l as
very
tale
nted
. It i
sw
here
the
pupi
ls c
over
the
subj
ect.
You
see
we
are
goin
g to
get
ove
r th
e id
ea in
the
scho
ols
that
the
teac
hers
ora
llyco
ver
the
subj
ect i
n pr
esen
tatio
ns a
ndre
cita
tions
.T
he te
ache
r's g
oal i
s to
get
eac
hpu
pil t
o do
som
e in
depe
nden
t stu
dy b
utth
e te
ache
r w
ill r
ecog
nize
the
fact
that
in s
pite
of h
is m
ost s
timul
atin
g pr
esen
-ta
tions
, som
e yo
ungs
ters
are
n't g
oing
toca
re m
uch
abou
t the
mot
her
tong
ue,
Eng
lish.
The
y do
n't c
are
abou
t Eliz
abe-
than
lite
ratu
re a
nd th
e w
onde
rful
thin
gis
that
they
don
't ha
ve to
.Y
ou c
an li
ve a
ver
y fu
ll lif
e w
ithou
tlo
ving
Sha
kesp
eare
or
ever
hav
ing
read
Sila
s M
arne
r or
a lo
t of o
ther
thin
gs. O
nth
e ot
her
hand
, the
re w
ill b
e so
me
youn
gste
rs w
ho w
ill b
e so
fasc
inat
ed b
yS
ilas
Mar
ner
and
Eliz
abet
han
liter
atur
eth
at th
ey'll
spe
nd te
n ho
urs
a w
eek
at it
.
By
now
som
e of
you
are
thin
king
that
inde
pend
ent s
tudy
is u
nstr
uctu
red,
roam
-at-
will
tim
e.I
neve
r sa
id th
at. I
don'
t bel
ieve
that
. I th
ink
ever
y yo
ung-
ster
sho
uld
be u
nder
adu
lt su
perv
isio
nw
here
atte
ndan
ce is
take
n. I
shud
der
atco
mpu
ter-
base
d sc
hedu
les
that
dum
p30
0 pu
pils
in a
caf
eter
ia fo
r in
depe
nd-
ent s
tudy
and
if th
ey d
on't
like
it th
ere,
they
can
go
out o
n th
e sc
hool
gro
unds
and
loaf
. The
n so
me
pare
nts
com
plai
n,an
d th
en th
e sc
hool
sys
tem
say
s w
etr
ied
inde
pend
ent s
tudy
and
gav
e up
.T
hey
didn
't ev
en u
nder
stan
d w
hat i
tw
as in
the
first
pla
ce, j
ust a
s so
me
of
thes
e pe
ople
res
pons
ible
for
thes
e co
m-
pute
rized
sch
edul
es d
on't
unde
rsta
ndw
hat i
ndep
ende
nt s
tudy
is a
ll ab
out.
The
y ta
lk a
bout
ope
n ca
mpu
s an
dth
ings
like
that
. Per
haps
a fe
w p
eopl
e,bu
t not
man
y, m
ay b
e pe
rmitt
ed to
mov
e ar
ound
with
out s
uper
visi
on.
Ano
ther
thin
g ab
out i
ndep
ende
ntst
udy
is th
at a
lot o
f it d
oesn
't ta
kepl
ace
on th
e sc
hool
pre
mis
es. W
here
was
it w
ritte
n th
at a
ll le
arni
ng ta
kes
plac
e in
a th
ing
calle
d a
scho
ol b
uild
ing?
I ha
d a
won
derf
ul e
xper
ienc
e as
a h
igh
scho
olki
d w
ay b
ack
in th
e ea
rly 2
0's
whe
nvo
catio
nal a
gric
ultu
re w
as n
ew. I
was
avo
-ag
stud
ent.
It w
as a
sm
all s
choo
l and
they
had
to g
et e
noug
h ki
ds to
get
the
fede
ral m
oney
, so
we
all t
ook
vo-a
g. W
est
arte
d th
is p
rogr
am in
the
base
men
t of
the
scho
ol b
uild
ing.
You
arc
hite
cts
will
be in
tere
sted
to k
now
, if y
ou h
aven
'tst
udie
d it
alre
ady,
that
alm
ost e
very
good
thin
g ca
me
into
the
scho
ol b
uild
-in
g by
the
base
men
t. W
hen
they
cut
out
thos
e sm
all b
uild
ings
out
side
with
the
hole
s in
them
and
bro
ught
them
into
the
scho
olho
use,
it w
as th
roug
h th
eba
sem
ent f
irst.
Ulti
mat
ely,
the
rest
-ro
oms
wer
e su
ffici
ently
acc
epte
d th
atth
ey m
oved
up
high
er in
the
build
ing.
Wel
l, w
e st
arte
d vo
-ag
in th
e ba
sem
ent.
The
re w
as n
othi
ng in
the
room
. We
built
the
tabl
es b
ecau
se th
e te
ache
r w
as a
smar
t per
son.
We
had
four
pup
ils, e
ach
one
seat
ed a
t a ta
ble.
Now
they
cal
l it
team
lear
ning
. The
teac
her
didn
't ta
lkto
us
muc
h, b
ut th
e m
ost w
onde
rful
thin
g of
all
was
that
we
didn
't ha
ve a
sim
ulat
ed c
ow th
ere.
Whe
n w
e w
ante
dto
stu
dy c
ows,
we
wen
t out
whe
re th
eco
ws
wer
e, a
nd th
e sa
me
way
with
cor
n-fie
lds.
Eac
h of
us
had
a pr
ojec
t. S
ome
ofyo
u kn
ow a
bout
vo-
ag. W
e ke
pt tr
ack
ofit,
we
mad
e m
oney
on
it, w
e re
port
edon
it, a
nd th
e te
ache
r w
as o
ut th
ere
with
us. W
e w
ere
away
from
the
scho
ol a
lot
of th
e tim
e.
One
of t
hese
new
mod
el s
choo
lsI'v
e
refe
rred
to, a
nd m
aybe
mor
e, w
ill h
ave
the
fines
t voc
atio
n ed
ucat
ion
prog
ram
in th
e co
untr
y an
d th
ey w
on't
have
spec
ializ
ed m
achi
nery
in th
e bu
ildin
gbe
caus
e th
e pu
pils
will
lear
n w
here
the
actio
n is
, in
offic
es, s
hops
and
fact
orie
sfo
r w
ork
expe
rienc
e, in
libr
arie
s an
dm
useu
ms
and
gove
rnm
enta
loffi
ces
and
wel
fare
age
ncie
s to
stu
dy th
e so
cial
scie
nces
whe
re th
ey e
xist
. As
you
see,
this
con
cept
of i
ndep
ende
nt s
tudy
is a
very
bro
ad o
ne.
It ha
s a
cons
ider
able
rele
vanc
e fo
r sc
hool
bui
ldin
gs.
Now
befo
resc
hool
open
sin
Sep
tem
ber
the
pupi
l sch
edul
e ha
d ei
ght
hour
s pe
r w
eek
fixed
by
the
offic
e. It
left
20 h
ours
to b
e sc
hedu
led
by th
epu
pil a
nd h
is te
ache
r-co
unse
lor.
Eve
ryon
e of
thos
e ho
urs
isfil
led
in. F
orex
ampl
e, a
pup
il sa
ys, "
Wel
l,I'm
goi
ngto
be
an a
uto
mec
hani
c so
on
Tue
sday
and
Thu
rsda
y I w
ant t
o w
ork
in a
gar
age
or fi
lling
sta
tion.
" (T
he s
choo
lha
s m
ade
arra
ngem
ents
for
that
inde
pend
ent
stud
y; th
e su
perv
isio
n is
by
am
echa
nic
appr
oved
by
the
scho
ol b
ut h
edo
esn'
tha
ve 1
8 se
mes
ter
hour
s of
edu
catio
nno
r do
es h
e ne
ed th
em.
The
per
son
inth
e sc
hool
han
dlin
g th
e pr
actic
al a
rts
goes
out
and
look
s ov
er th
e si
tuat
ion
perio
dica
lly. T
he s
uper
viso
r an
dth
em
echa
nic
out t
here
repo
rt to
the
teac
her-
coun
selo
r ab
out t
he a
ttend
ance
and
prog
ress
of t
he p
upil.
) T
hen
the
pupi
l say
s, "
I wan
t to
spen
dsi
x ho
urs
aw
eek
in th
e ar
t res
ourc
e ce
nter
," s
o th
atis
put
dow
n. A
nd s
o on
, the
who
lew
eek
of th
e pu
pi I
is s
ched
u le
d.
Tw
o w
eeks
late
r, th
e yo
ungs
ter
gets
tired
of s
omet
hing
he
sche
dule
d an
dw
ants
to c
hang
e it.
It c
an b
e ch
ange
dan
ytim
e. T
he s
ched
ule
is n
olo
nger
lock
ed in
the
prin
cipa
l's o
ffice
, nor
is it
lock
ed a
way
, whi
ch m
ay b
e ev
en w
orse
,in
a c
ompu
ter-
base
d sc
hedu
le. I
t can
be
chan
ged
anyt
ime,
for
a go
od r
easo
n.
If th
e te
ache
r-co
unse
lor
and
the
pupi
l can
't ge
t tog
ethe
r on
the
sche
dule
,th
ere
is a
ppea
l to
the
prof
essi
onal
cou
n-se
lor
(who
is n
ow w
orki
ng a
s a
coun
se-
lor
shou
ld, w
ith th
e te
ache
rs a
nd p
upils
,m
akin
g hi
mse
lf av
aila
ble
toth
em if
they
have
pro
blem
s). A
fter
the
coun
selo
r,th
ere
is a
pos
sibl
e ap
peal
to th
e pr
inci
-pa
l, an
d I
supp
ose
ultim
atel
y to
the
Boa
rd o
f Edu
catio
n, if
the
youn
gste
ran
d th
e te
ache
r-co
unse
lor
can'
t get
toge
ther
.
The
cur
ricul
um, o
f cou
rse,
is v
ery
dif-
fere
nt in
thes
e sc
hool
s. W
e're
goi
ng to
atta
ck th
e pr
oble
m o
f dec
idin
g w
hat i
ses
sent
ial f
or e
very
one
in a
ll of
thes
ear
eas
and
sepa
rate
the
esse
ntia
l fro
mth
at w
hich
is r
elev
ant a
nd im
port
ant t
oth
ose
who
hav
e sp
ecia
l tal
ents
and
inte
rest
s. W
e'll
thus
get
rid
of m
uch
ofth
e re
quire
d co
nten
t. T
oday
's c
urric
-ul
um is
dom
inat
ed b
y th
e co
llege
pro
-fe
ssor
who
look
s up
on th
ese
scho
olch
ildre
n as
pot
entia
l pro
fess
iona
ls in
his
field
, as
if ev
ery
youn
gste
r is
goi
ngto
beco
me
a pr
ofes
sion
al w
riter
or
a pr
o-fe
ssio
nal i
nter
pret
er o
f lite
ratu
re, o
r a
prof
essi
onal
spe
aker
. Mos
t oft
hem
are
not g
oing
to b
e th
at a
t ail
and
they
don'
tne
ed th
at k
ind
of tr
aini
ng. W
e w
ill a
na-
lyze
eac
h yo
ungs
ter
and
deve
lop
anin
divi
dual
pro
gram
for
each
one
.A
par
t of t
he s
choo
l bui
ldin
g as
we
are
plan
ning
it, (
whi
chis
onl
y ab
out
half
the
size
of t
hese
nee
dles
sly
larg
est
ruct
ures
that
we
pres
ently
build
whi
ch c
ost s
o m
uch
mon
ey)
will
be
buss
es. T
he s
choo
l is
a do
ckin
g pl
ace
with
pup
ils b
eing
shu
ttled
bac
kan
d
fort
h be
twee
n he
adqu
arte
rs a
nd th
ele
arni
ngre
sour
ces
cent
ers
inth
e
com
mun
ity.
The
bui
ldin
gits
elf
is m
ade
upm
ainl
y of
diff
eren
t kin
dsof
res
ourc
ece
nter
s in
all
the
subj
ect a
reas
.The
se a
re
subj
ect-
cent
ered
res
ourc
e ce
nter
s.F
or
exam
ple,
ther
e is
a c
ente
rin
the
Eng
lish
lang
uage
art
s w
here
the
pupi
ls r
ead,
liste
n, v
iew
, writ
e, th
ink
and
so o
n; it
has
also
a p
lace
whe
re th
e"t
ools
of t
hetr
ade"
in th
e E
nglis
h la
ngua
ge a
rts
are;
type
writ
ers,
a p
lace
tobu
ild m
odel
s,et
c. E
very
cen
ter
has
its o
wn
spec
ial
equi
pmen
t. T
hese
cen
ters
are
not l
arge
plac
es. I
am
hor
rifie
d by
thes
e m
assi
ve
reso
urce
cent
ers
that
are
built
in
scho
ols,
and
eve
n m
ore
horr
ified
whe
n
they
insi
stin
putti
ng th
ete
ache
rs'
offic
es in
the
sam
e pl
ace.
(O
neof
our
goal
s is
to g
et th
ete
ache
rs a
way
from
the
youn
gste
rs. I
f you
mak
e th
ete
ach-
ers
too
acce
ssib
le,
then
the
youn
gste
rslin
e up
out
side
thei
r do
ors.
Pup
ilsdo
n't
real
ly n
eed
to s
ee th
ete
ache
rs o
ften.
But
they
've
been
pre
ttyw
ell b
rain
-w
ashe
d. If
you
go
in a
nd ta
lk to
the
teac
her
ofte
n en
ough
, a p
upil
belie
ves
the
teac
her
will
rai
se h
is g
rade
by
atle
ast o
ne le
tter.
Pra
ctic
ally
all
of th
ese
ques
tions
can
be
answ
ered
by
the
inst
ruct
ion
assi
stan
ts, w
ho a
resu
ffi-
cien
tly q
ualif
ied
in th
e su
bjec
t to
know
whe
n th
e yo
ungs
ter
has
to s
ee th
ete
ach-
er. A
won
derf
ul th
ing
&so
abo
ut th
is
arra
ngem
ent
isth
at th
e te
ache
ris
usua
lly a
vaila
ble
beca
use
his
sche
dule
allo
ws
him
to b
e.)
The
sem
assi
vem
ufti-
subj
ect
reso
urce
cen
ters
don'
t loo
k lik
e an
y-th
ing
exce
pt a
big
roo
m.
It is
har
d fo
rth
e pu
pils
to fi
nd th
ings
. The
roo
mis
unin
vitin
g: it
doe
sn't
look
like
a sc
ienc
epl
ace
or a
soc
ial s
cien
ce o
r a
fine
arts
plac
e. M
oreo
ver,
it is
har
d to
sup
ervi
seth
e bi
g ro
om. T
here
sho
uldn
't be
mor
eth
an 3
0 or
40
youn
gste
rs a
t mos
tin
are
sour
ce c
ente
r at
one
time.
The
se c
en-
ters
nee
d no
t be
muc
h la
rger
than
the
conv
entio
nal c
lass
room
s th
at y
ou're
still
put
ting
in th
e bu
ildin
gs, (
thou
ghI
don'
t und
erst
and
why
).T
here
is a
lso
a lib
rary
in th
is s
choo
lbu
t the
libr
ary
serv
es a
n en
tirel
ydi
f-
fere
nt fu
nctio
n. T
he r
esou
rce
cent
eris
whe
re th
e pu
pils
cov
er th
e su
bjec
t or
that
por
tion
of it
whi
ch th
esc
hool
say
s
isre
quire
d. T
he li
brar
yin
con
tras
tho
uses
the
mat
eria
ls fo
r pu
pils
eng
aged
in d
epth
stu
dy.
The
libr
aria
ns a
re w
orrie
d. I
was
in a
bran
d ne
w s
choo
l jus
t tw
o w
eeks
ago
.T
he li
brar
ian
said
, "Y
ou k
now
wha
tI'm
w6y
ried
abou
t? I
have
to d
uplic
ate
in
this
libr
ary
ever
ythi
ng th
at is
out
in th
e
reso
urce
cen
ter.
" I a
sked
,"W
hy?"
She
said
, "W
ell,
Ido
n't k
now
. Won
't th
eyco
me
in h
ere
and
wan
t to
find
the
sam
e
stuf
f?"
IS
aid,
"I h
ope
not."
So
we
talk
ed. S
he d
oes
not n
eed
to d
uplic
ate
anyt
hing
that
is o
ut th
ere
in th
e re
-so
urce
cen
ters
.H
er's
is th
e ad
vanc
edst
uff.
Now
, she
too
gets
out
of th
elib
rary
cub
icle
bec
ause
her
resp
onsi
-bi
lity
take
s he
r al
l ove
rth
e sc
hool
. Thi
slib
rary
is s
mal
ler.
Las
twee
k I t
old
this
stor
y in
a p
ublic
mee
ting
of li
brar
ians
. Ast
ate
supe
rvis
or o
f lib
rarie
s w
asth
ere.
She
sai
d, "
We
wan
t lar
ge li
brar
ies,
"an
d
I sai
d, "
We
know
. You
're e
mpi
rebu
ild-
ers
just
like
the
phys
ical
educ
atio
npe
ople
and
som
eof
the
othe
rs. T
helib
rary
sho
uld
be s
mal
l.If
it is
a b
igsc
hool
, hav
e tw
o or
thre
eof
them
."A
fter
the
mee
ting
a nu
mbe
rof
libra
rians
cam
e up
to m
e an
d sa
id,"
I'mgl
ad to
hea
r so
meb
ody
say
it. I
have
one
of th
ose
mon
stro
sitie
s as
larg
e as
this
room
or
bigg
er e
ven.
I'm w
orn
out j
ust
from
wal
king
aro
und.
" In
thes
e bi
glib
rarie
s pu
pils
can
't fin
d th
ings
eas
ilyev
en w
ith th
e D
ewey
Dec
imal
Sys
tem
.Y
ou k
now
, we
ough
t to
mak
e th
ings
easy
for
youn
gste
rs,n
ot to
ugh.
Now
, I'd
like
to ta
lk a
bout
roo
ms
for
teac
her
pres
enta
tions
.I
still
see
audi
toriu
ms
bein
g bu
ilt b
y pe
ople
who
obvi
ousl
y do
n't w
ant t
o se
e or
hear
wel
l, be
caus
e th
ey s
till
build
the
floor
sw
ith ju
st a
littl
e sl
ope,
so
you'
re a
lway
slo
okin
g ar
ound
the
pers
onin
fron
t of
you.
I've
bee
n in
new
aud
itoriu
ms
built
so w
hen
you
sit o
n th
e si
de, y
ou lo
okst
raig
ht fo
rwar
d in
tow
all.
The
sta
ge is
in th
e ce
nter
. Tha
t is
why
you
sho
uld
neve
r bu
ild a
so-
calle
d te
am te
achi
ngfa
cilit
y. T
hen
you'
re s
tuck
with
this
room
for
larg
e-gr
oup
inst
ruct
ion.
Usu
ally
the
wal
l isn
't ve
ry h
igh
and
ap-
pare
ntly
nob
ody
ever
thou
ght t
hat t
hey
wer
e go
ing
to u
se a
n ov
erhe
ad p
roje
ctor
or o
ther
vis
ual a
ids
so th
ere'
s no
pla
ce to
use
them
. Let
's b
uild
a r
oom
that
isde
sign
ed to
mak
e a
posi
tive
cont
ri-bu
tion
to th
e pr
esen
tatio
n, i.
e., e
very
-th
ing
cent
ers
on th
e pr
esen
ter.
The
bes
t aud
itoriu
m th
at I
know
ofw
ell,
I've
seen
one
or
two
that
wer
eab
out a
s go
odw
as b
uilt
inG
ary,
Indi
ana
in 1
926.
Thi
s au
dito
rium
sea
ted
a fe
w o
ver
600
peop
le. Y
ou e
nter
ed it
from
the
third
floo
r, th
e se
cond
floo
ran
d th
e fir
st. T
here
was
no
balc
ony.
Eve
ryon
e ha
d an
uno
bstr
ucte
d vi
ew o
fth
e st
age
beca
use
of th
e sl
ope.
So,
I sa
y,bu
ild a
roo
m fo
r pr
esen
tatio
nsno
t am
ulti-
purp
ose
room
or
a te
am-t
each
ing
room
. Pla
n to
use
mod
ern
tech
nolo
gy in
it.T
he n
eeds
for
smal
l-gro
up d
iscu
s-si
on a
re d
iffer
ent.
In a
n ar
ticle
cal
led
"Sch
ool B
uild
ings
for
Mod
ern
Pro
-gr
ams"
I de
scrib
ed it
this
way
:"S
ome
imag
inat
ive
arch
itect
mig
htbu
ild a
sm
all-g
roup
dis
cuss
ion
room
,ci
rcul
ar in
sha
pe, w
ith a
dom
ed c
eilin
gth
at p
sych
olog
ical
ly p
ushe
s th
e gr
oup
toge
ther
, air
cond
ition
ed, w
ith c
ontr
ol-
labl
e lig
ht, a
nd s
ound
proo
fed.
Suc
h a
room
wou
ld fo
ster
the
educ
atio
nal
obje
ctiv
e th
roug
h a
posi
tive
clim
ate.
"F
or s
mal
l-gro
up d
iscu
ssio
n, tw
ohu
ndre
dfif
tysq
uare
feet
isla
rge
enou
gh. Y
et, p
eopl
e tr
y to
hol
d sm
all-
grou
p di
scus
sion
in o
pen
spac
es. W
ell,
whe
n yo
u're
dis
cuss
ing
arou
nd a
tabl
ean
d tr
ying
to d
raw
eve
ryon
e in
, and
som
ebod
y is
talk
ing
near
by, I
don
't ca
re
how
muc
h ca
rpet
you
hav
e on
the
floor
,it
does
n't w
ork.
You
find
you
rsel
f loo
k-in
g ov
er to
see
you
r pa
l in
the
next
grou
p. (
Inci
dent
ally
, you
don
't w
ant a
win
dow
in th
is r
oom
eith
er, n
or d
o yo
uha
ve th
em in
the
pres
enta
tion
room
.Y
ou d
o ha
ve th
em in
the
reso
urce
cen
-te
r. L
et's
use
our
goo
d ju
dgem
ent a
bout
whe
re to
put
gla
ss a
nd w
here
not
to p
utit.
)In
thes
e m
odel
sch
ools
, we'
re g
oing
to s
pend
mon
ey d
iffer
ently
. The
bui
ld-
ing
we'
re ta
lkin
g ab
out w
ill c
ost l
ess.
We
will
spe
nd w
hat w
e sa
ve o
n te
chno
logy
,bu
ses,
and
arr
ange
men
ts fo
r in
depe
nd-
ent s
tudy
in th
e co
mm
unity
. We
will
utili
ze s
pace
s di
ffere
ntly
. Som
e of
thes
esc
hool
s w
ill b
e re
mod
eled
in a
ccor
danc
ew
ith n
eeds
as
they
dev
elop
.C
erta
in g
ener
al d
evel
opm
ents
in th
esc
hool
bui
ldin
g ar
e ne
eded
. Firs
t, so
und
cont
rol.
The
re is
a g
ood
deal
of m
ove-
men
t in
this
new
sch
ool.
Whe
n pu
pils
are
tired
of r
eadi
ng a
nd th
ey w
ant t
olis
ten
to s
omet
hing
, or
hold
a c
onve
rsa-
tion,
noi
se w
ill o
ccur
. Thi
s m
eans
that
carp
etin
gan
dac
oust
ical
lytr
eate
dce
iling
s ar
e hi
ghly
des
irabl
e. In
som
ein
stan
ces,
aco
ustic
al tr
eatm
ent o
f wal
lsis
ess
entia
l to
impr
ove
liste
ning
to r
e-co
rdin
gs.
The
sou
nd s
yste
m in
any
faci
lity
used
for
larg
e-gr
oup
inst
ruct
ion
need
s a
larg
enu
mbe
r of
spe
aker
s so
that
stud
ents
can
hea
r w
ell a
nd th
e to
nequ
ality
is g
ood.
Ligh
t con
trol
is a
noth
er r
equi
re-
men
t. T
oo m
uch
glas
s is
use
d in
mos
tsc
hool
bui
ldin
gs. R
ecen
tly th
ey h
ave
been
cut
ting
dow
n on
the
amou
nt o
fgl
ass
on o
utsi
de w
alls
and
then
usi
ng a
lot o
f gla
ss o
n in
side
wal
ls. I
t is
just
as
disc
once
rtin
g to
see
stu
dent
s m
ovin
gar
ound
on
the
insi
de a
s on
the
outs
ide.
As
for
artif
icia
l lig
ht, o
ne s
ugge
stio
nis
to h
ave
dim
mer
sw
itche
s in
the
larg
e-gr
oup
area
to m
ake
it po
ssib
le to
con
-
trol
ligh
ts. S
ome
of th
e in
depe
nden
tst
udy
area
s ne
ed h
igh
inte
nsity
ligh
ts,
othe
rs n
ot s
o br
ight
.C
omfo
rt a
lso
mea
ns te
mpe
ratu
rean
d hu
mid
ity c
ontr
ol. T
hat i
s w
hy w
ene
ed y
ear-
roun
d ai
r co
nditi
onin
g in
mos
t pla
ces.
One
goo
d w
ay to
sav
e m
oney
is to
redu
ce c
orrid
or a
nd lo
bby
spac
e. L
et u
sm
ove
in th
e di
rect
ion
of c
ompa
ct b
uild
-in
gs. W
e ca
n w
alk
thro
ugh
cafe
teria
area
s an
d in
depe
nden
t stu
dy s
pace
s, if
thes
e ar
e ca
rpet
ed, a
nd th
us r
educ
ew
aste
d sp
ace.
As
we
mak
e th
e sc
hedu
lem
ore
flexi
ble
and
stud
ents
are
not
all
mov
ing
at o
ne ti
me,
the
need
of l
arge
corr
idor
and
lobb
y ar
eas
is le
ssen
ed.
Mul
ti-pu
rpos
e sp
ace
is c
ostly
inm
ost i
nsta
nces
. Con
vers
ely,
eco
nom
yre
quire
s av
oidi
ng u
nnec
essa
ry s
peci
al-
ized
spa
ces
that
are
not
use
d al
l day
.T
hat i
s w
hy I
like
audi
toriu
ms
with
oper
able
wal
ls. I
t is
why
in a
sm
alle
rsc
hool
you
can
com
bine
som
e of
the
reso
urce
cen
ters
, in
Eng
lish
and
soci
alst
udie
s, fo
r ex
ampl
e.Y
ou m
ight
say
Iha
ven'
t rea
llyta
lked
abo
ut s
choo
l bui
ldin
gs a
nd te
ch-
nolo
gy. N
o an
d ye
s. N
o, b
ecau
se m
any
othe
rs in
the
conf
eren
ce h
ave
deal
t with
tech
nolo
gica
l dev
elop
men
tsal
so, y
ouar
e th
e ex
pert
s in
tran
slat
ing
idea
s in
tobu
ildin
gs. O
n th
e ot
her
hand
, eve
ry-
thin
g I h
ave
disc
usse
d is
goi
ng to
mak
eyo
ur c
halle
nge
diffe
rent
in th
e de
cade
ahea
d. T
hat s
tate
men
t doe
s no
t im
ply
any
criti
cism
of w
hat y
ou a
nd th
esc
hool
peo
ple
have
don
e in
the
past
. In
alm
ost e
very
spe
ech
I mak
e or
eve
ryar
ticle
I w
rite,
I st
ate
that
now
here
inth
e w
orld
hav
e so
man
y be
en e
duca
ted
as w
ell a
s in
the
Uni
ted
Sta
tes.
And
Iha
ve w
orke
d ab
road
eno
ugh
to k
now
that
sta
tem
ent i
s tr
ue. T
he v
ery
supe
ri-or
ity o
f thi
s sc
hool
sys
tem
has
bee
n th
eco
nsta
nt s
earc
h fo
r be
tter
way
s. I
amab
solu
tely
am
azed
at t
he c
hang
es th
at
have
occ
urre
d du
ring
the
past
dec
ade;
but t
hose
cha
nges
are
goi
ng to
see
msm
all
inde
ed, a
s w
ell a
s so
met
imes
poor
ly c
once
ptua
lized
, com
pare
d to
wha
t is
goin
g to
hap
pen
in th
e de
cade
ahea
d. Y
ou b
uild
ers
of s
choo
ls a
re g
oing
to h
ave
a tr
emen
dous
ly s
igni
fican
t rol
ein
thes
e ch
ange
s.
r -7
[ -7CEFPL..:
COUNCIL of EDUCATIONALFACILITY PLANNERS
111111111111111111111.11111011111M1111111111111111111111111111111111
OFFICERSJames M. Thrasher, President
Donald J. Leu, President-elect
Richard F. Tonigan, Past-president
BOARD OF DIRECTORSWilliam W. Caudill
Harold L. Cramer
M. Ted DixonCarroll W. McGuffey
George W. Reida
Charles Wells, Jr.
EXECUTIVE SECRETARYDwayne E. Gardner
EXECUTIVE HEADQUARTERS29 West Woodruff Avenue, Columbus, Ohio 43210
Telephone (614) 293-1521
OT
HE
R C
OU
NC
I L P
UB
LIC
AT
ION
ST
he fo
llow
ing
is a
list
of o
ther
pub
iicat
ions
pro
duce
dby
the
Cou
ncil
of E
duca
tiona
l Fac
ility
Pla
nner
s. C
opie
sm
ay b
e ob
tain
ed fr
om th
e C
ounc
il's
Exe
cutiv
e H
ead-
quar
ters
.
111.
0001
01~
40M
aild
isill
iWw
--
WH
AT
WE
NT
WR
ON
G?
1968
Ed.
Var
ious
aut
hors
.A
com
pend
ium
of p
lann
ing,
con
stru
ctio
n, o
per-
atio
nal a
nd m
aint
enan
ce e
rror
s to
avo
id in
pla
nnin
ged
ucat
iona
l fac
ilitie
s. B
ased
on
the
know
ledg
e an
dex
perie
nce
of th
e va
rious
aut
hor ,.
who
haw
. des
crib
edth
e pr
ice
of m
ista
kes
in te
rms
of th
e pr
oble
ms
and
head
ache
s th
ey p
rodu
ce. A
pre
scrip
tion
agai
nst m
is-
take
s fo
r th
ose
who
mus
t pla
n an
edu
catio
nal f
acili
ty o
rm
ust m
aint
ain
one.
Sof
t cov
er, 6
x 9
,248
pps
. Ind
exed
.$5
.00
ea.
CR
ISIS
IN P
LAN
NIN
G19
68 E
d. J
ames
The
odor
es a
nd A
ssoc
iate
s.A
n an
alys
is o
f the
pre
sent
sta
te o
f edu
catio
nal
faci
lity
plan
ning
pra
ctic
es th
roug
hout
the
natio
n. D
is-
cuss
es th
e ki
nds
of s
choo
ls w
e ha
ve to
day,
how
they
got
that
way
, and
wha
t we
mus
t do
abou
t cha
ngin
g th
em.
Com
men
ting
on th
e re
sults
of a
two-
year
res
earc
hpr
ogra
m, t
he a
utho
r pr
esen
ts a
rev
ealin
g do
cum
enta
ryon
the
pres
ent p
robl
ems
in fa
cilit
y pl
anni
ng, t
he c
har-
acte
r of
thei
r de
velo
pmen
t, an
d th
e fr
ustr
atio
n of
findi
ng s
olut
ions
to th
em.
Sof
t cov
er, 6
x 9
,36
pps.
OM
ea,
ED
UC
AT
ION
AL
FA
CIL
ITIE
SIN
UR
BA
N S
ET
TIN
GS
1968
Ed.
Var
ious
aut
hors
.P
rese
ntat
ions
from
the
44th
Ann
ual C
onfe
renc
e(1
967)
of C
E F
P in
Det
roit,
Mic
higa
n. D
iscu
sses
var
ious
aspe
cts
of a
flux
uatin
g po
pula
tion
and
mee
ting
the
resu
ltant
cha
lleng
es to
edu
catio
nal f
acili
ty p
lann
ing.
Sol
utio
ns s
uch
as e
duca
tiona
l par
ks, u
rban
pla
nnin
g,an
d de
mog
raph
ic s
tudi
es o
f nee
d ar
e di
scus
sed.
Sof
t cov
er, 6
x 9
, 64
pps.
$2.5
0 ea
.
PLA
NN
ING
CO
MM
UN
ITY
UN
IOR
CO
LLE
GE
FA
CIL
ITIE
S19
67 E
d. V
ario
us a
utho
rs.
Pre
sent
atio
ns fr
om a
four
-day
con
fere
nce
of C
EF
Pan
d th
e C
olle
ge o
f Edu
catio
n an
d C
ontin
uing
Edu
ca-
tion
Ser
vice
of M
ichi
gan
Sta
te U
nive
rsity
. Six
teen
indi
vidu
als
pres
ent a
com
pend
ium
of p
robl
ems,
chal
leng
es, i
deas
and
sol
utio
ns d
evot
ed to
impr
ovin
gth
e pl
anni
ng p
roce
sses
for
com
mun
ity ju
nior
col
lege
faci
litie
s.S
ofte
over
, 6 x
9,1
38 p
ps. I
ndex
ed.
$2.6
0ea.
CE
FP
ED
UC
AT
ION
AL
FA
CI L
ITIE
SA
BS
TR
AC
T J
OU
RN
AL
1968
Ed.
Pub
lishe
d in
con
junc
tion
with
,cie
Ass
ocia
tion
ofS
choo
l Bus
ines
s O
ffici
als
(AS
BO
). A
n or
gani
zed
col-
lect
ion
of a
bstr
acts
on
rese
arch
and
pla
nnin
g in
for-
mat
ion
of im
port
on
scho
ol p
lant
pla
nnin
g. T
heco
nten
ts a
re d
ivid
ed in
to v
ario
us a
spec
ts o
f pla
nnin
gan
d co
mpl
etel
y cr
oss-
inde
xed
for
easy
ref
eren
ce.
Sof
t cov
er,8
X x
11 1
48 p
ps. I
ndex
ed.
$4.0
0u.
NC
SC
GU
IDE
FO
RP
LAN
NIN
G S
CH
OO
L P
LAN
TS
1 96
4 E
d. S
ever
al a
utho
rs.
App
ropr
iate
for
use
as a
text
book
in s
choo
l pla
ntpl
anni
ng c
ours
es, f
or p
ract
icin
g pr
ofes
sion
al p
lann
ers
and
arch
itect
s, a
nd fo
r th
e la
yman
who
is a
mem
ber
of a
boar
d or
adv
isor
y co
mm
ittee
. Div
ided
into
five
maj
orse
ctio
ns: P
lann
ing
and
Pro
gram
min
g E
duca
tion
Pla
nts,
Spa
ces
and
Equ
ipm
ent f
or L
earn
ing,
Non
-inst
ruct
iona
lF
acili
ties
and
Sys
tem
s, S
pace
Org
aniz
atio
n an
d C
ondi
-tio
ning
, and
Eco
nom
y an
d R
esou
rces
. Tho
roug
hly
desc
ribes
the
man
y co
nsid
erat
ions
for
crea
ting
good
educ
atio
nal f
acili
ties.
Clo
thbo
und,
73
x 1O
3,15
6 pp
s. M
dexe
d.$7
.50
ea.
SE
LEC
TE
D R
EF
ER
EN
CE
S F
OR
PLA
NN
ING
HIG
HE
R E
DU
CA
TIO
N F
AC
ILIT
IES
1968
Ed.
Com
pile
d by
Dr.
Car
roll
Mca
uffe
y,et
al.
Pre
sent
s th
e re
leva
nt c
once
pts
of p
lann
ing
faci
litie
sfo
r hi
gher
edu
catio
n an
d lis
ts n
umer
ous
plan
ning
reso
urce
s fo
r an
yone
see
king
spe
cific
as
wel
l as
gene
ral
info
rmat
ion
abou
t the
sub
ject
Sof
t cov
er, 8
1i x
11,9
6 pp
s.$2
.50
ea.
CE
FP
ME
MB
ER
SH
IP D
RE
CT
OR
Y19
6919
69 E
d,S
oftc
over
, x 9
, Inc
lude
s bu
sine
ss h
ighl
ight
s.$1
5.00
ea.
CEFP COUNCIL of EDUCATIONAL FACILITY PLANNERS
indicate that there are no problems thatare not subject to solutions.
Witness the new, single family,instant-housing anncunced by MayorDaley and the Chicago HousingAuthority. When weighed against thecitv's established building codes, unior.jurisdictions and normal financing pro-,-edures, it is as improbable a project asone could imagine.
An over-riding need, plus auto-mation, have spawned this commitmentto erect 2,000 or more prefab, modularunits a year, for sale to disadvantaged inthe Windy City. All barriers wereremovtd when the Mayor, the unionsand industry, found a common denomi-nator. Two million dollars of unionfunds have been committed to thebuilding of a prefabrication plant. TheU.S. Gypsum Co. Is furnishing theirproducts. City Hall hz., not allowedbuilding codes or regu!ations to stand in
the way.Any private projects, using new
technologies, have gone forward withequal success.
Temporary but indisposableWorld War II brought an acceptance
of the concept of temporary buildings.Some twenty years later, many are stillwith us. They wen not so temporary asto be disposable which at some pointthey should have been. Research is nowbeing applied to the technology of dis .posable buildings fur housing and ,oreducation buildings of polyester resinsso easily installed and inexpensive thatthey may be literally thrown away.They would be constructed of interchangeable parts, and could be disas-sembled and reassembled to the dictatesof n-wv needs. Throw-away architecturemay sound abhorent, especially to anarchitect, but it may have a real andimportant place in the evolution of
special-use facilities of the future. In
any era of idical change, it may beentirely possible that "disposable"facilities will more accurately reflectthe needs, than the "temporary" ones,with their habit of lasting too long, or ofpermanent buildings when equaled with
obsolescence.We are all familiar with the wealth
of teaching devices now marketed andwidely uwd.
We have not, however, reached thetime when most information transac-tions with the student may Le negoti-ated through terminals located at home,
in dormitories, or other stations remotefrom where the information is stored;when laser beams may record thousandsof pages of material on a single sheet.
Nor when we are at the outer limitsrather than at the beginning of a
computer age.Against this potential of techno-
logical progress, who is willing to acceptthe burden of prophesy? Who canaccurately predict the programs orfacility requirements of the future?
We don't need to wait in order toprovide buildings that are adaptable,within reason, to coping with the prob-able and even barely posyble future andyet r ot be so inappropriately "flexible"that they are shapelessly unresponsiveto immediate needs.
I believe that we are all basicallyaware of the revolutionary changes in
education, of the urban crisis, and theneed for advanced technologies.
In 1952 and before, workshopswere being held on these subjects and
many articles have been published.There has been wide dissemination of
the results of subsequent researcn.The prime objective is to eliminate
the coseless repeat of factors out-, loded by advancement of social andeducational reform, and to discover,
understand and use the technologiesthat will lead us to accomplishmentsfaster, better and more.
In this age and country of the mostrapidly developing technology the
world has ever krown where industryis revolutionizing its techniques everyfew years, the technology of buildinglags far behind.
Even so, there are far moreresources available to us than we seemwilling to use.
The
imps
ct u
rT
echn
olog
y 13
a E
duca
tion
As
we
appr
oach
the
1970
's, w
e as
kou
rsel
ves.
Wha
t is
goin
g to
hap
pen
toed
ucat
ion
inth
e ne
xt d
ecad
e? A
resc
hool
s go
ing
to m
ake
the
chan
ges
they
so u
rgen
tly n
eed,
and
how
are
they
goin
g to
cha
nge?
Is it
pos
sibl
e fo
r us
in th
is m
ai v
elou
s bu
sine
ss th
at w
e ar
e al
lin
toge
ther
to ta
ke th
ese
inno
vatio
nsan
d ex
amin
e th
em to
get
the
unde
rlyin
gre
ason
s fo
r th
em o
ut w
here
we
can
take
a ha
rd !o
ok a
t the
m?
The
n w
e ca
n se
e if
th _
sse
purp
oses
au:
actu
ally
bein
g,ii
oug
ht in
to th
e sc
hcfil
s an
d fu
lfille
dby
our
inno
vatio
ns.
We
mus
t cla
rify
tf:.-
valu
es w
e ar
ese
ekin
g, w
e m
ust s
tay
with
them
long
enou
gh a
nd e
valu
ate
them
with
suc
hca
re th
at w
e w
ill in
fact
bas
ical
ly c
hang
ete
achi
ng a
nd le
arni
ng in
the
scho
ols.
And
we
will
cha
nge
it in
acc
orda
nce
with
an
idea
l tha
t is
very
old
. You
see
,th
e pr
emis
e, th
e ba
ckgr
ound
for
all
thes
e in
nova
tions
that
you
are
bui
ldin
g,th
e op
erab
le w
alls
and
the
reso
urce
cen
-te
rs a
nd a
ll th
ese
uses
of t
echn
olog
y, h
as
been
with
us
for
som
e tw
o th
ousa
ndye
ars
or s
o.C
onsi
der,
if y
ou w
ill, a
favo
rite
quo-
tatio
n fr
om O
uint
ilian
, writ
ten
in 8
9A
.D.,
near
ly 1
900
year
s ag
o:"M
oreo
ver
by fa
r th
e la
rger
pro
por-
tion
of th
e le
arne
r's ti
me
ough
t to
bede
vote
d to
priv
ate
stud
y. T
he te
ache
rdo
,?s
not s
tand
ove
r hi
m w
hile
he
isw
ritin
g or
thin
king
or
lear
ning
by
hear
t.W
hile
he
is s
o oc
cupi
ed, t
he in
terv
en-
tion
of a
nyon
e, b
e he
who
ht m
ay, i
s a
hind
ranc
e."
Tho
se w
ere
grea
t ide
as in
the
first
cent
ury,
A.D
.; no
w w
e're
talk
ing
a lo
tab
out t
hem
toda
y. O
ne o
f my
mai
ngo
als
inlif
e ha
s be
en to
red
uce
the
quan
tity
of te
ache
r ta
lk a
nd to
impr
ove
the
qual
ity o
f wha
t was
left.
The
nyo
ungs
ters
wou
ld h
ave
mor
e tim
e fo
rin
depe
nden
t stu
dy.
The
que
stio
n is
, Will
we
ever
be
able
toge
tin
depe
nden
t stu
dy in
toth
esc
hool
s? A
nd a
prio
r qu
estio
n is
, can
we
ever
get
prin
cipa
ls, t
each
ers,
sup
erin
-
.111
. tD
R. J
. LLO
YD
TR
UM
PA
ssoc
iate
Exe
cutiv
e S
ecre
tary
Nat
iona
l Ass
ocia
tion
of S
econ
dary
Sch
ool P
rinci
pals
tend
ents
, boa
rd o
f edu
catio
n m
embe
rs,
pare
nts,
and
arc
hite
cts
to u
nder
stan
dw
hat
inde
pend
ent
stud
yai
ms
toac
com
plis
h? W
e ha
ve w
ritte
n ab
out i
tex
tens
ivel
y. B
ut, y
ou s
ee, p
eopl
e do
not
read
car
eful
ly; t
hey
do n
ot e
ven
liste
nve
ry w
ell.
Peo
ple
read
wha
t the
y w
ant
to r
ead
and
they
inte
rpre
t wha
t is
said
as
they
wan
t to
hear
it. T
he p
robl
em o
fco
mm
unic
atio
n is
get
ting
som
eone
els
eto
hea
r w
hat y
ou a
re r
eally
',ay
ing
and
not i
nter
pret
it in
his
ow
n w
ay.
We
have
rec
ently
rec
eive
d an
othe
rfo
unda
tion
gran
t. T
here
's n
o ne
ws
inth
at. B
ut I
men
tion
it be
caus
e in
the
next
six
yea
rs o
r te
n, (
the
gran
t now
only
run
s si
x ye
ars)
, we
are
goin
g to
put
toge
ther
all
that
man
y of
us
have
bee
nta
lkin
g ab
outa
n en
tirel
ydi
ffere
ntst
affin
g pa
ttern
for
teac
hers
, an
entir
ely
diffe
rent
sch
edul
e fo
r pu
pils
, ent
irely
diffe
rent
met
hods
of s
pend
ing
mon
ey,
an e
ntire
ly d
iffer
ent c
once
pt o
f a s
choo
lou
ild;n
gto
mak
e ev
eryt
hing
that
we
know
wor
k to
geth
er. W
e ar
e go
ing
to d
o
this
in s
even
diff
eren
t sch
ools
plu
s so
me
asso
ciat
ed s
choo
ls. W
e de
liber
atel
y ar
eho
ldin
g th
e nu
mbe
r do
wn,
bec
ause
we
wan
t to
wor
k ve
ry in
tens
ivel
y w
ithth
ese
scho
ols.
The
gra
nt is
from
The
Dan
fort
h F
ound
atio
n.F
irst,
we
will
res
hape
the
outlo
ok o
fth
e ad
min
istr
ativ
e su
perv
isor
yhi
er-
arch
y, a
nd e
spec
iay
the
pers
on w
hom
atte
rs m
ost,
the
scho
oldr
inci
pal.
The
se p
rinci
pals
are
goi
ng to
hav
e an
entir
ely
diffe
rent
life
. To
begi
n w
ith, w
ear
e go
ing
to g
et th
em o
ut o
f the
cff
ice
dow
n by
the
fron
t doo
r w
here
they
can
be b
othe
red
all d
ay lo
ng. T
he p
rinci
pal's
off i
ce n
eeds
to b
e pl
aced
with
the
offic
es o
f the
teac
hers
, and
inci
dent
ally
,w
e ar
e go
ing
to b
uild
som
e re
spec
tabl
eof
fices
for
the
teac
hers
.T
hese
prin
cipa
ls a
re g
oing
to s
pend
thre
e-fo
urth
s of
thei
r tim
e w
orki
ngw
ith te
ache
rs o
n th
e im
prov
emen
t of
inst
ruct
ion,
bec
ause
not
hing
will
be
diffe
rent
in th
e sc
hool
s un
til th
e te
ach-
ers
are
com
plet
ely
re-e
duca
ted-
-bra
in-
was
hedt
o ge
t rid
of t
he u
nfor
tuna
tepr
epar
atio
n th
ey h
ad in
thei
r un
iver
si-
ties
and
give
them
an
entir
ely
diffe
rent
conc
ept o
f the
rol
e of
the
teac
her.
We
are
goin
g to
wor
k w
ith th
ese
scho
ols
until
they
inco
rpor
ate
all w
e kn
owab
out h
ow s
choo
ls s
houl
d be
run
. We
will
eva
luat
e ca
refu
lly th
e ef
fect
s on
prin
cipa
ls,
teac
hers
,pu
pils
,bu
ildin
gus
e, a
nd th
e us
e of
sch
ool f
unds
.N
ow, I
just
wan
t to
desc
ribe
very
brie
fly to
nigh
t wha
t the
se s
choo
ls w
illbe
like
so
that
you
can
beg
in to
wor
k on
the
setti
ngs
such
sch
ools
cal
l for
The
conv
entio
nal s
choo
l bui
ldin
g ne
eds
tobe
dra
stic
ally
alte
red.
Let
's ta
lk a
bout
the
teac
hers
firs
t of a
ll.In
cide
ntal
ly, i
f, af
ter
thes
e re
mar
ksto
nigh
t, an
y of
you
wan
t to
look
at t
his
furt
her,
writ
e m
e an
d as
k fo
r a
pape
r,"N
eede
d C
hang
es fo
r F
urth
er Im
prov
e-m
ent o
f Sec
onda
ry E
duca
tion
in th
eU
nite
d S
tate
s."
May
Iha
sten
to a
dd'h
at e
very
thin
g th
is p
aper
say
s ab
out
seco
ndar
y ed
ucat
ion
is e
qual
ly r
elev
ant
for
elem
enta
ry o
r pr
imar
y sc
hool
s, a
ndfo
r th
e un
iver
sitie
s. O
f cou
rse
the
uni-
vers
ities
nee
d th
e ch
ange
s m
ore
than
anyo
ne e
lse,
and
the
seco
ndar
y sc
hool
sne
xt. T
he e
lem
enta
ry s
choo
ls a
lway
sha
ve b
een
the
best
, esp
ecia
lly k
inde
r-ga
rten
and
the
first
gra
de.
I am
goi
ng to
talk
to y
ou a
bout
the
role
of t
he te
ache
r in
thes
e se
cond
ary
scho
ols
that
we
are
goin
g to
be
deve
lop-
ing
over
the
next
dec
ade.
The
typi
cal
teac
her
(not
eac
h on
e, b
ecau
se w
e ar
ego
ing
to r
ecog
nize
indi
vidu
al d
iffer
-en
ces
amon
g th
em)
will
hav
e on
ly th
ree
or fo
ur p
repa
ratio
ns a
nd p
rese
ntat
ions
per
wee
k. T
he p
urpo
se o
f the
se p
rese
n-ta
tions
, unl
ike
mos
t tea
cher
talk
toda
y,w
ill b
e th
ree-
fold
and
spe
cific
. The
mos
tim
port
ant o
ne is
to m
otiv
ate,
to g
et th
eyo
ungs
ter
inte
rest
ed in
wha
t the
pup
ilsar
e su
ppos
ed to
lear
n. T
his
will
be
acco
mpl
ishe
d in
30
min
utes
per
wee
k,
beca
use
if th
e te
ache
r ta
lks
muc
h m
ore
than
that
, the
stu
dent
s w
ill g
et m
ore
than
they
wan
t to
hear
, and
the
mot
iva-
tion
goes
out
the
win
dow
. We
say
tote
ache
rs, "
If yo
u w
ant a
you
ngst
er to
read
a p
oem
, for
goo
dnes
s sa
ke d
on't
you
read
the
who
le p
oem
. Rea
d th
em
ost e
xciti
ng li
ne o
r tw
o fr
om it
,.nd
may
be y
ou'll
hoo
k hi
m s
o th
at h
e w
illw
ant t
o re
ad it
; and
so
it is
with
eve
ry-
thin
g el
se. G
ive
them
the
appe
tizer
, not
the
over
size
d fu
ll co
urse
."O
nce
a w
eek,
ther
efor
e, th
e te
ache
rw
ill ta
lk in
the
subj
ect a
rea
to m
otiv
ate
the
stud
ents
, to
give
them
info
rmat
ion
that
may
not
be
avai
labl
e el
sew
here
,an
d to
sug
gest
inde
pend
ent s
tudy
act
iv-
ities
. How
ever
, thi
s pr
esen
tatio
n is
not
lock
ed in
to w
hat t
he p
upils
do
in th
eir
inde
pend
ent
stud
y.Its
purp
ose
issi
mpl
y to
giv
e th
em a
sho
t in
the
arm
, to
get t
hem
wor
king
, and
to fu
rnis
h a
sens
eof
pur
pose
. Usu
ally
the
pres
enta
tion
will
dea
l with
the
pres
ent s
cene
bec
ause
that
is w
hat t
he k
ids
are
inte
rest
ed in
,th
e he
re a
nd n
ow. (
Tod
ay th
ey tu
ne o
utso
freq
uent
ly o
n sc
hool
bec
ause
itdo
esn'
t see
m r
elev
ant t
o th
eir
pres
ent
lives
.) S
o th
is te
ache
r pr
epar
es o
ne o
rtw
o su
ch c
lass
es p
er w
eek.
If he
giv
es fo
ur p
rese
ntat
ions
a w
eek
that
's tw
o ho
urs
of h
is ti
me.
The
n fo
ran
othe
r se
ven
or e
ight
hou
rs, r
equi
ring
no p
repa
ratio
n, th
is te
ache
r si
ts in
and
liste
ns to
a g
roup
of 1
2, 1
4, o
r at
mos
t15
pup
ils w
ho a
re d
iscu
ssin
g so
met
hing
in th
e ar
ea th
ey h
ave
been
stu
dyin
g or
som
ethi
ng th
at w
as p
rese
nted
to th
em,
or w
hate
ver
they
wan
t to
talk
abo
ut.
Bas
ical
ly th
ey a
re le
arni
ng h
ow to
com
-m
unic
ate
with
eac
h ot
her,
to ta
lk, t
olis
ten,
to r
espe
ct e
ach
othe
r's id
eas,
deve
lopi
ng s
ensi
tivity
, all
of w
hich
isab
sent
or
larg
ely
over
look
ed in
mos
tse
cond
ary
scho
ols
toda
y.T
he te
ache
r's s
ched
ule,
then
, is
ten
hour
s, a
t mos
t, th
e ty
pica
lly 8
or
9 of
sche
dule
d cl
ass
wor
k ou
t of t
he 3
0ho
urs
that
the
teac
hers
will
spe
nd o
nth
e pr
emis
es. T
hus
the
teac
hers
hav
e 20
hour
s pe
r w
eek
for
thei
r ot
her
role
s, o
neof
the
mos
t im
port
ant o
f whi
ch w
ill b
eto
ser
ve a
s a
teac
her
coun
selo
r. O
ne o
fth
eun
ique
dev
e!op
men
tsin
thes
esc
hool
sis
that
eve
ry p
upil
will
be
know
n as
a to
tal h
uman
bei
ng b
y so
me-
body
inth
e sc
hool
.T
hat d
oesn
'tha
ppen
toda
y. O
ne o
f the
con
trib
utin
gfa
ctor
sto
stud
ent
unre
st,
unde
r-ac
hiev
emen
t, an
d th
e lik
e, is
that
no
one
know
s th
e ki
ds. W
e ha
ve th
ese
coun
se-
lors
in th
eir
so-c
alle
d cu
bicl
es. T
heir
assi
gnm
ent t
ypic
ally
is to
sit
in a
sm
all
offic
e w
here
the
coun
selo
r ca
n ta
lk to
ever
y pu
pil o
nce
a se
mes
ter
to p
ersu
ade
him
to ta
ke m
ore
scie
nce,
mat
hem
atic
s,an
d fo
reig
n la
ngua
ge, w
here
to g
o to
colle
ge, a
nd s
o on
, all
of w
hich
cou
ldbe
han
dled
bet
ter
by la
rge-
grou
p in
-st
ruct
ion,
inde
pend
ent
stud
y(p
ro-
gram
ed te
chno
logy
) an
d sm
all-g
roup
disc
ussi
on. T
he p
oint
is th
at e
ven
if yo
uha
ve o
ne c
ouns
elor
for
270,
he
does
n't
know
the
pupi
ls. H
e ju
st h
as a
littl
e ca
rdon
eac
h th
at h
e pu
lls o
ut. E
ven
in th
ese
so-c
alle
d af
fluen
t sch
ools
with
25
pupi
lsin
a c
lass
, the
teac
her
who
has
five
clas
ses
a da
y ca
n't k
now
that
man
y. O
fco
urse
, the
y kn
ow th
e pu
pils
' nam
esan
d a
few
littl
e th
ings
abo
ut th
em, b
utth
ey d
on't
real
ly k
now
them
.T
hese
teac
her
coun
selo
rs w
e're
talk
-in
g ab
out w
ill b
e re
spon
sibl
e fo
r kn
ow-
ing
35 p
upils
thor
ough
ly. T
he s
ame
teac
her
will
stay
with
the
stud
ents
assi
gned
to h
im d
urin
g al
l the
yea
rs th
eyar
t! in
the
scho
ol. H
owev
er, t
hat
does
n't
exp!
ain
how
he
gets
to k
now
them
.T
hey
don'
t mee
t the
kid
s da
ily in
aho
mer
oom
, a w
aste
of t
ime
for
both
teac
hers
and
pup
ils. T
here
will
be
noho
me
room
mee
tings
. The
re's
no
reas
onfo
r th
ese
teac
hers
to m
eet t
he 3
5 in
agr
oup,
bec
ause
you
don
't ge
t to
know
them
that
way
. Tt
"I c
olle
ct in
for-
mat
ion
abou
t tt.t
ir 35
pui
.fr
om a
llth
e ot
her
teac
hers
. The
re w
ill b
e ev
alua
-tio
n dr
ives
aro
und
the
scho
ol. F
orin
stan
ce, f
or tw
o w
eeks
the
scho
ol w
illbe
con
cent
ratin
g on
exa
mpl
es o
f cre
a-tiv
ity, o
bser
ving
the
pupi
ls a
nd w
ritin
gth
e pu
pil's
nam
e an
d an
exa
mpl
e of
his
activ
ity o
n a
3 by
5 c
ard.
The
n th
ese
goto
the
teac
her
coun
selo
r so
that
the
teac
her
know
s th
at o
f the
35,
27
ofth
em d
id n
othi
ng c
reat
ive
durin
g th
epa
st tw
o w
eeks
that
any
body
saw
, whi
leon
e of
them
had
12
card
s. T
his
is th
eki
nd o
f eva
luat
ion
we'
ll be
look
ing
at.
Oth
er e
xam
ples
wou
ld b
e ho
w p
upils
appl
y w
hat t
hey
had
lear
ned
to a
new
situ
atio
n or
dev
elop
ing
resp
onsi
bilit
yfo
rhi
s ow
n le
arni
ng. T
he te
ache
rco
unse
lor
will
hav
e al
l kin
ds o
f inf
orm
atio
n ab
out h
is p
upils
. He
will
als
om
ake
up th
e pu
pils
' sch
edul
es fo
r th
eir
inde
pend
ent s
tudy
.
Yes
, tec
hnol
ogy
will
com
e in
the
pic-
ture
. We'
ll us
e co
mpu
ters
and
ret
rieva
lsy
stem
s to
keep
mor
e in
form
atio
nab
out p
upils
than
sch
ool p
erso
nnel
toda
y ca
n w
rite
dow
n on
all
thos
efo
rms,
or
keep
in th
eir
min
ds, o
r in
thei
rcl
ass
book
s. W
e'll
have
a lo
t of i
nfor
ma-
tion
that
can
be
retr
ieve
d, w
hich
is g
ood
use
of d
ata
proc
essi
ng. (
Mos
t sch
ools
are
usin
g da
ta p
roce
ssin
g to
do
fast
erw
hat t
hey
shou
ld n
ot b
e do
ing
at a
ll.)
Iam
aga
inst
dat
a pr
oces
sing
in s
ched
ul-
ing,
in p
rintin
g of
f rep
ort c
ards
fast
erth
e sa
me
old
repo
rt c
ards
prin
ting
the
grad
esfa
ster
the
sam
ein
effe
ctiv
egr
ades
or th
e sa
me
inef
fect
ive
atte
nd-
ance
pro
cedu
res.
So
the
teac
her
coun
selo
rs w
ill k
now
thes
e yo
ungs
ters
, and
whe
n M
ama
orP
apa
com
e to
sch
ool a
nd w
ant t
o ta
lk to
som
ebod
y w
ho k
now
s th
eir
child
,th
ey'll
find
som
ebod
y w
ho d
oesn
't ha
veto
pul
l out
the
file,
who
can
sit
dow
n
and
talk
to th
em a
nd te
ll th
em h
owth
eir
child
is g
ettin
g al
ong_
The
oth
eras
pect
is th
at th
e pr
ofes
sion
al c
ouns
elor
is a
vaila
ble.
He
is in
the
offic
e 20
hou
rs a
wee
k. W
ell,
he d
oesn
't ne
ed to
sta
yth
ere
all t
he ti
me,
but
he
is u
sual
lyav
aila
ble.
Now
, to
retu
rn to
teac
hers
. In
thei
run
sche
dule
d tim
e th
ey w
ill k
eep
up-t
o-da
te, i
mpr
ove
eval
uatio
n m
etho
ds, a
ndco
nfer
with
indi
vidu
al p
upils
and
col
-le
ague
s. T
hey
will
sup
ervi
se th
e in
stru
c-tio
nal s
yste
m, b
ut th
ey w
ill n
ot b
abys
itin
a r
esou
rce
cent
er b
ecau
se th
at is
aw
aste
of t
each
er ti
me.
We
have
bab
y-si
tters
in h
omes
to s
ee th
at th
e ch
ildre
nar
e th
ere,
wat
ch th
em, a
nd k
eep
them
from
wre
ckin
g th
e pl
ace.
The
par
ents
leav
e a
tele
phon
e nu
mbe
r w
here
they
can
be r
each
ed in
cas
e of
que
stio
ns o
r an
emer
genc
y. N
ow w
e're
goi
ng to
hav
epe
ople
like
that
in s
choo
ls, t
rain
ed in
the
subj
ect a
rea,
bab
ysitt
ing
in th
ere
sour
ce c
ente
r. W
e ca
ll th
em in
stru
c-tio
n as
sist
ants
.I
put o
ut a
mim
eogr
aphe
d pa
per
mor
e th
an a
dec
ade
ago,
and
then
pub
-lis
hed
in -
Imag
es o
f the
Fut
ure-
in19
59 e
xact
ly th
e ki
nds
and
quan
tity
ofas
sist
ants
that
teac
hers
nee
d. N
o on
eha
s ad
opte
d th
is a
ppro
ach
anyw
here
but i
t will
be
adop
ted,
in p
reci
sely
the
man
ner
desc
ribed
,in
thes
e m
odel
scho
ols.
For
eac
h te
ache
r th
ere
will
be
10 h
ours
per
wee
k of
cle
rical
hel
p, 2
0ho
urs
per
wee
k of
inst
ruct
ion
assi
stan
ts,
(for
exa
mpl
e, 3
6 te
ache
rs in
a s
choo
lw
ould
hav
e 72
0 ho
urs
of in
stru
ctio
nas
sist
ant
time
ofpe
rson
s w
ho a
rekn
owle
dgea
ble
in th
e su
bjec
t fie
ld w
how
ill s
uper
vise
the
inde
pend
ent s
tudy
of
pupi
ls)
and
5 ho
urs
per
wee
k of
gen
eral
aide
s, (
peop
le w
ho d
o no
t hav
e se
cre-
taria
l tra
inin
g or
trai
ning
in th
e su
bjec
tfie
ld to
put
thin
gs o
ut a
nd r
etur
n th
emto
the
shel
ves
and
look
afte
r yo
ungs
ters
in th
e ca
ntee
n lo
unge
and
con
fere
nce
area
s).
Tha
t is
wha
t is
goin
g to
hap
pen
tote
ache
rs. N
ow y
ou're
goi
ng to
hav
e to
build
pla
ces
for
them
, with
offi
ces
and
wor
kroo
ms
for
them
and
thei
r as
sist
-an
ts. B
ut,
let's
mov
e qu
ickl
y to
the
pupi
ls. E
ach
pupi
l's s
ched
ule
is th
eas
sign
ed r
espo
nsib
ility
of h
is te
ache
rco
unse
lor,
wor
ked
out b
efor
e sc
hool
open
s in
Sep
tem
ber.
Onc
e a
wee
k, th
epu
pil w
ill a
ttend
a p
rese
ntat
ion
in e
ach
of th
e ei
ght a
reas
of h
uman
kno
wle
dge.
Thi
s go
es fo
r ea
ch y
ear
that
he
is in
scho
ol. F
or in
stan
ce, h
e w
ill a
ttend
apr
esen
tatio
n in
the
fine
arts
and
in th
epr
actic
al a
rts.
The
se s
choo
ls w
on't
say,
as m
ost s
choo
ls d
o to
day,
that
onl
y tw
oty
pes
of p
erso
ns ta
ke a
rt, m
usic
, or
prac
tical
art
s af
ter
the
eigh
th g
rade
nju
nior
hig
h sc
hool
, the
ver
y ta
lent
ed,
and
the
ones
with
out t
alen
t-w
ho c
an't
succ
eed
in m
ath
and
scie
nce
and
they
don'
t kno
w w
hat e
lse
to d
o w
ith th
em.
We'
re g
oing
to r
ecog
nize
that
hum
anbe
ings
nee
d co
ntin
uous
ly to
be
kept
up
to d
ate
in th
e fin
e ar
ts, t
he p
ract
ical
arts
, the
sci
ence
s, th
e so
cial
sci
ence
s,m
athe
mat
ics
and
all t
he r
est.
The
re's
acu
rric
ulum
job
to b
e do
ne, a
nd I
won
'tgo
into
it in
det
ail b
ut s
impl
y hi
nt a
t it.
Eve
ry w
eek,
the
pupi
l will
atte
ndon
e pr
esen
tatio
n in
eac
h of
thes
e ei
ght
area
s. E
ach
of th
ese
pres
enta
tions
last
s30
min
utes
so
that
s o
nly
four
hou
rs a
wee
k lis
teni
ng to
teac
hers
, whi
ch w
ill b
equ
ite a
nov
elty
. The
se te
ache
rs h
ave
prep
ared
. The
y're
goi
ng to
be
abou
t as
exci
tiny
as th
e be
st o
n te
levi
sion
or
the
best
on
a m
ovie
. The
oth
er p
art o
f the
pupi
l sch
edul
e, y
ou r
emem
ber,
is fo
rea
ch p
upil,
onc
e a
wee
k, to
mee
t with
12 o
r so
oth
er p
upils
to h
ave
a di
scus
-si
on a
bout
the
fine
arts
, the
mot
her
tong
ue, o
r on
e of
the
othe
r si
x ar
eas
ofhu
man
kno
wle
dge.
He
will
atte
nd a
disc
ussi
on s
essi
on fo
r ea
ch a
rea.
Eig
htho
urs
of th
e co
nven
tiona
l 30-
hour
wee
kis
sch
edul
ed fo
r hi
m. H
e ha
s 20
hou
rsle
ft fo
r in
depe
nden
t stu
dy.
Inde
pend
ent s
tudy
, as
I def
ine
it, is
wha
t the
pup
il do
es w
hen
the
teac
her
stop
s ta
lkin
g. A
s su
ch it
bec
omes
the
hear
t of t
he p
rogr
am. I
t is
for
ever
y-bo
dy a
t all
ages
, for
you
ng c
hild
ren,
as
wel
l as
univ
ersi
ty s
tude
nts,
for
the
very
limite
d as
wel
l as
very
tale
nted
. It
isw
here
the
pupi
ls c
over
the
subj
ect.
You
see
we
are
goin
g to
get
ove
r th
e id
ea in
the
scho
ols
that
the
teac
hers
ora
llyco
ver
the
subj
ect i
n pr
esen
tatio
ns a
ndre
cita
tions
.T
he te
ache
r's g
oal i
s to
get
eac
hpu
pil t
o do
som
e in
depe
nden
t stu
dy b
utth
e te
ache
r w
ill r
ecog
nize
the
fact
that
in s
pite
of h
is m
ost s
timul
atin
g pr
esen
-ta
tions
, som
e yo
ungs
ters
are
n't g
oing
toca
re m
uch
abou
t the
mot
her
tong
ue,
Eng
lish.
The
y do
n't c
are
abou
t Eliz
abe-
than
lite
ratu
re a
nd th
e w
onde
rful
thin
gis
that
they
don
't ha
ve to
.Y
ou c
an li
ve a
ver
y fu
ll lif
e w
ithou
tlo
ving
Sha
kesp
eare
or
ever
hav
ing
read
Sila
s M
arhe
r or
a lo
t of o
ther
thin
gs. O
nth
e ot
her
hand
, the
re w
ill b
e so
me
youn
gste
rs w
ho w
ill b
e so
fasc
inat
ed b
yS
ilas
Mar
ner
and
Eliz
abet
han
liter
atur
eth
at th
ey'll
spe
nd te
n ho
urs
a w
eek
at it
.B
y no
w s
ome
of y
ou a
re th
inki
ngth
at in
depe
nden
t stu
dy is
uns
truc
ture
d,ro
am-a
t-w
ill ti
me.
Ine
ver
said
that
.I
don'
t bel
ieve
that
. I th
ink
ever
y yo
ung-
ster
sho
uld
be u
nder
adu
lt su
perv
isio
nw
here
atte
ndan
ce is
take
n. I
shud
der
atco
mpu
ter-
base
d sc
hedu
les
that
dum
p30
0 pu
pils
in a
caf
eter
ia fo
r in
depe
nd-
ent s
tudy
and
if th
ey d
on't
like
it th
ere,
they
can
go
out o
n th
e sc
hool
gro
unds
and
loaf
. The
n so
me
pare
nts
com
plai
n,an
d th
en th
e sc
hool
sys
tem
say
s w
etr
ied
inde
pend
ent s
tudy
and
gav
e up
.T
hey
didn
't ev
en u
nder
stan
d w
hat i
tw
as in
the
first
pla
ce, j
ust a
s so
me
of
thes
e pe
ople
res
pons
ible
for
thes
e co
m-
pute
rized
sch
edul
es d
on't
unde
rsta
ndw
hat i
ndep
ende
nt s
tudy
is a
ll ab
out.
The
y ta
lk a
bout
ope
n ca
mpu
s an
dth
ings
like
that
. Per
haps
a fe
w p
eopl
e,bu
t not
man
y, m
ay b
e pe
rmitt
ed to
mov
e ar
ound
with
out s
uper
visi
on.
Ano
ther
thin
g ab
out i
ndep
ende
ntst
udy
is th
at a
lot o
f it d
oesn
't ta
kepl
ace
on th
e sc
hool
pre
mis
es. W
here
was
it w
ritte
n th
at a
ll le
arni
ng ta
kes
plac
e in
a th
ing
calle
d a
scho
ol b
uild
ing?
I ha
d a
won
derf
ul e
xper
ienc
e as
a h
igh
scho
olki
d w
ay b
ack
in th
e ea
rly 2
0's
whe
nvo
catio
nal a
gric
ultu
re w
as n
ew. I
was
avo
-ag
stud
ent.
It w
as a
sm
all s
choo
l and
they
had
to g
et e
noug
h ki
ds to
get
the
fede
ral m
oney
, so
we
all t
ook
vo-a
g. W
est
arte
d th
is p
rogr
am in
the
base
men
t of
the
scho
ol b
uild
ing.
You
arc
hite
cts
will
be in
tere
sted
to k
now
, if y
ou h
aven
'tst
udie
d it
alre
ady,
that
alm
ost e
very
good
thin
g ca
me
into
the
scho
ol b
uild
-in
g by
the
base
men
t. W
hen
they
cut
out
thos
e sm
all b
uild
ings
out
side
with
the
hole
s in
them
and
bro
ught
them
into
the
scho
olho
use,
it w
as th
roug
h th
eba
sem
ent f
irst.
Ulti
mat
ely,
the
rest
-ro
oms
wer
e su
ffici
ently
acc
epte
d th
atth
ey m
oved
up
high
er in
the
build
ing.
Wel
l, w
e st
arte
d vo
-ag
in th
e ba
sem
ent.
The
re w
as n
othi
ng in
the
room
. We
built
the
tabl
es b
ecau
se th
e te
ache
r w
as a
smar
t per
son.
We
had
four
pup
ils, e
ach
one
seat
ed a
t a ta
ble.
Now
they
cal
l it
team
lear
ning
. The
teac
her
didn
't ta
lkto
us
muc
h, b
ut th
e m
ost w
onde
rful
thin
g of
all
was
that
we
didn
't ha
v( a
sim
ulat
ed c
ow th
ere.
Whe
n w
e w
ante
dto
stu
dy c
ows,
we
wen
t out
whe
re th
eco
ws
wer
e, a
nd th
e sa
me
way
with
cor
n-fie
lds.
Eac
h of
us
had
a pr
ojec
t. S
ome
ofyo
u kn
ow a
bout
vo-
ag. W
e ke
pt tr
ack
ofit,
we
mad
e m
oney
on
it, w
e re
port
edon
it, a
nd th
e te
ache
r w
as o
ut th
ere
with
us. W
e w
ere
away
from
the
scho
ol a
lot
of th
e tim
e.
One
of t
hese
new
mod
el s
choo
lsI'v
ere
ferr
ed to
, and
may
be m
ore,
will
hav
eth
e fin
est v
ocat
ion
educ
atio
n pr
ogra
min
the
coun
try
and
they
won
't ha
vesp
ecia
lized
mac
hine
ry in
the
build
ing
beca
use
the
pupi
ls w
ill le
arn
whe
re th
eac
tion
is, i
n of
fices
, sho
ps a
ndfa
ctor
ies
for
wor
k ex
perie
nce,
in li
brar
ies
and
mus
eum
s an
d go
vern
men
talo
ffice
s an
dw
elfa
re a
genc
ies
to s
tudy
the
soci
alsc
ienc
es w
here
they
exi
st. A
s yo
u se
e,th
is c
once
pt o
f ind
epen
dent
stu
dy is
ave
ry b
road
one
. It h
as a
cons
ider
able
rele
vanc
e fo
r sc
hool
bui
ldin
gs.
Now
befo
resc
hool
open
sin
Sep
tem
ber
the
pupi
l sch
edul
e ha
d ei
ght
hour
s pe
r w
eek
fixed
by
the
offic
e. It
left
20 h
ours
to b
e sc
hedu
led
by th
epu
pil a
nd h
is te
ache
r-co
unse
lor.
Eve
ryon
e of
thos
e ho
urs
isfil
led
in. F
orex
ampl
e, a
pup
il sa
ys, -
Wel
l,I'm
goi
ngto
be
an a
uto
mec
hani
c so
on
Tue
sday
and
Thu
rsda
y I w
ant t
o w
ork
in a
gar
age
or fi
lling
sta
tion.
-(T
he s
choo
l has
mad
e
arra
ngem
ents
for
that
inde
pend
ent
stud
y; th
e su
perv
isio
n is
by
a m
echa
nic
appr
oved
by
the
scho
ol b
ut h
edo
esn'
tha
ve 1
8 se
mes
ter
hour
s of
edu
catif
nno
r do
es h
e ne
ed th
em.
The
per
son
inth
e sc
hool
han
dlin
g th
e pr
actic
al e
rts
goes
out
and
look
s ov
erth
e si
tuat
ion
perio
dica
lly. T
he s
uper
viso
r an
d th
em
echa
nic
out
ther
ere
port
to th
ete
ache
r-co
unse
lor
abou
t the
atte
ndan
cean
d pr
ogre
ss o
f the
pup
il.)
The
n th
epu
pil s
ays,
-I w
ant t
o sp
end
six
hour
s a
wee
k in
the
art r
esou
rce
cent
er,'"
so
that
is p
ut d
own.
And
so
on, t
he w
hole
wee
kof
the
pupi
l is
sche
dule
d.T
wo
wee
ks la
ter,
the
youn
gste
r ge
tstir
ed o
f som
ethi
ng h
e sc
hedu
led
and
wan
ts to
cha
nge
it. It
can
be c
hang
edan
ytim
e. T
he s
ched
ule
is n
o lo
nger
lock
ed in
the
prin
cipa
l's o
ffice
, nor
is it
lock
ed a
way
, whi
ch m
ay b
e ev
en w
orse
,in
a c
ompu
ter-
base
d sc
hedu
le. I
t can
bech
ange
d an
ytim
e, fo
r a
good
rea
son.
Ifth
e te
ache
r-co
unse
lor
and
the
pupi
l can
't ge
t tog
ethe
r on
the
sche
dule
,th
ere
is a
ppea
l to
the
prof
essi
onal
cou
n-se
lor
(who
is n
ow w
orki
ng a
s a
coun
se-
lor
shou
ld, w
ith th
e te
ache
rs a
ndpu
pils
,m
akin
g hi
mse
lf av
aila
ble
to th
em if
they
have
pro
blem
s). A
fter
the
coun
selo
r,th
ere
is a
pos
sibl
e ap
peal
to th
e pr
inci
-pa
l, an
d I
supp
ose
ultim
atel
y to
the
Boa
rd o
f Edu
catio
n, if
the
youn
gste
ran
d th
e te
ache
r-co
unse
lor
can'
t get
toge
ther
.
The
cur
ricul
um, o
f cou
rse,
is v
ery
dif-
fere
nt in
thes
e sc
hool
s. W
e're
goi
ng to
atta
ck th
e pr
oble
m o
f dec
idin
gw
hat i
ses
sent
ial f
or e
very
one
in a
ll of
thes
ear
eas
and
sepa
rate
the
esse
ntia
l fro
mth
at w
hich
is r
elev
ant a
ndim
port
ant t
oth
ose
who
hav
e sp
ecia
l tal
ents
and
inte
rest
s. W
e'll
thus
get
rid
of m
uch
ofth
e re
quire
d co
nten
t.T
oday
's c
urri.
-..-
ulum
is d
omin
ated
by
the
colle
ge p
ro-
fess
or w
ho lo
oks
upon
thes
e sc
hool
child
ren
as p
oten
tial p
rofe
ssio
nals
inhi
sfie
ld, a
s if
ever
y yo
ungs
ter
is g
oing
tobe
com
e a
prof
essi
onal
writ
er o
r a
pro-
fess
iona
l int
erpr
eter
of l
itera
ture
, or
apr
ofes
sion
al s
peak
er. M
ost o
f the
m a
reno
t goi
ng to
be
that
at a
il an
dth
ey d
on't
need
that
kin
d of
trai
ning
. We
will
ana
-ly
ze e
ach
youn
gste
r an
d de
velo
p an
indi
vidu
al p
rogr
am fo
r ea
ch o
ne.
A p
art o
f the
sch
ool b
uild
ing
as w
ear
e pl
anni
ng it
, (w
hich
is o
nly
abou
tha
lf th
e si
ze o
f the
se n
eedl
essl
yla
rge
stru
ctur
esth
at w
e pr
esen
tlybu
ildw
hich
cos
t so
muc
h m
oney
) w
illbe
buss
es. T
he s
choo
l is
a do
ckin
gpl
ace
with
pup
ils b
eing
shu
ttled
bac
kan
dfo
rth
betw
een
head
quar
ters
and
the
lear
ning
reso
urce
sce
nter
sin
the
com
mun
ity.
The
bui
ldin
gits
elf
is m
ade
upm
ainl
y of
diff
eren
t kin
ds o
f res
ourc
ece
nter
s in
all
the
subj
ect a
reas
.The
se a
resu
bjec
t-ce
nter
ed r
esou
rce
cent
ers.
For
exam
ple,
ther
e is
a c
ente
r in
the
Eng
lish
lang
uage
art
s w
here
the
pupi
ls r
ead,
liste
n, v
iew
, writ
e, th
ink
and
so o
n; it
has
also
a p
lace
whe
reth
e -t
ools
of t
hetr
ade-
in th
e E
nglis
h la
ngua
ge a
rts
are;
type
writ
ers,
a p
lace
to b
uild
mod
els,
etc.
Eve
ry c
ente
rha
s its
ow
n sp
ecia
leq
uipm
ent.
The
se c
ente
rs a
re n
otla
rge
plac
es. I
am
hor
rifie
d by
thes
em
assi
ve
reso
urce
cent
ers
that
are
built
insc
hool
s, a
nd e
ven
mor
eho
rrifi
ed w
hen
they
insi
stin
putti
ng th
e te
ache
rs'
offic
es in
the
sam
e pl
ace.
(One
of o
urgo
als
is to
get
the
teac
hers
aw
ayfr
omth
e yo
ungs
ters
. If y
oum
ake
the
teac
h-er
s to
o ac
cess
ible
,th
en th
e yo
ungs
ters
line
up o
utsi
de th
eir
door
s.P
upils
don
'tre
ally
nee
d to
see
the
teac
hers
ofte
n.B
ut th
ey'v
e be
en p
retty
wel
l bra
in-
was
hed.
If y
ou g
o in
and
talk
toth
ete
ache
r of
ten
enou
gh, a
pup
ilbe
lieve
sth
e te
ache
r w
ill r
aise
his
grad
e by
at
leas
t one
lette
r. P
ract
ical
ly a
llof
thes
equ
estio
ns c
an b
e an
swer
ed b
yth
ein
stru
ctio
n as
sist
ants
, who
are
suffi
-ci
ently
qua
lifie
d in
the
subj
ect t
okn
oww
hen
the
youn
gste
r ha
s to
see
the
teac
h-
er. A
won
derf
ulth
ing
also
abo
ut th
isar
rang
emen
tis
that
the
teac
her
is
usua
lly a
vaila
ble
beca
use
his
sche
dule
allo
ws
him
to b
e.)
The
sem
assi
vem
ulti-
subj
ect
reso
urce
cen
ters
don'
t loo
k lik
e an
y-th
ing
exce
pt a
big
roo
m. I
t is
hard
for
the
pupi
ls to
find
thin
gs. T
he r
oom
is
unin
vitin
g it
does
n't l
ook
like
a sc
ienc
epl
ace
or a
soc
ial s
cien
ce o
r a
fine
arts
plac
e. M
oreo
ver,
it is
har
d to
sup
ervi
seth
e bi
g ro
om. T
here
sho
uldn
't be
mor
eth
an 3
0 or
40
youn
gste
rs a
t mos
tin
are
sour
ce c
ente
r at
one
time.
The
se c
en-
ters
nee
d no
t be
muc
h la
rger
than
the
conv
entio
nal c
lass
room
s th
atyo
u're
still
put
ting
in th
e bu
ildin
gs,
(tho
ugh
Ido
n't u
nder
stan
d w
hy).
The
re is
als
o a
libra
ry in
this
sch
ool
but t
he li
brar
y se
rves
an
entir
ely
dif-
fere
nt fu
nctio
n. T
he r
esou
rce
cent
eris
whe
re th
e pu
pils
cov
er th
esu
bjec
t or
that
por
tion
of it
whi
ch th
esc
hool
say
s
isre
quire
d. T
he li
brar
y in
c m
tras
tho
uses
the
mat
eria
ls fo
r pu
pils
enga
ged
in d
epth
stu
dy.
The
I ib
raria
ns a
re w
orrie
d. I
was
in a
bran
d ne
w s
choo
l jus
t tw
ow
eeks
ago
.T
he li
brar
ian
said
, -Y
ou k
now
wha
t I'm
wor
ried
abou
t? I
have
to d
uplic
ate
inth
is li
brar
y ev
eryt
hing
that
is o
utin
the
reso
urce
cen
ter.
- I a
sked
,-W
hy?"
She
said
, -W
ell,
I don
't kn
ow.
Won
't th
eyco
me
in h
ere
and
wan
t to
find
the
sam
e
stuf
f?"
Isa
id, -
I hop
e no
t.- S
o w
eta
lked
. She
doe
s no
t nee
d to
dupl
icat
ean
ythi
ng th
at is
out
ther
e in
the
re-
sour
ce c
ente
rs.
Her
's is
the
adva
nced
stuf
f. N
ow, s
he to
o ge
ts o
utof
the
libra
ry c
ubic
le b
ecau
se h
erre
spon
si-
bilit
y ta
kes
her
all o
ver
the
scho
ol. T
his
libra
ry is
sm
alle
r. L
ast w
eek
Ito
ld th
isst
ory
in a
pub
lic m
eetin
gof
libr
aria
ns. A
stat
e su
perv
isor
of
libra
ries
was
ther
e.S
he s
aid,
-W
e w
ant l
arge
libra
ries,
- an
dI s
aid,
-W
e kn
ow. Y
ou're
empi
re b
uild
-er
s ju
st li
ke th
eph
ysic
al e
duca
tion
peop
le a
nd s
ome
of th
e ot
hers
.T
helib
rary
sho
uld
be s
mal
l. If
itis
a b
igsc
hool
, hav
e tw
o or
thre
e of
them
.-A
fter
the
mee
ting
a nu
mbe
rof
libra
rians
cam
e up
to m
e an
d sa
id,-I
'mgl
ad to
hea
r so
meb
ody
say
it.I h
ave
one
of th
ose
mon
stro
sitie
s as
larg
e as
this
room
or
bigg
er e
ven.
I'm w
orn
out j
ust
from
wal
king
aro
und.
- In
thes
ebi
glib
rarie
s pu
pils
can
't fin
d th
ings
easi
ly
even
with
the
Dew
eyD
ecim
al S
yste
m.
You
kno
w, w
e ou
ght t
o m
ake
thin
gsea
sy fo
r yo
ungs
ters
, not
toug
h.N
ow, I
'd li
ke to
talk
abo
ut r
oom
sfo
r te
ache
r pr
esen
tatio
ns.
Ist
ill s
eeau
dito
rium
s be
ing
built
by
peop
lew
hoob
viou
sly
don'
t wan
t to
see
orhe
ar
wel
l, be
caus
e th
ey s
till b
uild
the
floor
sw
ith ju
st a
littl
e sl
ope,
so
you'
re a
lway
slo
okin
g ar
ound
the
pers
on in
fron
t of
you.
I've
bee
n in
new
aud
itoriu
ms
built
so w
hen
you
sit o
n th
e si
de, y
ou lo
okst
raig
ht fo
rwar
d in
to a
wal
l. T
he s
tage
isin
the
cent
er. T
hat i
s w
hy y
ou s
houl
dne
ver
build
a s
o-ca
lled
team
teac
hing
faci
lity.
The
n yo
u're
stu
ck v
iith
this
room
for
larg
e-gr
oup
inst
ruct
ion.
Usu
ally
the
wal
l isn
't ve
ry h
igh
and
ap-
pare
ntly
nob
ody
ever
thou
ght t
hat t
hey
wer
e go
ir,g
to u
se a
n ov
erhe
ad p
roje
ctor
or o
ther
vis
ual a
ids
so th
ere'
s no
pla
ce to
use
them
. Let
's b
uild
a r
oom
that
isde
sign
ed to
mak
e a
posi
tive
cont
ri-bu
tion
to th
e pr
esen
tatio
n, i.
e., e
very
-th
ing
cent
ers
on th
e pr
esen
ter.
The
bes
t aud
itoriu
m th
atI k
now
of -
wel
l, I'v
e se
en o
ne o
r tw
o th
at w
ere
abou
tas
goo
d-w
as b
uilt
inG
ary,
Indi
ana
in 1
926.
Thi
s au
dito
rium
sea
ted
a fe
w o
ver
600
peop
le. Y
ou e
nter
ed it
from
the
third
floo
r, th
e se
cond
floo
ran
d th
e fir
stT
here
was
no
balc
ony.
Eve
ryon
e ha
d an
uno
bstr
ucte
d vi
ew o
fth
e st
age
beca
use
of th
e sl
ope.
So,
I sa
y,bu
ild a
roo
m fo
r pr
esen
tatio
ns-n
ot a
mul
ti-pu
rpos
e ro
om o
r a
team
-tea
chin
gro
om. P
lan
to u
se m
oder
n te
chno
logy
init.
The
nee
ds fo
r sm
all-g
roup
dis
cus-
sion
are
diff
eren
t. In
an
artic
le c
alle
d-S
choo
l Bui
ldin
gs fo
r M
oder
n P
ro-
gram
s- I
desc
ribed
it th
is w
ay:
"Som
e im
agin
ativ
e ar
chite
ct m
ight
build
a s
mal
l-gro
up d
iscu
ssio
n ro
om,
circ
ular
in s
hape
, with
a d
omed
cei
ling
that
psy
chol
ogic
ally
pus
hes
the
grou
pto
geth
er, a
ir co
nditi
oned
, with
con
trol
-la
ble
light
, and
sou
ndpr
oofe
d. S
uch
aro
om w
ould
fost
er th
e ed
ucat
iona
lob
ject
ive
thro
ugh
a po
sitiv
e cl
imat
e."
For
sm
all-g
roup
dis
cuss
ion,
two
hund
red
fifty
squa
refe
etis
larg
een
ough
. Yet
, peo
ple
try
to h
old
smal
l-gr
oup
disc
ussi
on in
ope
n sp
aces
. Wel
l,w
hen
you'
re d
iscu
ssin
g ar
ound
a ta
ble
and
tryi
ng to
dra
w e
very
one
in, a
ndso
meb
ody
is ta
lkin
g ne
arby
, I d
on't
care
how
muc
h ca
rpet
you
hav
e on
the
floor
,it
does
n't w
ork.
You
find
you
rsel
f loo
k-in
g ov
er to
see
you
r pa
l in
the
next
grou
p. (
Inci
dent
ally
, you
don
't w
ant a
win
dow
in th
is r
oom
eith
er, n
or d
o yo
uha
ve th
em in
the
pres
enta
tion
room
.Y
ou d
o ha
ve th
em in
the
reso
urce
cen
-te
r. L
et's
use
our
goo
d ju
dgem
ent a
bout
whe
re to
put
gla
ss a
nd w
here
not
to p
utit.
)In
thes
e m
odel
sch
ools
, we'
re g
oing
to s
pend
mon
ey d
iffer
ently
. The
bui
ld-
ing
we'
re ta
lkin
g ab
out w
ill c
ost l
ess.
We
will
spe
nd w
hat w
e sa
ve o
n te
chno
logy
,bu
ses,
and
arr
ange
men
ts fo
r in
depe
nd-
ent s
tudy
in th
e co
mm
unity
. We
will
utili
ze s
pace
s di
ffere
ntly
. Som
e of
thes
esc
hool
s w
ill b
e re
mod
eled
in a
ccor
danc
ew
ith n
eeds
as
they
dev
elop
.C
erta
in g
ener
al d
evel
opm
ents
in th
esc
hool
bui
ldin
g ar
e ne
eded
. Firs
t, so
und
cont
rol.
The
re is
a g
ood
deal
of m
ove-
men
t in
this
new
sch
ool.
Whe
n pu
pils
are
tired
of r
eadi
ng a
nd th
ey w
ant t
olis
ten
to s
omet
hing
, or
hold
a c
onve
rsa-
tion,
noi
se w
ill o
ccur
. Thi
s m
eans
that
carp
etin
gan
dac
oust
ical
lytr
eate
dce
iling
s ar
e hi
ghly
des
irabl
e. In
som
ein
stan
ces,
aco
ustic
al tr
eatm
ent o
f wal
lsis
ess
entia
l to
impr
ove
liste
ning
to r
e-co
rdin
gs.
The
sou
nd s
yste
m in
any
faci
lity
used
for
larg
e-gr
oup
inst
ruct
ion
need
s a
larg
enu
mbe
r of
spea
kers
so
that
stud
ents
can
hea
r w
ell a
nd th
e to
nequ
ality
is g
ood.
Ligh
t con
trol
is a
noth
er r
equi
re-
men
t. T
oo m
uch
glas
s is
use
d in
mos
tsc
hool
bui
ldin
gs. R
ecen
tly th
ey h
ave
been
cut
ting
dow
n on
the
amou
nt o
fgl
ass
on o
utsi
de w
alls
and
then
usi
ng a
lot o
f gla
ss o
n in
side
wal
ls. I
t is
just
as
disc
once
rtin
g to
see
stu
dent
s m
ovin
gar
ound
on
the
insi
de a
s on
the
outs
ide.
As
for
artif
icia
l lig
ht, o
ne s
ugge
stio
nis
to h
ave
dim
mer
sw
itche
s in
the
larg
e-gr
oup
area
to m
ake
it po
ssib
le to
con
-
trol
ligh
ts. S
ome
of th
e in
depe
nden
tst
udy
area
s ne
ed h
igh
inte
nsity
ligh
ts,
othe
rs n
ot s
o br
ight
.C
omfo
rt a
lso
mea
ns te
mpe
ratu
rean
d hu
mid
ity c
ontr
ol. T
hat i
s w
hy w
ene
ed y
ear-
roun
d ai
r co
nditi
onin
g in
mos
t pla
ces.
One
goo
d w
ay to
sav
e m
oney
is to
redu
ce c
orrid
or a
nd lo
bby
spac
e. L
et u
sm
ove
in th
e di
rect
ion
of c
ompa
ct b
uild
-in
gs. W
e ca
n w
alk
thro
ugh
cafe
teria
area
s an
d in
depe
nden
t stu
dy s
pace
s, if
thes
e ar
e ca
rpet
ed, a
nd th
us r
educ
ew
aste
d sp
ace.
As
we
mak
e th
e sc
hedu
lem
ore
flexi
ble
and
stud
ents
are
not
all
mov
ing
at o
ne ti
me,
the
need
of l
arge
corr
idor
and
lobb
y ar
eas
is le
ssen
ed.
Mul
ti-pu
rpos
e sp
ace
is c
ostly
inm
ost i
nsta
nces
. Con
vers
ely,
eco
nom
yre
quire
s av
oidi
ng u
nnec
essa
ry s
peci
al-
ized
spa
ces
that
are
not
use
d al
l day
.T
hat i
s w
hy I
like
audi
toriu
ms
with
oper
able
wal
ls. I
tis
why
in a
sm
alle
rsc
hool
you
can
com
bine
som
e of
the
reso
urce
cen
ters
, in
Eng
lish
and
soci
alst
udie
s, fo
r ex
ampl
e.Y
ou m
ight
say
Iha
ven'
t rea
llyta
lked
abo
ut s
choo
l bui
ldin
gs a
nd te
ch-
nolo
gy. N
o an
d ye
s. N
o, b
ecau
se m
any
othe
rs in
the
conf
eren
ce h
ave
deal
t with
tech
nolo
gica
l dev
elop
men
ts-a
lso,
you
are
the
expe
rts
in tr
ansl
atin
g id
eas
into
build
ings
. On
the
othe
r ha
nd, e
very
-th
ing
I hav
e di
scus
sed
is g
oing
to m
ake
your
cha
lleng
e di
ffere
nt in
the
deca
deah
ead.
Tha
t sta
tem
ent d
oes
not i
mpl
yan
y cr
itici
sm o
f wha
t you
and
the
scho
ol p
eopl
e ha
ve d
one
in th
e pa
st_
Inal
mos
t eve
ry s
peec
hI m
ake
or e
very
artic
le I
wri'
., I s
tate
that
now
here
inth
e w
orld
hav
e so
man
y be
en e
duca
ted
as w
ell a
s in
the
Uni
ted
Sta
tes.
And
Iha
ve w
orke
d ab
road
eno
ugh
to k
now
that
,tat
emen
t is
true
. The
ver
y su
peri-
ority
of t
his
scho
ol s
yste
m h
as b
een
the
cons
tant
sea
rch
for
bette
r w
ays.
I am
abso
lute
ly a
maz
ed a
t the
cha
nges
that
have
occ
urre
d du
ring
the
past
dec
ade,
but t
hose
cha
nges
are
goi
ng to
see
msm
all
inde
ed,
as w
ell a
s so
met
imes
poor
ly c
once
ptua
lized
, com
pare
d to
wha
t is
goin
g to
hap
pen
in th
e de
cade
ahea
d. Y
ou b
uild
ers
of s
choo
ls a
re g
oing
to h
ave
a tr
emen
dous
ly s
igni
fican
t rol
ein
thes
e ch
ange
s.
CEFP
COUNCIL of EDUCATIONALFACILITY PLANNERS
OFFICERSJames M. Thrasher, Prestdent
Donald J. Lou, President-elect
Richard F. Tonigen, Past-president
BOARD OF DIRECTORSWilliam W. Caudill
Harold L. Cramer
M. Ted Dixon
Carroll W. McGuffey
George W. Reida
Charles Wells, Jr.
EXECUTIVE SECRETARYDwayne E. Gardner
EXECUTIVE HEADQUARTERS29 West Woodruff Avenue, Columbus, Ohio 43210
Telephone (614) 293-1521
CEFP COUNCIL of EDUCATIONAL FACILITY PLANNERS
