DOCUMENT RESUME ED 387 116 IR 017 342DOCUMENT RESUME ED 387 116 IR 017 342 TITLE Technology Education Facilities Guidelines. INSTITUTION Maryland State D,,pt. of Education, Baltimore

DOCUMENT RESUME

ED 387 116 IR 017 342

TITLE Technology Education Facilities Guidelines.INSTITUTION Maryland State D,,pt. of Education, Baltimore.PUB DATE Nov 94NOTE 61p.PUB TYPE Guides Non-Classroom Use (055) Reports

Evaluative/Feasibility (142)

EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS *Educational Facilities Design; *Educational

Facilities Planning; *Educational Technology;Elementary Secondary Education; Guidelines; *LearningLaboratories; Learning Strategies

ABSTRACT

This document provides guidelines for planningtechnology education facilities. Chapter 1 defines technologyeducation in terms of a vision, educational outcomes, and curriculumand facilities. Chapter 2 focuses on creating technology educationfacilities and describes the planning process, design, construction,installation of furnishings and equipment, and occupancy andpost-occupancy evaluation. Chapter 3 discusses the technology

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education program for elementary, middle/junior high, and high schooleducation, as well as teaching/learning strategies and laboratoryrequirements. Chapter 4 provides an overview of technology educationfacilities design requirements and describes specific areas of thetechnology education laboratory. Chapter 5 examines general designconsiderations and site design considerations for technologyeducation, as well as a brief discussion on renovations of existingfacilities and IAC (Interagency Committee on School Construction)projects. (Contains 30 references.) (AEF)

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*Reproductions supplied by EDRS are the best that can be made

from the original document.***********************************************************************

facilities guidelines.1.14

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U S DEPARTMENT OF EDUCATIONOffice ot Educational Research and Improvement

EDUCATIONAL RE SOURCES INF ORMAT IONCENTER (ERICA

ThS document haS been reprodur ed asweived from the person or organizahonoriginating it

Minor changes have been matte th @now.),reprodur firm oiiatity

POintS of vge* Ii opinions staled on this ant iimerit do not necessardy represent nth, ,arOf RI posdion or polit

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Maryland State Department of Education

BEST COPY AVAILABLE4,

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

G.A. Crelmon

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC).

:MSDES. TECHNOLOGY.EDUCATIONI CILITIES GUipELINES

Guidelines Coordinators

Maryland State Department of Education

Barbara J. Bice, ArchitectSchool Facilities Branch

Robert C. Gray, SpecialistCareer & Technlogy Services Branch

Sarah J. Woodhead, ArchitectScho )1 Facilities Branch

Guidelines Review Committee

Joe BakerSt. Marys County Technical Center

Charles J. BeattyCollege of EducationUniversity of Maryland, College Park

Gary M. BolyardTechnology Education ProgramFairrnont State College, West Virginia

Barry BurkeMontgomery County Public Schools

Leon L. CopelandDepartment of TechnologyUniversity of Maryland, Eastern Shore

Paul DunfordFrederick County Public Schools

Maren JohnsonDiversified Education Systems, Inc.

Robert W. LathroumQueen Anne's County Public Schools

Joseph LicataHarford County Public Schools

Judy LoarCarroll County Public Schools

Kevin MichaelCalvert County Public Schools

Susan Young MullineauxDuane, Cahill, Mullineaux,& Mullineaux, P.A.

Mike ShealeyBaltimore County Public Schools

Sandra R. SmithCecil County Public Schools

Participation on the guidelines review committee does not implyagreement with the entire content of this document.

Technology EducationFacilities Guidelines

Maryland State Department of EducationSchool Facilities Branch

200 West Baltimore StreetBaltimore Maryland 21201

(410) 767-0098

November 1994

:.:TECH.NQLOGY FpOCATIoN .F-ACILJTIES..QpI..wu,NE

Contents

ForewordChapter 1 What is Technology Education?

A Vision for Technology Education 4Educationai Outcomes 4Curriculum and Facilities 5

Chapter 2 Creating Technology Education FacilitiesThe Planning Process 6Planning

The Planning Committee 7Educational Specifications 8

DesignPre-design 9Schematic Design 10Design Development 10Construction Documents 11

Construction 11

Installation of Furnishings and Equipment 12Occupancy and Post-occupancy Evaluation 12

Chapter 3 The Technology Education ProgramElementary School Technology Education 13Middle/Junior High School Technology Education 13High School Technology Education 14Teaching/Learning Strategies and Laboratory Requirements

Technology Challenges 14Technology Investigations 16Modular Technology Activities 18Product Development 20Research and Experimentation 22

Chapter 4 Technology Education Facilities DesignOverview 23The Technology Education Laboratory

Classroom Seating Area 24Small Group Meeting Area 27Design Area 29Research Area 31

Modular Instructional Activities Area 33Dynamic Testing Area 35Production/Fabrication Area 37Teacher Office 39Material Storage 41

Chapter 5

Project Storage 42Finishing Area 43

Space Summary and Model Floor Plans 44

School Facilities DesignGeneral Design Considerations

Accessibility for Persons with Disabilities 48Energy Conservation 48Building Ecology 49Indoor Air Quality 50Building Automation Systems 51

Fire Suppression and Supervisory Systems 51

Alarm and Detection Systems 51

Electronic Communications 51

Site 'Design Considerations for Technology EducationSolar Orientation 52Service Access 52Environmental Study Areas 53Outdoor Work Areas 53

Renovations of Existing Facilities 53

IAC Projects 53

Bibliography 54

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AO A O

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Foreword

A central role of education is to offer a curriculum that provides students with basicunderstandings and skills needed to function effectively in society. Our democratic society ischaracterized by rapidly advancing technological developments. It is absolutely necessaryfor all people to understand technology if they are to function as informed voters, productiveworkers, and wise consumers of technological products and services.

Technologies spring from the human abilities to reason, solve problems, create, construct, anduse materials imaginatively. Since these abilities are an integral part of our technologicalsociety, they must be developed in all students, regardless of theireducation and career goals.Experience in applying technology and in solving problems builds both the competence andconfidence for effective interaction with technology. An understanding of the applications andfunctioning of technology systems is import .4nt for decision-making in the arenas of career,home, personal affairs, and government.

In today's high-tech society, all students should become technologically literate in order tobecome wise decision makers. Through experiences in a hands-on cooperative environmentusing a systematic, problem-solving approach, students should exhibit an understanding ofthe nature of technology, major technology systems, and the resources used in technology.Through the application of technical skills, knowledge, and processes, students should be ableto solve problems in a systematic fashion. Coupled with sound work values, attitudes, andhabits that include the recognition and pursuit of quality, these skills should enable studentsto become wise consumers, productive members of our community, and contributors to theforces of change that shape our world.

Through experiences in a well-designed technology education laboratory, students becomeknowledgeable about technology -- its evolution, systems, techniques, utilization, and socialand cultural significance. The design and equipping of the laboratory is a major element inthe delivery of an effective program. Along with curriculum and staff development, itdetermines the quality of the technology education experience.

I am pleased to provide these design guidelines to assist you in planning technology educationfacilities.

Nancy S. GrasmickState Superintendent of Schools

MSDE TECHNOLOGY EDUCATION FACILITIES GUIDELINES

Chapter 1What is Technology Education?

Technology education is a comprehensive,experience-based curriculum in which stu-dents learn about technology-its evolution,systems, techniques, utilization, and socialand cultural significance. It develops techno-logical literacy by dealing with the ways inwhich ingenuity, processes, materials, de-vices, science, and mathematics are appliedfor solving problems to meet our needs anddesires.

A Vision for Technology Education

An integral part of the program of studies inMaryland schools, technology education is anew basic for all students. Students workindividually and in teams as they learn abouttechnology. They learn how to utilize andinteract with technology and to live adaptivelyin a rapidly changing, highly technologicalsociety.

Technology education programs are amongthe first to demonstrate an integrated ap-proach to learning. Interdisciplinary teams ofteachers train and work together for cross-curriculum planning and integrated delivery ofinstruction. Technology education is taughtusing a collaborative approach inwhich groupsof students interact with teachers of math-ematics, science, social studies, languagearts, technology, and other disciplines. Inge-nuity challenges, modular activities, and com-puter-assisted instruction are used to providestudents with hands-on learning experiences.

The technology education program encour-ages all students to acquaint themselves withtheir technological environment so they are

11111011

better prepared to make informed decisionsabout their lives and eagerly participate incontrolling their own destiny. Programs rec-ognize, capitalize on, and build on theindividual's inherent potential for problem solv-ing, imagining, creating, and constructing.Thus, technology education is a fundamentalcurriculum for all students, regardless of learn-ing level, career choices, or life aspirations.

The resources for implementing the programinclude staffing and facilities. Staff develop-ment is required to support teachers as theyemploy appropriate teaching-learning strate-gies. Instructional materials in a variety offorms facilitate student achievement of thevalued outcomes. Laboratories must be ap-propriately equipped to accommodate stu-dent learning through active interaction withsignificant technology systems. School andbusiness/industry partnerships play a role indeveloping and making available these re-sources.

Educational Outcomes

The eight technology education learner out-comes adopted by the Maryland Board ofEducation describe what students should beable to do as the result of a technologyeducation experience.

Application of Technology SystemsStudents will demonstrate knowledge andskills regarding diverse technology systems,including their functioning and applications.

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Nature, impacts, and Evolution ofTechnologyStudents will demonstrate knowledge of thenature of technology, and the relationshipsand impacts among technological achieve-ment, the environment, the advancement ofscience, the individual, and society. The con-text for this knowledge shall be historical,current, and futuristic.

Problem Solving Using TechnologyStudents will demonstrate the ability to solveproblems with technology using a systemsapproach, higher-order thinking skills, indi-vidual and collaborative ingenuity, and a va-riety of resources including information, toolsand materials.

Informed Decisions About TechnologicalIssuesStudents will make ethical decisions abouttechnological issues, including the develop-ment and use of technology and technologyresources.

Use of Technological ResourcesStudents will demonstrate in an experientialsetting the safe, effective, and creative use oftechnology resources including tools, ma-chines, and materials in performing techno-logical processes.

Application of Science, Mathematics andOther AreasStudents will apply science, mathematics,language arts, social studies and technologi-cal concepts to solve practical problems andextend human capabilities.

Career InformationStudents will apply knowledge of and performtasks representative of technology-based

careers, including engineers, technologists,technicians, and craftspersons.

Multicultural and Gender DiversityStudents will recognize the multicultural andgender diversity included iri past, present,and future uses of technology.

Curriculum and Facilities

The goals for technology ecit ation statewhat students should be able to do as a resultof a technology education experience. Toachieve the State goals, students must haveparticipated in activities where they design,construct, plan, test, analyze, evaluate, mea-sure, solve problems, calculate, research,investigate, and report. In these activities,students must have the opportunity to workwith a wide range of contemporary technolo-gies in order to leam how they work, whereand how they are applied, to assess theimpact of technology on everyday life, and toapply conceptual knowledge in order to solveproblems. These activities require an experi-ential setting rich in technological resources.

The resources for program implementation, must be adequate to assure the fulfillment of

program goals and to meet student needs.The laboratory must be appropriatelyequipped to accommodate student learningthrough active, hands-on, multi-sensory inter-action with significant technology systems. Itmust include design tools, fabrication tools, a

, variety of materials, testing apparatus and thecomputers that monitor and control modemtechnology systems.

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Chapter 2Creating TechnologyEducation Facilities

The Process

In planning a facility, a school system musttranslate an educational philosophy into athree-dimensional place. In order to ensurethat the facility is appropriate and well-de-signed, many points of view and areas ofexpertise must be tapped. A planning corn-mittee is assembled to bring together indi-viduals with the diverse experience required.Sometimes the committee is charged withplanning a whole facility; other times the taskat hand may be restricted to technologyeducation only. The committee will see theproject progress through a number of distinctphases, from inception to occupancy. Al-though the process will vary from place toplace and project to project, the basic se-quence is consistent. The following stepsoutline a typical process:

Planning

Project approval and site selection;Planning committee and planning sub-group formationCommittee discussions anddecisions on program, philosophy,content, staffing, organization, etc.Educational specificationspreparationSelection of an architect

Design

Pre-design meeting with thearchitectSchematic designDesign developmentPreparation of constructiondocuments

Construction

Bidding and contract awardConstructionAcceptance of project andoccupancy of facility

Occupancy

Installation of moveableequipment and furnishingsOccupancyPost-occupancy evaluation.

Planning

The planning phase encompasses the iden-tification of a need for a project, the definitionof a solution involving construction of a newfacility or renovation of an existing one, anda preliminary budget and funding source.Decisions are made within the framework of amaster plan. Once a project is approved toproceed, an educational specification com-mittee is formed to define the parameters ofthe project. The resulting document, theeducational specification, serves as the basisfor the design phase which follows.

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MSDE TECHNOLOGY.EDUCATlON FACILITIES .GUlDELJNES

The Planning Committee for a NewSchool or Major Renovation

The planning committee is a collection of peoplewith diverse interests and expertise. The planningcommittee plays a key role in the decision makingprocess. Although the planning process takeslonger with many persons involved, divergentframes of reference and points of view provide abroad basis for valid decisions. These decisionswill guide the planning and design processes,creating a functional facility.

Planning committees vary in their size andcomposition, but all planning committees shouldinclude at minimum the following:

the superintendent or his/herrepresentativethe local school facilities plannerthe Maryland State Departmentof Education (MSDE) schoolfacilities specialistcontent area supervisorsthe principalteachersstudentsparents

Other members may include:

support services staff, such asfood service, transportation,security, or maintenance supervisorsneighborhood/community membersrepresentatives of othergovernment agencieslocal business/industryrepresentativesproject architect

The local administration insures that educational; programs, budget const, aints, and facilities stan-I dards are incorporated into the project Thefacility planner is usually responsible for coordi-nating the process.

The future users of the facility are represented bythe principal, teachers, students, and supportstaff. For a new facility which has yet to beassigned staff, personnel and students from otherfacilities can substitute. The participation of theusers insures that theory will not overwhelmpractical concerns and provides the insight thatgrows from daily experience.

The technology education teacher or supervisoris a key committee member for technology ed-ucation facilities and must be involved from theonset of the project. This assures his/her partici-pation in the total project and utilizes his/herknowledge and expertise in the formation of bothtechnology education programs and facilities.

The MSDE school facilities specialist participatesin an advisory role. He/she can serve as aresource on national trends, practices acrossMaryland, and state-level standards and refer-ences. The specialist can also serve as a link toother state agencies.

The architect may join the project at its inceptionor after the completion of the educational specifi-

. cation. It is the architect's job to turn the text of theeducational specification into a design and thenproduce two-dimensional drawings and technicalspectfications which will form the contract docu-ments for construction.

For large or complex projects, additional planningcommittee members may come from other gov-ernment agencies, or from the neighboring busi-ness or residential community.

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On a large project, the committee will bedivided into interest area subcommittees. Onesubcommittee will include the technology edu-cation program. This may be a science, math,and technology group, or it may be a technol-ogy education-only group. Careful organiza-tion of subcommittees is critical to encouragecommunication across disciplines. The com-position of the subcommittee itseif shouldreflect the educational philosophy of the pro-gram.

Technology education-related subcommitteesshould be organized to assist and give direc-tion to the general planning committee. Thetechnology education subcommittee mem-bers should be knowledgeable about tech-nology and technology education instruction.They may include technologyeducation teach-ers, MSDE consultants, students, and per-haps community experts. This subcommitteewill define in detail the technology educationfacilities requirements and monitorthe designas it progresses to insure that those needs aremet. They and the members of other subcom-mittees will also define the scope of integra-tion of technology education with otherdisciplines.

The planning committee should be involvedthroughout the entire process of facilitiesdevelopment, although its major impact is inthe planning and design phases. The com-mittee will review the project at major mile-stones. The technology education specialistwill also be involved in the preparation ofdetailed furniture and equipment lists. Spe-cifically, the committee should participate inthe following steps:

Preparation of educationalspecifications

Interpretation of the educationalspecifications for the projectarchitect

Development of alternativeschematic design concepts

Review of schematic design-documents

Review of design developmentdocuments

Post-occupancy evaluation

Educational Specifications

Educational specifications articulate the physi-cal requirements for the project as an out-growth of the educational program derivedfrom national, state and local goals and in-structional strategies. They must be consis-tent with the local educational facilities masterplan and the overall project scope, capacity.and budget as approved by state and localsources. Theywill guide the architect throughthe design and construction of the project.

Educational specifications are a textdocument describing program, educationalactivities, philosophy, and performance ex-pectations for construction projects. They areneeded whether the project involves newconstruction, addition, or renovation. Thecontent of the educational specifications forsmall and large projects should include the

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following:1. Project Rationale

IntroductionThe communitySchool board policiesBelief statementsScope of work, budget,and schedule

U. The Educational PlanCurriculumInstructional MethodsStaff supportTechnology

III. Project Design FactorsSite conditionsBuilding systems

IV. Activity AreasGeneral overviewProgram functions foreach education andservice program in theproject

V. Summary of spatialrelationships

VI. Summary of spatialrequirements (Net andgross square feet)

This outline is taken from Appendix D of theState of Maryland Public School ConstructionProgram Administrative Procedures Guide.The Guide contains further explanation of theintent of each section. The final educationalspecifications document is a record of deci-sions about activities for students, teachers,and administrators, and a description of thespaces required to support such activities.

The completed educational specifications be-come the basis from which the project archi-tect proceeds with the design. They alsoserve as a bench mark for checking theprogress of the project and its responsive-

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ness to the intended programs.

Design

After the educational specification has beencompleted and approved, the architect be-gins to transform it into a design for physicalspace. In designing a facility, an architectstarts with a general, or schematic view of theprogram, and gradually develops a very spe-cific response to the program requirements.The final design product is a setof instructionsfor a contractor, depicting in detail the in-tended facility. Each design phase builds onthe previous work and reflects a dynamicprocess of interaction between the architectand the planning committee.

Pre-Design

When an architect assumes responsibility forn the design project, he/she assumes a set ofrequirements. The foundation of these arethe educational specifications, but additionalrequirements are building codes, safety/envi-ronmental regulations, local/state standardsand procedures, constraints imposed byfu nd-ing, and existing conditions. Often a prelimi-nary meeting is held to identify and clarify theproject requirements and to interpret the edu-cational specifications as needed for the con-sulting architect. The planning committee,the MSDE school facilities specialist, and thearchitect should be present. When renovat-ing an existing building, it is useful to hold thepre-design meeting at the school.

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..;.T.ECONCLOGY EDUCATION 'FACILITIES ''QUIDELI NE

Schematic Design

The schematic design phase develops two ormore preliminary site and building designsolutions, each meeting majorprogram goals.Schematic designs are conceptual and de-rive from requirements set forth in the educa-tional specifications and good architecturaland engineering practice. After evaluatingalternatives, the planning committee selectsone solution which the architect refines througha process of review and revision lastingseveral weeks.

The planning committee for an entire schoolshould monitor the schematic design closelyfor overall relationships between technologyeducation and other disciplines and for therelationships among technology educationspaces. Within the technology educationspaces, there should be an indication that anappropriate layout can develop from the spaceand proportions provided, although a detailedplan will not be available yet. If the project isfor technology education areas only, largescale Plans showing furniture and equipmentshould be available at the schematic phase.

If the project entails the renovation of anexisting facility, the architect should convey athorough understanding of the existingsystems and conditions within which the reno-vation will take place. Formal evaluations ofcode, existing mechanical and electricalcapabilities, and other underlying conditions,if not done prior to this phase, must becompleted now.

It is important to develop more than onescheme in order to fully explore alternatives.Each scheme should openly present prosand cons so that the planning committee can

properly evaluate trade-offs and Norities. It

may be helpful to hold schematic designmeetings away from the existing building ifcommittee members find their imaginationstoo limited by what they know. At its best, theschematic design process advances theproject by bringing the educational specifica-tion into graphic reality and by providing avehicle for inputfrom the educational commu-nity. It is important for the committee mem-bers to carefully evaluate the designs and toprovide constructive criticism when needed.It is easiest to make changes early in thedesign. Compromise is often necessary tobalance competing requirements, such asthe need for ample space versus the limits ofa fixed budget.

After the planning committee accepts a sche-matic design it will be submitted for formalreview at the local ar.d then the state level.Sometimes more than one submission isrequired before all approvals are given.

Design Development

During the design development phase, thebasic elements, articulated in the schematicdesign phase are developed and fine-tuned.The building's footprint and individual roomdimensions are finalized; fixed furnishingsand equipment are located; construction de-tails are begun; utilities and systems are

, developed and located; and all aspects of theproject take on greater depth and sharperfocus.

The planning committee has an importantrole at this phase because design develop-ment represents the first opportunity to getinto the details of the design and may be thelast practical opportunity to make substantial

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f.M:SIDE,... TECHOLOGY,EDLIcATION -FACiLiTI ES -GUIDELINES

changes in the project. For technology edu-cation facilities, attention to detail is critical.Building upon the approved schematicdesign, the architect will present the flnalizedsize and relationships of spaces, and thelayout of bulletin boards, cabinets, worksta-tions and equipment. Plumbing, heating,ventilation, cooling, lighting, electronic com-munications, and power systems are devel-oped. Safety systems are incorporated.

Design development is a critical time to con-vey to the architecture and engineering de-sign team the spectficfumiture and equipmentrequirements including type, manufacturer,electrical accessories, etc. It is also a goodtime to discuss finish requirements and de-tailed storage requirements. Movable equip-ment and furnishings, although nottypically funded and installed duringconstruction, should be shown on designdevelopment drawings to convey thearchitect's understanding of the layout,circulation, and other design considerations.

Cost estimates, energy analyses, and otherdata are presented during design develop-ment. This phase, like schematic design, willbe formally reviewed at the local and statelevels.

Construction Documents

During the construction document phase, thearchitect produces detailed documentS whichwill form the contract for construction. Theprimary documents are construction draw-ings and written specifications. All systemsand elements will be fully described, includingdemolition, site work, structural work, roofing,doors, windows, finishes, equipment, plumb-ing, heating and cooling, fire protection, light-

ing, power, and electronic communications.A detailed cost estimate will be prepared.

During this phase, the design should reflectthe decisions made by the architect and the

1 planning committee. If substantial changesto the design originate outside of the planning

1 committee, they should be brought to the key' decision makers of the general committee for

evaluation and acceptance. The technologyeducation specialist continues to advise onspecific concerns as they arise.

When the construction documents are corn-plete, they will be reviewed at the local level.Locally approved documents will then bereviewed at the state level. Once approved,the project can be bid for construction.

Construction

During the construction of the facility, plan-ning committee involvement is minimal, lim-ited to color selections or other minor input.Significantchanges to the project are unusualduring construction, but do sometimes occurdue to unforeseen problems. Changeswhichaffect the technology education program in asubstantive way should be brought to thenotice of the technology educationsupervisor.

If the project is the renovation of an existingfacility, construction may be phased so that

, the school continues to operate while renova-tions take place. If this occurs, coordination

, will be necessary between the facilities plan-, ners and the school staff to vacate areas onschedule and to isolate areas under construc-tion. In general, school staff should bring anyproblems or concerns to the attention of the

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school system's facilities planner rather thantrying to resolve issues directly with the con-tractor.

Installation of Furnishings andEquipment

Once the construction is substantially com-plete, furnishings and equipment are installed.Some components may be installed underthe general contractfor construction, but theremay be independently contracted vendorsand school system personnel involved, aswell. Careful planning is required to coordi-nate responsibilities which typically includeproviding, installing, testing, and balancingequipment. All warranties, operating manu-als, training, and servicing of new compo-nents and systems must be obtained.

Occupancy and Post - OccupancyEvaluation

Once construction is complete, the staff canmove into the facility. Provision for training inoperating new equipment and systems shouldbe made before the students anive. Mainte-nance personnel should become familiarwithany new materials or finishes and their re-quirements, as well as with mechanical sys-tems. Staff should note any questions andnotify their facilities office of any problemsencountered. It is best to correct problemsbefore the final payments have been madeand while components are under warranty.

A post-occupancy evaluation can be an in-valuable learning tool. Typically, a teamwould visit the facility in the second year ofoccupancy. A checklist forms the basis of theevaluation, but there should be provision forcomments from users. The facilities plannerswill use this information to revise local stan-dards. The next planning committee willbenefit from the information.

b

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MSDE TECHNOLOGY EDYCATION FACILITIES GUIDELINES

Chapter 3The TechnologyEducation Program

Elementary School TechnologyEducation

The purpose of technology education in the el-ementary school is to develop the students' aware-ness of technology. The technology educationprogram is not a stand-alone curriculum, butrather is integrated into other subjects. It rein-forces basic learning through hands-ontechnology-related activities such as technologyinvestigations, technology challenges, andproduct development.

In elementary school, students will:

become aware of the evolutionof technology.become aware of the utilizationof technology to meet humanneeds and desires.become aware of the socialimpacts of technology.learn safe work habits.use tools and materials tofabricate devices to solveproblems.utilize wdtten and oralcommunication skills.develop cooperative workhabits.develop problem-solving skills.

Middle/Junior High School TechnologyEducation

Technology Education at the middle/junior highschool level is characterized by the term

"exploration." At this level, students shouldbe involved in broad, introductory experi-ences in communication, construction, manu-facturing, transportation, and bio-relatedtechnologies.

In middlefjunior high school, technologyeducation students will:

define technology.explore technology systems.utilize a problem-solvingstrategy to solve technology-relatedproblems.develop a positive self-mage bymeeting success in hands-on-experiences.develop skills in the safe use andoperation of basic tools, machines,materials, and processes of tech-nology.identify their individual talents, abili-ties, and interests in technologicalfields.develop cognitive (mental),psychomotor (physical), andaffective (ethical) problem-solvingskills by researching, designing,producing, operating, and analyzingtechnology systems.identify various technology-relatedcareers, the opportunities in thesefields, and their education require-ments.experience the organization andmanagement structure of industry.appreciate the nature of technologyand its impact on the individual,society, and the environment.work collaboratively to solvetechnological problems.

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MSDE TECHNOLOGY EDUCATION FACILITIES.GUIDELINES 1994'

High School Technology Education

All high school students are required to earnone credit in technology education through anexperience that develops general technologi-cal literacy. These courses enable studentsto achieve the eight educational outcomesidenttfied in Chapter 1. In addition, many highschool students will take advanced technol-ogy education courses. The scope of thesecourses is more narrow than the initial highschool course, allowing students todevelop more advanced skills and deeperunderstandings of selected technological sys-tems or processes. The learner outcomes fortechnology education remain the basis forthese advanced courses with one exception.The first learner outcome states that studentswill demonstrate knowledge and skills regard-ing "diverse" technology systems. Advancedtechnology education students willdemonstrate knowledge and skills regarding"selected" technology systems and ,

processes such as engineering design,technology assessment, and research andexperimentation.

Teaching/Learning Strategiesand LaboratoryRequirements

The teaching/learning strategies provide theexperiences that enable students to achievethe learner outcomes for technology educa- .tion. They require students to design, con- !struct, test, analyze, evaluate, measure, solveproblems, plan, calculate, research, investi-gate, and report. Five teaching/learning strat- !

egies have proven effective in producing thedesired outcomes. They are:

Technology ChallengesTechnology InvestigationsModular Technology ActMtiesProduct DevelopmentResearch & Experimentation

Technology Challenges

Strategy

The technology challenge teaching/learningstrategy is designed to develop problem solv-ing skills. It incorporates both the explicitteaching of problem soMng and laboratorypractice. The explicit teaching of problemsolving is based on a conceptual model thatprovides a structure for solving problems. Anexample of such a model follows.

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Steps in Problem Solving

RESOURCES

INPUT® Define Problem

Set Goals ordesired results

PROCESS© List possible ways

to solve the problem® Select the best solvtion® Carry out the

chosen solutione Make changes

and adjustments

OUTPUT

FEEDBACKLOOP

© Monitor observe or test results© Compare actual results with

desired results

The practice of problem solving by students isgreatly enhanced in a laboratory setting. Stu-dents can engage in multi-sensory leamingthrough hands-on involvement by transform-ing their ideas into tangible materials using avariety of resources in the problem solvingprocess and gaining feedback by testing so-lutions to problems.

It is important that the explicit teaching ofproblem solving and the laboratory practice ofproblem solving should not be phases ofleaming isolated from each other. Teachersneed to cause students to reflect on and applywhat they have learned in a formal class

setting while they are practicing in the lab.Likewise, teachers need to causestudents to reflect on their laboratoryexperiences to understand the more explicitteaching about problem solving.

Laboratory Requirements

The technology challenge teaching/learningstrategy is most effective in a laboratory thatenables a group of students to function as adesign team. This involves work areas wheretwo to six students can work together comfort-ably with some degree of privacy to brain-storm, do research, and produce preliminary

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[VISDE TECkNOLOGY EDUCATION FACILITIES GUIDELINES

sketches of problem solutions. At the highschool level, graphics facilities (computer ordrawing board) may be required to produceworking drawings and other illustrations. It isalso desirable to have a resource area net-worked to the school media center wherestudents can access books, computer databases, cd-roms and videos.

A fabrication area for converting ideas intoprototypes may include equipment to pro-cess wood, metal, and plastic. The range ofmaterials to be used and the amount of spacethat can be devoted to fabrication will influ-ence the sophistication of prototype develop-ment. It is desirable in all teaching/learningstrategies for students to maintain a highstandard of quality in their work. This areamay also contain testing apparatus neededto evaluate the problem solutions. Sincemany technology challenges require studentteams to produce devices, adequate, securestorage areas are required.

The technology challenge teaching/learningstrategy is most successful in a laboratory

that provides flexibility for the instructor torearrange furniture and equipment to bestfacilitate the wide range of tasks inherent inthis activity.

Technology Investigations

Strategy

The technology investigation teaching/learn-ing strategy provides a way for students tolearn about technology in the context of acentral theme. The central theme may bestated as a title or as an open-ended ques-tion. Students engaged in a technology in-vestigation will choose and investigate aparticular technology system or topic whichrelates to the central theme. Student knowl-edge and understanding of the central themeis gained through their own inquiry into sub-elements of the theme and through informa-tion shared by classmates about ott*rsub-elements. This teaching/learning sfrat-egy may stress individual and/or collabora-tive stut involvement in the learningactivities.

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If the central theme relates to technologysystems, the kinds of information studentsinvestigate can be standardized with onlyoccasional exceptions. For a wide variety oftechnologysystems, students can investigateits origin and development, its functioning, itsuse in solving problems to meet needs andextend human capability, its impact on peopleand the environment, and its applications ofscience and mathematics. The students' in-vestigations lead to the production of devices,models or other audio-visual aids that helpthem communicate to others something ofsignificance about their chosen systems.Written and oral reporting about the chosen

technology system are significant parts ofstudent experience in the technology investi-gation teaching/learning strategy.

Some examples of central themes for inves-tigating technology systems are presentedbelow.

Technology Around UsTransportation Of TheFutureSpace ExplorationThe Development Of Toolsand MachinesHow Doel-, TechnologyShape Our Lives?

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What Are Our EnergyAlternatives?Inventors Around The WorldTechnology AssessmentFor Shaping TheFutureWhat inventors belong tomy culture?

Technology investigations-are rich in oppor-tunities for developing an awareness of thediverse nature, impacts, and evolution oftechnology in a multicultural society. Theyare also ideal for developing research andcommunications skills.


The technology investigation teaching/learn-ing strategy is most effective when carried outin a laboratory environment. The laboratoryshould incorporate areas for research, reportwriting, designing and producing audio-visualaids/models, and for presentations by

1

students to their classmates. Displays andvideo recordings serve this strategy by en-abling students to share the products of theirlabors after their formal presentation is com-pleted.

Fabrication areas for producing models andother visual aids should include basic toolsand materials. A graphics area is useful forproject topics that are best demonstratedthrough photographs, diagrams, charts, andgraphs. Storage for large graphics isessential.

Modular Technology Activities

Strategy

The modular technology activity strategy al-lows the student to interact with specific tech-nology systems that are not avaHable inquantitiesforwhole-dass instruction. Througha rotation process, students can work with awide variety of technologies that can bechanged or updated as technology changes.

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MSDE TECHNOLOGY EDUCATION FACILITIrS GUIDELINES

NM I I I a

The modular technology actMty teaching/learning strategy involves the use of self-contained stations where one or two stu-dents spend from 3 to 20 days studying aspecific technology. The modules are highlystructured, self-paced instructional packagesthat include a variety of resources and media.The teacher provides an overview and in-struction before students use the modules.At the stations, direction is provided throughcomputer software, videos, and written in-structions. Hardware and materials neededforcompletion of the activity are also includedin the package. The teacher acts as a

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resource person and facilitator to assure thatstudents are successful in their endeavors.

Some examples of modular technology activ-ity packages are computer animation, audiocommunications, robotics, lasers, pneumat-ics, alternative energy systems, space sys-tems, electronics, computer control andaeronautics.

Each module has a step-by-step curriculumthat includes topics such as career exolora-tion, interdisciplinary linkages, and soci,:d andenvironmental impacts. Students use ck.,m-puters, VCRs, TVs, and a variety of reading

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materials to accomplish specified objectives.They are required to use their skills in math-ematics, social studies, and language arts tocomplete daily assignments. Completion of adaily learning log, periodic reading assign-ments, and formal presentations that includevisual aids may be incorporated into the modu-lar activity. Assessment is an on-going pro-cess that is the responsibility of both thestudent and the teacher. The objectives forthe activity may include the development of aknowledge base, skills related to the specifictechnology being utilized, and more generalskills in the areas of problem solving, dataacquisition, and reporting.


The modular activity teaching/learning strat-egy requires the placement of furniture tohouse the modules. In addition, utilities suchas electric power and compressed air may beneeded at some stations. The layout of themodular technology activity area should pro-vide easy supervision and student move-ment. Since students will be spending longperiods of time at specific stations, the furni-ture should be comfortable and the workspacelarge enough for some movement within thearea. Many modular activities require stu-dents to construct solutions to technologicalproblems. It is important to include somefabrication capability adjacent to or in thisarea.

Product Development

Strategy

The product development teaching/learningstrategy involves students in the processes ofdesign, development, and production. Prod-

ucts may be developed by individuals, smallgroups, or large groups. Although typicalproducts are functioning devices or struc-tures, they may take the form of an audio-visual production, publication, photographicstory, or model. Some examples of function-ing devices or structures are:

games or toys for childrenhousehold products (cutting boards,clocks, lamps, etc.)school products (locker organizers,bookbags, etc.)clothingoutdoor products (bird feeders plantcontainers, decorations, etc.)sports equipment

Students identify a need or desire that can besatisfied through the development of a prod-uct which meets criteria developed by theclass. The products of this teaching/learningstrategy may be marketed, donated to chari-table organizations, or distributed within theclass. Some examples of criteria are that theproduct or process will:

reflect favorably on the school.incorporate resources available tostudents.require the development of sched-ules.require student inquiry to gatherinformation for design and develop-ment.enable students to assume variousroles in design, development, andproduction phases.incorporate student evaluation ofthe development process.

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If the product is a device or structure thecriteria might include the design and fabrica-tion of specialized tools to facilitate high vol-ume production. This phase providesopportunities to incorporate the problem solv-ing model. The design phase of this teaching/learning strategy provides opportunities forstudents to express ideas in graphic formsincluding sketching and technical drawing.After selection of several possible designs,students construct mock-ups or prototypes.These are evaluated and tested by the groupto see if they meetthe stated needs and if theycan be produced in large numbers.

With the selection of a design, the studentsassume the roles of production planners.They develop special tooling, materials han-dling devices, flow charts, facility layout draw-ings, an inventory management system,quality control plans, and time schedules. Allof these elements are tested and evaluatedby the group before the production phase.

With the production planning Gompleted, thestudents play the roles of managers andproduction workers, both making decisionsand carrying them out. The production sys-tem is then employed to create the specifiednumber of products.

If the product is a video production, publica-tion, photographic story, or model, a similarlyappropriate design process will be developedby the students.

The product development teaching/learningstrategy provides opportunities for students togain an understanding of how the products weenjoy in our everyday lives are prouuced. Itenables students to assume a variety of rolesrelated to the manufacturing process and

demonstrates the importance of ingenuity,i creativity, and quality control.


If the product in this teaching/learning strat-egy is made from wood, metal, or plastic, thelaboratory should provide adequate spaceand equipment for the design and fabricationof fixtures to support high volume manufac-turing and the use of tools capable of highlevels of accuracy. Permanently securedmachinery such as universal saws, drillpresses, and planers are best for these pro-cesses. These machines may be computer

I controlled. Many products will involve finish-, ing, so some provision for the safe use ofpaint, lacquers, varnishes, etc. should beincluded in the laboratory design.

Another type of product development involvescreation of graphic and presentation materi-als. Videos, photo stories, newsletters, hand-books, and audio recordings are examples of

' products. These activities are best facilitatedin a laboratory that contains a wide variety oftechnologies. Computer graphics software,

; darkrooms, drawing areas, video studios,, and audio-visual production areas enablestudents to produce high-quality productsabout technological issues. Such a labora-tory can serve the whole school.

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MSDE TECHNOLOGY EDUCATION FAalLiTIES GUIDELINES

Research and Experimentation

Strategy

The research and experimentation teaching/learning strategy. is a student-centered ap-proach that focuses on student interests anda scientific approach to problem solving. It

utilizes systematic procedures in identifyingproblems, asking questions, gathering data,analyzing results, and drawing conclusions.

Research and experimentation is a special-ized problem solving strategy used to studysome object, process, or application that is ofparticular interest to the individual. An ex-ample of a research and experimentationstudy is the examination of promotional state-ments made about consumer products suchas oils, paints, abrasives, soaps, fabrics, orpreservatives. Other topics might be thedesign and construction of airfoils or the ef-fects of corrosion on certain metals.

Research seminars are an important part ofthe reporting and communicating processused in this teaching/learning strategy. Theseminar enables students to share their re-search questions and provides opportunitiesfor classmates to contribute to the efforts ofothers. The challenges and questions raisedin the seminarsharpen the work of the studentpresenting information. Students learn abouteach others studies. The seminar also pro-vides opportunities for students to improvecommunication skills and to gain recognitionfrom peers for quality work.

1 Laboratory Requirements

The research and experimentation teaching;learning strategy is most effective when car-ried out in a laboratory that includes a varietyof tools and equipment. This enables stu-dents to design, construct, analyze, com-pare, and generalize on the basis of systematicinquiry. Facilities should provide a wide rangeof material processes, including wood andmetal machining, drawing, assembly, heattreating, and fabrication. Specific researchapparatus such as microscopes, balances,scales, presses, structural analyzers, windtunnels, and a refrigerator should be avail-able.

Computers with graphics capabilities, draw-ing equipment, and other educational tech-nology are required for the development ofreports and the sharing of information.Storage space, test benches, gas, air, por-table ventilation, floor drains, large sinks.light-control areas, and a networked com-puter research and design area are neededto fully implement this program. A seminarsetting, including tables and chairs arrangedfor optimum interaction between students, iscritical if students are to share their findingswith other students.

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Chapter 4Technology Education FacilitiesDesign

Overview

Laboratory design must accommodate andfacilitate the teaching/learning strategies thatenable students to achieve the learner out-comes for technology education. Clearlyidentifying functional areas within the labora-tory helps both students and visitors under-stand the nature of technology educationactivities. Technology education facilitiesshould be adjacent to mathematics andscience areas to support interdisciplinarystudies. The technology education labora-tory should include the following areas:

Classroom seating areaSmall group meeting areaDesign areaResearch areaModular instructionalactivities areasDynamic testing areaProd uctiontfabrication area

Support spaces necessary for technologyeducation include:

Teacher office spaceMaterial storageProject storageFinishing area

The arrangement and size of these areas willvary based on the educational program con-tent, the grade level, enrollments, staffing andthe space available. While each area isdescribed separately in this chapter, the floorplans included at the end of the chapter,illustrate likely combinations and multiple usesof space in the middle and high school labo-ratory.

Space requirements are shown in net squarefeet (nsf).

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'MSDE TECHNOLOGY EDUCATION FACILITIES GUIDELINES

The Technology Education Laboratory

INPUTProblem,Need orDesire

PROCESSCombinesResources

to getResults

Classroom Seating Area

OUTPUTResultsof the

Process

Activities:Students assemble in this area at the begin-ning of each class session and work on warm-up activities while the teacher attends toadministrative chores such as taking atten-dance. The classroom seating area providesa comfortable environment for teacher-leddiscussions, demonstrations, and student pre-sentations. It is used at the end of each classsession to summarize and bring closure to theday's activities. This designated meetingarea provides the structure needed for effi-cient learning and control of instructionalmaterials.

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Users:24-28 students, predominately in whole classgroupsTeacher.

Space:600-700 nsfAllow approximately 25 nsf perstudent, seatedat Lobles, including a teaching wall and ateacher demonstration table. Provide exteriorwindows for natural light and views outside.Provide 9' 6" minimum ceiling height to allowgood visibility of projected images.

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Spatial Relationships:This area may be combined with research,design, dynamic testing, and modular in-structional activities and/or small group areasin a large laboratory. Ideally, production/fabrication, finishing, storage and teacheroffice spaces would be in separate, but adja-cent rooms.

Acoustics:This area must be suitable for teacher-leddiscussions, student presentations, viewingvideos, and reading. It should be isolatedfrom noisy equipment ranging from powertools to computer printers.

Display:Chalk and/or dustless markerboards, a pro-jection screen, video monitor, and easels willbe used for instruction and demonstrations.Photographs, posters, newsprint and wallcharts will be exhibited on tackboards andwall surfaces. Studentwork, models, samples,and completed projects will be displayed onopen or glass enclosed shelves.

Storage:Audio-visual (AV) equipment, such as televi-sions, video projectors, overhead projectorsand liquid crystal display (LCD) panels forcomputer images, should be securelymounted or locked in place after use. Teach-ing supplies such as markers, erasers, tacks,tape, magnets, should be readily available.Some demonstrations will be prepared inother areas and brought into the classroomon carts. Students must store bookbags andnotebooks. Under seat racks or individualcubbies may be used. Limited textbookstorage is required in the room.

Surfaces:Wall, floor, and ceiling surfaces should bedurable, easy to maintain, and if damaged,easy to repair. Ceilings should contributepositively to lighting and acoustic propertiesof the room. Walls should be able to be usedfor display purposes. Provide tack strips orwall surfaces which will accept masking tapewithout damage. Floors must withstand hightraffic and resist damage from water, dirt, ordust which may be tracked in. Low pile carpetmay be used only if a high level of dailymaintenance can be assured.

Furnishings:Provide furniture which is easily moveableand adjustable to accommodate students ofdifferent sizes. Two-student tables are pre-ferred over individual desks or tablet armchairs. Provide student chairs, and a teacherdesk and chair. A demonstration table maybe fixed in place. Provide blinds or shades onexterior windows.

Equipment:Provide a television and video projector, anoverhead projector and a teacher's computerwith projection capability. Either LCD panelsor red-green-blue (RGB) projectors may beused. Moveable carts for equipment providemore flexibility than wall mounted brackets.

Mechanical:Provide a classroom sink for clean up or usein demonstrations. Provide a heating, ventilat-ing, and air conditioning (HVAC) system foryear-round comfort. Address generated heatin system design if this area is combined with

! the modular instructional activities area andcontains numerous computers.

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MSDE TECI-NOLOGY EDUCATION FACILITIES ..G.L.J,IDELINES

Electrical:Provide power outlets at the front and back ofthe room for projectors. Provide outlets andconnections for computers, cable television,etc., at the front. Provide general purposeoutlets for display and demonstration areas.Provide uniform, glare free lighting, conve-nient access to switches, and lighting levelcontrols such as dimmers or on/off switches

for portions of the room. Computers may belinked to the school network or stand-alone.Provide intercom system, preferably usingtelephone handsets, to connect the room tothe office, media center and other classroomswith options for outside lines. The electroniccommunications must be linked to the schoolnetwork which may include satellite dish re-ceiving equipment, cable television feeds,and distance learning broadcasts.

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Small Group Meeting Area

Activities:Students working collaboratively utilize thisarea to brainstorm solutions to technologicalproblems, selectoptimum solutions, plan work,and review and refine solutions. It may alsoserve the school generally as a meeting/seminar room. It may be assigned to a singleproject team for several weeks.

Users:Groups of 2 to 10 students, or a 20 personmeeting room

Space:80 - 400 NSFAllow a minimum of 20 nsf per person but notless than 80 nsf per space. When a separateroom is provided, include vision panels intothe classroom to allow visual supervision.Provide exterior windows for natural light andviews outside.

Spatial Relationships:This area may be formed by rearrangingfurniture within the classroom seating area. Ifa separate room is provided, a separateentrance to a main corridor will encourageshared use of this space by other teachersand students for interdisciplinary projects.

Acoustics:The area must be isolated from distractingnoises of larger class groups and productionareas. It must be suitable for small groupdiscussion, reading and viewing.

Display:Tack, chalk and/or dustless marker boards, aprojection screen, video monitor, and easelswill be used for collaborative work efforts andmeetings. Photographs, posters, newsprint,and wall charts will be mounted on tack andwall surfaces as work evolves.

Storage:Since this space will be used by numerousdifferent groups, permanent storage is limitedto supplies such as markers, erasers, tacks,tape, and magnets. AV equipment should besecurely mounted or locked in place after use.If assigned to a single group for a long term

. project extending overseveral days orweeks,materials may be stored and locked in theroom.

Surfaces:Wall, floor, and ceiling surfaces should bedurable, easy to maintain, and If damaged,

' easy to repair. Ceilings should contribute, positively to lighting and acoustic properties

of the room. Walls should be able to be usedfor display purposes. Floors must withstandhigh traffic and resist damage from water, dirt,or dust which may be tracked in. Low pile

i carpet may be used only if a high level of daily! maintenance can be assured.

Furnishings:Provide blinds or shades on exterior win-dows. Interior vision panels should not becovered to allow visual supervision from theadjacent classroom. Provide table(s) andchairs to seat a maximum of 20 persons.

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Equipment:Items may be permanently assigned to thisroom or brought in as needed. Equipmentmay include, television/video projectors, over-head and/or slide projector(s), an easel fornewsprint pads, one to four computer work-stations, and a projection screen.

Mechanical:Provide a HVAC system for year roundCOmfort.

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Electrical:Provide power outlets at the front and theback of the room for projectors. Provideoutlets and connections for computers andcable television, etc. Provide general pur-pose outlets on all walls. Provide uniform,glare free lighting, convenient access toswitches and lighting level controls. Link thisarea to the school electronic communicationsnetwork, computer network, intercom andP.A. system.

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MSDE TECkNOLOGY EDUCATION- FACILITIES GUIDELINES

Design Area

ActMties:The design area provides students with thetools and equipment needed to translate theirideas into working drawings. Depending onthe level of the program, the design area maybe a designated area for mechanical drawingand computer aided-drawing (CAD), one ofthe modular instructional activity stations, or itmay be anotheractivity accomplished at tablesin the classroom seating area.

Users:4 to 12 students, often working in two personteams.Teacher

Space:Allow 50 nsf/student for drafting tables. Allow75 nsf/student or 150 nsf for each two-personCAD station. Provide exterior windows fornatural light and views outside.

Spatial Relationships:This area may be combined with classroomseating or modular instructional activities. Itshould be convenient to production/fabrica-tion area. Provide direct access to a maincorridor to encourage shared use by otherteachers and students for interdisciplinaryprojects.

Acoustics:This area must be suitable for teacher-leddiscussions, student presentations, viewingvideos, and independent work by students. Itshould be isolated from noisy equipment.

Display:Chalk and/or dustless marker boards, tack

surfaces for wall charts, projection screens,televisions, and computer displays will allbe used for instruction. Student drawings,renderings and models will be presented andexhibited. Provide open and enclosedshelving of various widths.

Storage:Provide drawers/bins/cabinets for draftingequipment and materials. Provide flat files forlarge drawings and cabinets for packs androlls of printer and drawing paper.

Surfaces:Wall, floor, and ceiling surfaces should bedurable, easy to maintain, and if damaged,easy to repair. Ceilings should contribute todesirable lighting and acoustic properties ofthe room. Walls should be able to be used fordisplay purposes. In CAD areas, wall sur-faces should be matte finish. The colorselected should provide contrast with themonitors to lessen eye strain. Floors mustwithstand high traffic and resist damage fromwater, dirt, or dust which may be tracked in.Because of the use of traditional draftingmaterials - graphite, ink, drafting powder, anderasers in this room, carpet is not recom-mended unless a high level of daily mainte-nance (daily vacuuming and immediate spotremoval) is assured.

Furnishings:Provide 4 - 6 CAD student workstations and/or 2 - 4 maximum student drafting tables andstools. Provide cabinets and flat files fordrafting equipment, drawing papers, sup-plies, and large drawings. Provide open andenclosed shelves for display of models. In-clude some shelves 2-3 feet wide. Provideblinds or shades for exterior windows.

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Equipment:Provide 4 - 6 CAD systems, q teacher's CADsystem with projection capability and 1plotter.

Mechanical:Provide HVAC for year round comfort.

Electrical:Provide surge protected power for comput-ers, printers, projectors, etc. Provide uniform,glare-free lighting overall. At drafting tablesprovide 100 foot-candles (FC) for drawing.Computer aided drawing requires glare free

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illumination of the screen and much lowerlighting levels (50-70 FC). Selection andplacement of lights is critical to eliminateglare. Link this area to the school's electroniccommunications network.

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Research Area

Activities:Information resources required for solvingtechnological problems are available in the ;

research area. This area contains printed andelectronic materials such as books, videotapes, laser discs, and computer-based infor-mation networks. These materials are bestutilized when a separate, quiet area isprovided for research activities.

Users:1 - 6 students at a time, as individuals or insmall groups.The teacher will also use this area for classpreparation and advising student research-ers.

Space:Allow 25-30 nsf/student, but not less than 100nsf per space. Provide windows for naturallight and views outside.

Spatial Relationships:This area may be combined with classroomseating, small group meeting, design, and/ormodu lar instructional activities areas. It shouldbe convenient to the teacher's office.

Acoustics:This area should be a quiet area suitablefor individual reading, notetaking, study,listening, and limited conversation.

Display:Instructions on use of computer networkand research materials may be displayed.Limited tack space is required.

Storage:Provide open and closed shelving forbooks, notebooks, periodicals, journals,video tapes, computer disks, laser disks,etc. All storage must be clearly labeled.Some storage should be lockable.

Surfaces:Wall, floor, and ceiling surfaces should bedurable, easy to maintain, and if damaged,easy to repair. ceilings should contribute todesirable lighting and acoustics properties ofthe room. Floors must withstand high trafficand resist damage from water, dirt, or dustwhich may be tracked in. Low pile carpet maybe used if a high level of daily maintenancecan be assured. Provide blinds or shades forexterior windows

Furnishings:Provide individual study carrels or tables andchairs for computers, video monitors, etc.Provide open and closed shelving units withadjustable shelves Provide reference tablesand chairs, if space allows.

Equipment:Provide at least one computer with modemand telephone line connection. Provide ac-cess to television, video projectors, laser diskplayers, and a facsimile machine.

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Mechanical:Provide HVAC system for year round comfort.

Electrical:Provide surge protected power for equip-ment. Include task lighting for reading atstudy carrels and reference tables. Provide

uniform, glare free lighting with special atten-tion to computer research stations to ensuregood visibility of the screen. Provide com-puter network connections linked to theschool's electronic communications system.

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Modular Instructional Activities Area

Activities:Modular instructional activities areas containtwo-person work stations where studentsdevelop knowledge and skills related to fun-damental technologies, such as mechanics,electronics, and fluidics, or where they ex-plore selected applications of technology suchas computer animation, audio communica-tions, robotics, lasers, alternative energy sys-tems, space systems, computer control andaeronautics.

Users:24 high school students24 - 28 middle school studentsTeacherTypically, students in two-person teams ro-tate through all modulars over the course ofmany weeks. Some students will workindividually at a particular station for indepen-dent research or testing.

Space:1080 - 1260 nsf typicalAllow 45 nsf/student or 90 nsf for each twostudent modularworkstation. A limited middleschool program may include only 6 - 8 modu-lar stations. Provide windows for natural lightand views outside. Interior finishes and furni-ture should present the image of a clean,professional workplace.

Spatial Relationships:Modular workstations may be in a separateroom or may be combined with classroomseating, research, design, and/or dynamictesting areas. They should be convenient tothe teacher's office, production/fabricationarea, small group meeting area, and project

storage. Direct access to a main corridor willencourage use by students and teachersfrom science, mathematics, or other depart-ments.

Acoustics:This area should be suitable for work by pairsor individuals, with the teacher serving as acoach to provide darifications/assistancewhen needed. Several different video tapesor instructional computer programs with soundwill be running at the same time. Overallnoise level must be quiet enough to allowteams to focus on their module.

Display:Each module will include a computer andvideo monitors, and other electronic devices.Wall charts and posters will be used. Smallmodels or components may be displayed.

Storage:Each module includes an instruction manualand student notebooks, small componentsfor assembly and testing, and vid, o tapes,computer disks and CDs. Some pertinentreference books are also required. Studentwork in process must also be stored. Providedrawers, open and enclosed shelves andcases for disks and tapes.

Surfaces:Wall, floor, and ceiling surfaces should bedurable, easy to maintain, and if damaged,easy to repair. Ceilings should contribute todesirable lighting and acoustic properties ofthe room. Walls should be able to be used fordisplay purposes. Glare and high contrastwith computer screens should be avoided.Floors must withstand high traffic and resistdamage from water, dirt, or dust which may be

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tracked in. Low pile carpet may be used if ahigh level of daily maintenance can beassured.

Furnishings:Workstations are to include writing surface,keyboard, monitor reference/worktable, draw-ers for components, shelves forstudent note-books and reference books, two-studentchairs/station-ergometrically designed.

Equipment:Each station will include, a modulartechnology panel connected to a CPU with akeyboard and a monitor with video disktechnology.

Mechanical:Provide HVAC for year round comfort.Address computer generated heat in systemdesign.

Electrical:Provide surge protected power for equip-ment. Provide the ability to vary lightinglevels. Overall, provide low level glare-freelighting suitable for work on monitors and tasklighting over work surfaces for assembly ofsmall components. Link this area to theschool's electronic communications network.

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Dynamic Testing Area

Activities:The testing of student constructed prototypesis an ongoing activity in the problem solvingprocess. Easy access to testing apparatusand equipment facilitates the refinement ofdesigns. Structural analyzers, wind tunnels,and electronic test equipment all interfacedwith computers are located in the dynamictesting area.

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Users:24 studentsTeacherStudents will work as individuals, in pairs,small teams or whole class groups. Schooland/or outside visitors may also be present towitness tests and demonstrations.

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Space:100 nsf minimum.Provide windows for natural light and viewsoutside. Provide open area, free of columnsor floor obstructions, to accommodate testequipment, such as small wind tunnels onmoveable carts, broughttothe area as needed.Some tests will require a long and narrowspace approximately 7 feet x 40 feet mini-mum. For example, manyclasses use schoolcorridors as race tracks for testing CO2 cars.

Spatial Relationships:The testing area should be combined withclassroom, design, modular instruction, and/or production areas. Some tests may be setup along the edges of other spaces. Othertests require a square space around aparticular piece of equipment with room for anoperator and spectators. Testing is anintegral part of the process and should be anintegral part of the laboratory.

Acoustics:This area must be suitable for small and largegroup discussions. This may be a noisy areaduring spirited competitions. Some isolationfrom research and small group meeting areasis desirable.

Display:Test results will be displayed on monitors, wallcharts, newsprint, etc. Access to tack andchalk/marker boards is required. Access toopen and enclosed shelving for models isrequired. Both successful and failing modelsmay be exhibited.

Storage:Most test equipment will be on easily acces-sible carts or tables stored along the perim-eter of the area when not in use.

Surfaces:Smooth surface flooring such as vinyl tile andlinoleum is preferred. Sealed concrete ismost suitable for moving equipment, settingup various floor tracks, and using water. Lowpile carpet may be used only if a high level ofdaily maintenance can be assured.

Furnishings:Carts and tables for test equipment may berequired.

Equipment:A mobile wind tunnel and other testing/mea-suring devices may be required.

Mechanical:Access to water through hoses, sinks, ortanks is required. Provide floor drains in wetareas. Provide HVAC for year rout id comfort.

Electrical:Provide powerfor equipment, uniform, glare-free lighting and task lighting at equipment asrequired. Link this area to the school's elec-tronic communications network.

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Production/Fabrication Area

Activities:The defining activity of a technology educa-tion program is the opportunity for students totranslate an idea into a three dimensionaldevice or product. To accomplish this essen-tial task, a fabrication area containing tools,machines, and materials is required. Be-cause of the noise and dust produced, it isdesirable to separate this area from otheiareas.

Users:6 12 students,TeacherStudents will work individually or in pairs.

Space:480 - 960 nsfAllow 80 nsf per student. Provide safe oper-ating zones around all tools. Provide 12'ceiling height minimum. Provide windows fornatural light and views outside. Considerproviding high clerestory windows to mini-mize distractions. Except perhaps in middleschool laboratories, the production/fabrica-tion area should be fully enclosed.

Spatial Relationships:This area should be adjacent to the classroomseating area- with interior vision panels toallowsupervision. It should be adjacent to thefinishing, material storage and project stor-age areas. Convenient access forstudents in adult education programs oroccupational completer programs may berequired. Provide convenient, but controlled,access to the rest of the school for use byteachers and students in science, art, drama,or other subjects who may need access to thetools.

Acoustics:Isolate this space from classroom and re-search areas to minimize distractions. Noisymechanical dust control and ventilation unitsshould be located in auxiliary rooms or out-

, side the building.

Display:Safety and instructional posters may be dis-played, but the focus of attention in this areashould be on the safe use of equipment withlittle distracting material.

Storage:Provide safety equipment and hand tool stor-age cabinets. Provide limited material stor-age in bins or racks for small quantities oflumber, plastics, metals and model-makingmaterials, balsa wood, etc.

Surfaces:Provide hardened, sealed concrete, non-slipfloor. Designate operators' zones at ma-

, chines on the floor with tape or paint perfederal and state occupational safety stan-dards. Walls, ceilings, and trim are to befinished with durable, easily cleaned materi-als. A suspended acoustic tile ceiling isacceptable if 12' ceiling height is maintained.

Furnishings:Provide blinds or shades on exterior windows.Vision panels into adjacent rooms should nothave blinds or shades. Include safety equip-ment cabinets, tool storage cabinets, materialstorage racks and work benches with vises.

Equipment:Provide tools to meet curricula, such as tablesaw, joiner, planer, jig saw, drill press,

MIMIMIMIN!

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MSDE TECHNOLOGY EDUCATION FACILITES GUIDELINES

universal saw, scroll saw, grinder pedestal,belt sander, disc sander, lathe, radial armsaw, and spot welder pedestal.

Mechanical:Provide a sink with bubbler for drinking waterand a separate, stainless steel scrub sinkwithhot and cold water, appropriate traps andwaste line for oil, paint, clay, ink, plaster ofParis, etc. Provide a safety shower and eyewash with floor drain. Provide HVAC for yearround comfort, including a dust collection,and exhaust systems to meet ASHRAE

standards. Compressed air systems areoptional in middle school programs. In highschool programs, portable compressed airunits may be run to specific modular stationsor fabrication equipment.

Electrical:Provide power for equipment. Provide aminimum 70 foot-candles of light at benchheight. Higher levels are required whereprecision work is done. Provide uniform,glare-free, shadow-free light overall. Linkthis area to the school's electronic communi-cations system.

Page 38

fECHNOLOGY EDUCATION FACILITIES 'GU[DELINES .

Teacher Office

Activities:The teacher office is home base for the in-structor - a place to review professional refer-ences, do administrative paperwork, preparelesson plans, and talk with other teachers. Itmay also be used as an area to counselstudents and meet with parents or businessand industry representatives.

Users:Teacher

Space:80 - 120 nsfAllow a minimum of 60 nsf per professional,but no less than 80 nsf per space. Providewindows for natural light and views outside.

Space Relationships:Space for teacherplanning should be central-ized in a school to foster blended curriculumand instruction. Frequent contact with teach-ers in other disciplines, particularly science,mathematics and language arts, is importantfor the technology education teacher and theprogram.

If teacher planning areas are decentralizedthroughout the school, the teacher officeshould be adjacent to the classroom seatingarea. It does not have to be fu Ily enclosed, butmust include appropriate space and furnish-ings to be viewed as a professional's worksta-tion.

Acoustics:The office area must be suitable for privateconversations, reading, and concentrating.

Display:Personal photos, certificates, artwork, plants,etc. may be displayed. Small tack and chalkand/or dustless marker boards will be used forplanning and scheduling.

Storage:Class records, lesson plans, lecture notes,reference books, manuals, and journals will

I be maintained in this area. Personal belong-ings (coats, handbags, etc.) must be secure.

Surfaces:Wall, floor, and ceiling surfaces should bedurable, easy to maintain, and if damaged,easy to repair. Ceilings should contributepositively to desirable lighting and acousticproperties of the room. Walls should be ableto be used for display purposes. Low pilecarpet may be used only if a high level of dailymaintenance can be assured.

Furnishings:Provide a professional workstation includinga writing surface, drawers, file space, a com-puter station, access to printer, book shelves,a desk chair, chair(s) for guests, and a coathook or access to a coat rack.

Equipment:Provide a telephone/intercom and computersystem.


Page 39

NISIE3E. TE.CHNdLOGYEDUCATION FACILITIES GUIDELINES

Electrical:Provide surge protected power for equip-ment. Provide uniform glare free lighting withspecial attention given to eliminating glare onthe computer.monitor. Task lighting at writing

surfaces is desirable, 50 foot candles mini-mum. Linkthe office to the school's electroniccommunications 'network. An outside tele-phone line is desirable.

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4,1

I A A

Material Storage

Activities:This area will be used for receiving, sorting,storage of materials (lumber, plywood, plas-tics, metals) for use during the school year onstudent projects.

Users:TeacherThe building manager will have access duringdeliveries. Access by students will be limited.

Space:80 150 nsf12 foot ceiling height minimum.

Spatial Relationships:This area must be convenient for unloadingdelivery trucks. An overhead door or doubledoor may be required. It must be adjacent tothe productiontfabrication area with easy ac-cess to tools for the teacher to use in cutting,large materials into smaller sized componentsfor student use.

Acoustics:No special requirements.

Storage:See Furnishings.

Display:Not required.

Surfaces:Wall, floor, and ceiling surfaces should bedurable, easy to maintain, and if damagedeasy to repair. Floors must withstand hightraffic and resist damage from water, dirt, ordust which may be tracked in.

Furnishings:Provide wall and floor mounted racks andbins.

Equipment:Not applicable.

Mechanical:Provide HVAC for year round comfort anddust control.

Electrical:Provide convenience outlets, 10 - 20 footcandles illumination. A school PA and inter-corn are required.

Page 41

11111W


Project Storage

Activities:This area will provide protected storage ofstudent work in progress (components andpartly assembled pieces) in lockers, cubbies,shelves, or racks.

Users:24 - 28 students per class150 students per teacher

Space:100 nsfLay out to minimize congestion at the startand end of classes.

Spatial Relationships:Locate project storage adjacent to classroomseating, production/fabrication and dynamictesting areas. Project storage may be anextension of these areas or a separate room(s).

Acoustics:This space will be noisy at the start arid endof classes when all students will be in thearea.

Display:Not required.

Storage:See Furnishings.

Surfaces:Wall, floor, and ceiling surfaces should bedurable, easy to maintain, and ff damaged,easy to repair. Consider specifying surfacesto deaden noise. Floors must withstand hightraffic and resist damage from water, dirt, ordust which may be tracked in.

Furnishings:Provide lockers, open cubicles, shelves, bins,and/or racks, to accommodate a variety ofsizes and project types. At maximum accom-modate all students in the program (approxi-mately 150 required) with a 12" x 12" x 12"locker or cubbie. Also provide 24" x 24" x 24"spaces in cabinets or shelves (approximately96 required). Provide storage for rolls ofdrawings and an area for stacking tall objects.

Equipment:Not required.


Electrical:Provide convenience power outlets and 1020 foot candles illumination. A school PA andintercom are required.

Page 42

4 6

MSDE 'TECHNOLOGY EDUCATION FACILITIES GUIDELINES

Finishing Area

Activities:This area will be used for painting, stainingand/or coating products and for storage of .

finish materials.

Users:6 studentsTeacherStudents will work as individuals or in pairs.The teacher will demonstrate and coachtechniques.

Space:100 nsf

Spatial Relationships:The finishing area may be located under ahood in a corner of the productiontfabricaticarea or in a separate room adjacent to theproductiontfabrication area. It should be con-venient to the project storage area. Provideinterior windows to the production/fabricationarea for supervision.

Acoustics:No special requirements.

Display:Instructions and quality standards may beposted.

Storage:Small quantities of paints, stains, etc. will bestored. Brushes, cloths, sponges, and spraysfor application will be used. Finished objectswill be stored in area until dry.

Surfaces:Wall, floor, and ceiling surfaces should beeasy to maintain, and if damaged, easy torepair. Ceilings should contribute positivelyto desirable lighting and acoustic propertiesof the room. Walls should be able to be usedfor limited display purposes. Floors mustwithstand high traffic and resist damage fromwater, dirt, or dust which may be tracked in.

Furnishings:Tool and equipment storage racks and cabi-nets. Appropriate storage cabinets for flam-mable materials are required. Provide dryingracks. Provide work benches. Both perim-eter and free-standing benches with accessfrom four sides are desirable.

Equ:pment:A spray facility is not required in technologyeducation laboratories.

Mechanical:Provide convenient access to clean upsink(s) for cleaning brushes, rollers, etc.Provide an exhaust system to removepainting fumes and minimize dust. ProvideHVAC for year round comfort.

Electrical:Provide convenience power outlets. Anti-spark switches desirable. Provide uniformglare free lighting overall with 50 - 100 footcandles illumination on the bench surface.Provide task lighting such as draftinglamps, at benches to focus light on objectsbeing finished. A school PA and intercomare required.

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4 V

TIMSDE T CHNOLOGY EDUCATION FACILITIES GUIDELINES

Space Summary and Model Floor Plans

Model A B C D E

School Level Middle Middle/ Middle/ High HighHigh High

Number TeachingStations 1 TS 1TS 1TS 2TS 2TS

Capacity 24 28 24 - 28 24 - 28 48 . 48

Laboratory Areas

Classroom Seating 700 in below 600 600 600Small Group Meeting in above in below in above 80 400Design in above in below 100 150 300Research in above in below 50 100 150

Modular Instructional 540 - 720 1260 1080 1080 - 1080 -Activities 1260 1260

Dynamic Testing in above in above 100 100 100Production/Fabrication 640 960 480 960 960

1200

Support Areas

Teacher Office in above 80 80 120 180Material Storage 80 80 80 150 150Project Storage 100 100 100 200 200Finishing in above 100 100 100 100

Total Net 2060 2580 2770 3640 - 4220 -Square Feet 2240 3820 4640

4 8Page 44

:1 411,72;

MSDE TECHNOLOGY EDUCATION FACLLITIES GUIDELINES

Model A

36MODULAR INSTRUCTIONAL

ACTIVITIES / TESTING

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TEACHER PLANNING

Model [3.

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LlTESTING AREAS

MODULAR INSTRUCTIONALACTIVITIES/

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MSDE -CHNOLOGY EDUCATION FACILITIES GUIDELINES

Model C

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Mode! D

PRODUCTION/FASRICATION

MODULARINSTRUCTIONAL

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TESTING PROJECT STORAGE MATERIALSTORAGE

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fl 3

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II FINISHIN

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PROJECTSTORAGE

Page 46


Model E

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TESTING (CI

PROJECTSTORAGE

SMALL GROUP MEETING

RESEARCH

TEACHEROFFICE

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FINISHINGMATERIALSTORAGE

Page 47

MSDE TEeHNOLOGY EDUCATION FACILITIES GUIDELINES

Chapter 5School Facilities Design

General Design Considerations

Accessibility for Persons withDisabilities

Public schools must provide access for stu-dents with disabilities to all educational pro-grams in the least restrictive manner. Theyalso may not discriminate against individualswith disabilities in matters of employment andpublic services. Consequently, educationfacilities must be fully accessible to students,teachers, and public users. Title II of theAmericans With Disabilities Act (ADA) re-quires public schools to comply with either theUniform Federal Accessibility Standards(UFAS) or the ADA Accessibility Guidelines(ADAAG). In addition to the federal standard,the Maryland Building Code for the Handi-capped also applies.

Minimum scope and technical requirementsare identified in ADAAG 4.1. Additionalsections critical to laboratory space designinclude:

4.2. Space Allowance andReach Ranges

4.3. Accessible Route4.4 Ground and Floor Surfaces4.12. Windows (Note: the

Maryland code requiresoperable windows inaccessible spaces toinclude accessible hardware; ADAAG does not.)

4.13. Doors

4.24. Sinks4.25. Storage4.27. Controls and Operating

Mechanisms4.28. Alarms4.30. Signage4.31. Telephones4.32. Fixed or Built-in Seating and

Tables

The distance between fixed equipment mustmeet circulation and access space require-ments. Moveable equipment can be effec-tively used and easily shifted to meet individualneeds. Standard furniture and equipmentoften has to be modified to meet the needs ofa particular individual. Wood furniture isdesirable because it is more easily modifiedthan metal or plastic. AdjUstable seat, tableand display surface heights are desirable.Handrails or handgrips may be of assistanceto some individuals at work surfaces or whenusing power tools.

Custom made coats or aprons for individualswith adaptive or assistive devices should beconsidered. Emergency eyewashes andshowers, if required for the program shouldbe accessible to persons withdisabilities.

Energy Conservation

Energy conservation is an important designgoal in every project for environmental andfinancial reasons. The education facilitiesdesign process should include an energy andlife cycle cost analysis correlated with thescope of the project. The following itemsshould be analyzed:

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2


Site orientation, windscreens, and other naturalfactorsBuilding envelope andspatial volumesFenestration, shadingdevices and use of naturaldaylightThermal characteristics ofmaterial3Initial costs of materials andsystemsMaintenance requirementsand costsOperating expenses basedon occupancy, use, and fuelsourcesTypes of illumination andpowerTypes of heating, ventilat-ing, and air conditioningsystems including specialexhaust and ventilationsystems.

The professional design reference commonlyused is American Society of Heating, Refrig-erating, and Air-Conditioning Engineers, Inc.(ASHRAE)/Illuminating Engineering Societyof North America (IES) Standard, 90.1-1989Enemy Efficient Design of New BuildingsExcept Low-Rise Residential Buildings.

Building Ecology

All acts of building have impacts on the naturalenvironment. Building ecology attempts tominimize the negative impacts of the con-struction and inhabitation of a building throughdesign and material selection.

Information about the environmental impactsof design decisions is increasingly available.Presently, many facility designers alreadyconsider factors such as:

human health effects associ-ated with specific materialsand systemsindoor air qualityenergy consumptionregulated environmentalissues, such as chlorofluoro-carbons (CFCs) andunderground storage tanks.

Building ecology incorporates these issueswithin a broad framework. Materials or sys-tems are analyzed from "cradle to grave,"studied for its environmental implications fromits raw material origins through manufacture,packaging, transportation, installation, main-tenance, and ultimate demolition and dis-posal. Appropriate questions to be answeredinclude:

How much energy is usedto bring a product to itspoint of use?Is the material derived froma sustainable orrenewable resource?In addition to those factorsconsidered at a product'spoint of use, are thereenvironmental costsarising from otherphases, such as manufac-ture, transportation, ordisposal which should beconsidered? Are thematerials recyclable?

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Are there aspects beyondindoor air quality which affect thecompatibility of this product with itsoccupants?

When describing general design criteria in theeducational specifications, incorporate a state-ment encouraging the architect to considerglobal environmental impacts in selectingmaterials. By comparing Material SafetyData Sheets (MSDSs) for similar products,environmental impacts may be assessed.MSDSs also may provide some indication ofmaintenance concerns, which should also beconsidered.

Consider recyclability of materials, both forthe built environment and for the activitieswhich take place within the occupied space.Design recycling areas into laboratory spaces.

Indoor Air Quality

Indoor air problems can be discussed undertwo categories: the thermal environment andair contaminants. The thermal environmentinvolves several variables that cause relativedegrees of human comfort or discomfort.These include air temperature, radiant tem-perature of surrounding surfaces, uniformityof air temperature, humidity, and air move-ment. Adverse thermal conditions can stressstudents or staff and, in turn, affect the qualityof the learning situation. Air contaminantsconsist of numerous particulates, fibers, mists,fumes, bioaerosols,and gases or vapors thatcan impair human performance as well aspresent a full range of implications from mildirritation of the upper respiratory system to aserious health threat.

In the development of technology

education facilities, designers must be awareof the potential health hazards associatedwith specific educational activities. Whiletechnology education programs are "cleaner'than the laboratory programs of the past,many of the same potential health hazardsare present, albeit in smaller quantities.

Technology education operations which havepotential health hazards include machining,ceramic coating, wet or dry grinding, formingand forging, melting metals, maintaining opensurface tanks, paint spraying, plating, vapordegreasing, gas furnace or oven heating op-erations (annealing, baking, drying, etc.), hotcasting, and gas or electric arc welding.

Recommended control methods for reducingor eliminating the risk are to substitute a lessharmful material for one that is.dangerous tohealth, change or alter a process to minimizestudent contact, isolate or enclose a processor work operation to reduce the number ofpersons exposed, use wet methods to reducegeneration of dust in operations, use appro-priate personal protective devices as recom-mended by the manufacturer, and to exercisegood housekeeping, including cleanliness ofthe workplace, waste disposal, and adequatewashing.

Mechanically, technology education facilitiesmust be thermally treated for year-round usewith special attention being given to mechani-cally forced air systems that provide for theventilation and circulation of fresh air. Theamount of ventilation air required is depen-dent upon the types of activities to be con-ducted. This should be determined early inthe design process, because it is important forstudent and teacher comfort and the protec-tion of equipment from rust and corrosiondamage due to excess humidity. Special

Page 50

MSDE TECHNO400Y EDU ATION FACILITIES GUIDELINES

consideration must be given to local exhaustfrom labs for special activities, such as forfumes generated by welding, and spray paint-ing. Polyester or stainless steel exhausthoods and ducts are recommended forfurnesfrom the use of plastic materials. SeparateHVAC controls for technology education labo-ratories should be provided if eveninglweek-end use of the facility is anticipated.

The professional design references areASHRAE Standard 62-1989, Ventilation forAcceptable Indoor Quality and guidelines ofthe American Conference of GovernmentIndustrial Hygienists (ACGIH). The MarylandState Department of Education has publisheda series of nationally recognized guidelineson indoor air quality topics specifically relatedto schools. These are listed in thebibliography.

Building Automation Systems

Energy monitoring and control systems arefrequently included in school design. Theseallow technicians to regulate one or morebuildings from a central localtion. The tech-nology education facilities will be linked to thecentral system. After-hours use maybe sched-uled into the control system or manual over-rides may be used when necessary.

Fire Suppression and SupervisorySystems

Public safety is an integral part of schooldesign. Building and life safety codes addressconstruction, protection, egress, and occu-pancyfeatures necessary to minimize danger

ernment agency reviewers are knowledge-able about the requirements. Fire suppres-sion systems (sprinklers) are recommended,if not required, in technology education labo-ratories. Provisions for the storage of flam-mable materials are also required.

Alarm and Detection Systems

Electronic security systems are frequentlyincluded in school design to guard againstunauthorized access and theft. The technol-ogy education laboratory must be included inthe school's building wide security plan.Alarm systems must meet ADAAG specifica-tions for persons with vision and/or hearingdisabilities.

Electronic Communications

bontinuing developments in electronic com-munications affect many aspects of educa-tional facility design. In general, electronic

; systems and the more traditional tools oftechnology education are complementary.Some technology investigations rely entirely

, on the computer or other electronic systems;many use both conventional and electronic

, tools; some remain traditional in their use of; mechanical materials and processes. The

facility must accommodate this variety. Elec-tronic communications systems provide infor-mation from the world outside and from withinthe facility.

The boundaries between discrete voice corn-, munication tools have blurred as telephoneand fiber optic technology have developed.

, Systems integration continues to increase.Voice communication must be seen as an aid

:)

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A

to instruction, capable of conveying manylevels of information. It belongs in everyclassroom.

Provide enough outgoing lines and telephonesto serve all staff members and school officeswith a minimum of disruption and delay. Pro-vide enough incoming lines to meet commu-nity and administrative needs. Consider adirect-dial system. Provide adequate tele-phone lines for the remote transmission ofhard copy, such as from fax machines. Pro-vide hearing aid compatible and volume con-trol telephones and text telephones to meetADMG requirements.

Build for the future. Even if extensive elec-tronic equipment is not in the current equip-ment budget, design for its future integration.Do not design in isolation. Work with theschool and school system to master plan fortechnology. Provide sufficient capacity in thesystem to allow for such developing technolo-gies as voice mail and access to computerbulletin boards and databases. Provide apublic address system that can be heard in allnecessary locations with originating capabili-ties in appropriate locations. Consider bothhard-wired and lap-top technology. Provideample work surfaces adjacent to computersto allow for comfortable use.

Site Design Considerations ForTechnology Education

Solar Orientation

In planning new facilities, designers have theopportunity to maximize daylight through theuse of orientation, configuration, and archi-tectural controls. Daylight may be used for

visual tasks or ambient lighting, supplementedwith electric lights. Daylight is psychologicallydesirable and biologically beneficial. It pro-vides a contactwith the outdoors which peoplefind satisfying. Technology education facili-ties should provide as much daylight as pos-sible. Of concern is the location of the sunrelative to the building fenestration. Northfacades may provide soft, Muse light withoutsun controls, but need glare control. East andWest facades require louvers to avoid brighteady and late direct sun. South facades offerthe best opportunities for daylighting and canbe designed to admit sun in the winter andblock it in the summer.

Service Access

Today's technology education programs useconsiderably less construction material thandid yesterday's industrial arts programs. Nev-

. ertheless, the material storage room needsoccasional access to a delivery and receMngarea suitable for lumber trucks and other

, large vehicles. Access may be providedthrough an overhead door at a loading dockor through double doors into a corridor at asecondary building entrance. The ability tomove lengthy materials and large pieces ofequipment is important. A ground floor loca-tion should be considered, butservice accessshould not dictate design. A large elevator inthe school may be necessary.

Service driveways, parking, and tumaroundsmust be designed to accommodate the deliv-ery vehicles anticipated, must not cross stu-dent pedestrian paths, must not block othertraffic, must drain away from the building, and

. must be easy to plow for snow removal.

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Environmental Study Areas

An outdoorenyironmental studyarea shouldbe included in every school site. As thecurricular links between science and tech-nology education increase, the importanceof the relationship between the study siteand the technologyeducation laboratory willalso increase. Convenient access to theoutdoors from the laboratory is desirable.

Schoolyard habitats may be developed inurban, rural, and suburban settings. Theycan vary in size and complexity dependingon existing conditions and funding avail-able. Study areas may include wetlands,small ponds, reforestation areas or mead-ows and feature native plants and wildlife.Resources are ayailable from MSDE, theMaryland Department of Natural Resources,the Chesapeake Bay Trust, and the U.S.Fish and Wildlife Service. For further infor-mation, contact the MSDE specialist in envi-ronmental education.

Outdoor Work Areas

Access to a protected outdoor area is desir-able fortechnology education labs. An openspace with a paved surface (concrete or

asphalt), somewhat protected from wind, may beused for material storage, production, and test-ing.

Renovations Of Existing Facilities

Renovation projects are inherently limited byexisting conditions and will include more designcompromises than new construction. The designcriteria in this guide should be followed as muchas feasible. Creative combinations of space andinnovative designs may be developed to meetparticular situations and should be encouraged.

IAC Projects

The State of Maryland provides construction fund-ing to school systems through the Public SchoolConstruction Program (PSCP) governed by theInteragency Committee on School Construction,the IAC. Technology education facilities may befunded through this program as a part of a newschool construction, a renovation, or an additionto an existing school. Staff from the PSCP and itssupporting agencies, the Maryland Office of Plan-ning, Department of General Services, and MSDE,are available to assist in all phases of projectdevelopment. Refer to the PSCP AdministrativeProcedures Guide.

Page 53


Bibliography

Technology Education

Barrowman, T., Purdy, D. and G. Bo lyard. 1993. Cutting edge labs for biotech,telecommunications, manufacturing... and more. Technology. innovation &entrepreneurship for students, May-June.

Farley, R., Babineau, R.E., and L. Dunlap. 1992. The wave of the future: prototype classrooms/laboratories for the Hunterdon Central Regional High SchoolDistrict, Route 31, Flemington, NJ. paper presented at 124th annualconvention,San Diego, CA: American Association of School Administrators.

Field, D. F.. 1993. Modular approach to facility design. Technology, innovation &

entrepreneurship for students, May-June.

Design

Palette, D.. 1991. Planning technology teacher education learning environments.CTTE Monograph 13. Reston, VA: Council on Technology Teacher Education.

Thode, B. and T. Thode. 1993. Curriculum-driven facility design. Technology.innovation & entrepreneurship for students, May-June.

Young-Hawkins, L. and M. Mouzes. 1991. Transforming facilities: industrial arts totechnology education. 1991. paper presented at Los Angeles, CA: American

Vocational Association Convention.

BOCAI. most recent edition. The BOCA basic/national building wile. CountryClub Hills, IL.: Building Officials & Code Administrators International, Inc.

MSDE 1979. Industrial arts guidelines for programs and facilities for the state of

Maryland. Baltimore: Maryland State Department of Education.

MSDE. 1985. VocaUonal program standard specifications (secondary level).Baltimore: Maryland State Department of Education.

MSDE. 1991. Model educational specifications for technology in schools.Baltimore: Maryland State Department of Education.

Page 54


MSDE. 1994. Science facilities design guidelines. Baltimore: Maryland.StateDepartment of Education.

NFPA. most recent edition. NFPA 101, life safety code. Quincy, MA: NationalFire Protection Association.

PSCP. 1994. Public School Construction Program administrative procedureguide. Baltimore: State of Maryland, Public School Construction Program.

Ramsey G. (1984-1963). 1988. Ramsey/Sleeper, architectural graphic standards,.8th ed. John R. Hoke, Jr. AIA ed. New York: John Wiley & Sons.

Also refer to local school system design, construction, maintenance standardsand county/city building codes. In addition, specialists at the Maryland StateDepartment of Education are available to consult with and assist local schoolboard staff during all phases of project development and design. (410) 767-0100.

Accessibility

Abend A., Bedner M., Froehlinger V. and Stenzler Y. 1979. Eacilities for specialeducation services: a guide for planning new and renovated schools. Reston, VA:Council for Exceptional Children.

ATBCB. 1992. Americans with disabilities act (ADA) accessibility guidelines forbuil in ncHCr_d_gs3a_c_lea,1jagnatWashington, D.C.: U.S. Architectural and Transportation Barriers ComplianceBoard.

Barrier Free Environments, Inc. 1991. UFAS retrofit manual. Washington, D.C.:U.S. Architectural and Transportation Barriers Compliance Board.

DECD. 1985. Maryland builainam f rt-de_sLii_e,lapp_ed. Code of MarylandRegulations, 05.02.02. Annapolis, MD: Department of Economic and CommunityDevelopment.

GSA, DOD, HUD and USPS. 1988. Uniform fed( ral accessibility standards,published in Federal Register, August 7, 1984. Washington, D.C.: GeneralServices Administration, Department of Defense, Department of Housing andUrban Development, U.S. Postal Service.

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MSDE. 1986. Assistive devices in public schools which aid the understanding ofverbal language. Baltimore: Maryland State Department of Education.

Indoor Air Quality

Anne Arundel County Public Schools.1989. Indoor air quality management pro-gram. Baltimore: Maryland State Department of Education.

Jacobs, B.W. 1994. Interior painting and indoor air quality in schools. Baltimore:Maryland State Department of Education.

Jacobs, B.W. 1994. Science laboratories and indoor air quality in schools.Baltimore: Maryland State Department of Education.

MSDE. 1987. Indoor air quality. Maryland public schools. Baltimore: MarylandState Department of Education.

MSDE 1993. Carpet and indoor air quality in schools. Baltimore: Maryland StateDepartment of Education.

Turner, R.W., Lippy, B.E. and A. Wheeler. 1991. Guidelines for controllingenvironmental tobacco smoke in schools. Baltimore: Maryland State Departmentof Education.

Turner, R.W., Lippy, B.E. and A. Wheeler. 1991. Guidelines for controlling indoorair quality_pralems associated with kilns. copiers and welding in schools.Baltimore: Maryland State Department of Education.

Wheeler, A.E.1992. Air cleaning devices for HVAC supply systems in schools.Baltimore: Maryland State Department of Education.

Wheeler, A.E. and W.S. Kunz, Jr. 1994. Selecting HVAC systems for schools tobalance the needs of indoor air quality. energy conservation and maintenance.Baltimore: Maryland State Department of Education.

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Maryland State Board of Education

Christopher T. Cross, PresidentChristopher E. Grant, Vice PresidentEdward AndrewsJoseph Edmonds, Student MemberRobert C. Embry, Jr.George W. Fisher, Sr.

Marvin E. JonesElmer B. KaelinRose LaPlacaJoan C. MaynardHarry D. ShapiroEdmonia T. Yates

Nancy S. Grasmick, Secretary/Treasurer of the BoardState Superintendent of Schools

Joan M. Palmer, Deputy State Superintendentfor School Improvement

A. Skipp Sanders, Deputy State Superintendentfor Administration

Raymond H. Brown, Assistant State Superintendentof Business Services

Katharine M. Oliver, Assistant State Superintendentof Career Technology & Adult Learning

Allen C. Abend, Chief, School Facilities Branch

Lynne M. Gil li, Chief, Career & Technology Services Branch

William Donald Schaefer, Governor

The Maryland State Department of Education does not discriminate on the basis of race, color, sex,

age, national origin, religion, or disability in matters affecting employment or in providing access

to programs. For inquiries related to Department policy, please contact:

Equity Assurance and Compliance BranchMaryland State Department of Education

200 West Baltimore StreetBaltimore, Maryland 21201

(410) 767-0426 Voice(410) 333-6442 TTY/TDD

(410) 333-2226 FAX

61