technology. All students could learn synchronously with their classmates whether they were at home or in the school classroom. Over three years, the district’s technology team worked with outside organizations to review the existing technology infrastructure of the district’s two schools, test technology components, and determine solutions that would accommodate current and future instruc- tional delivery.
The first step was to upgrade the infrastructure to take advantage of the investment in “ideal classroom” technology
The first step was to upgrade the infrastructure to take advantage of the investment in “ideal classroom” technology. An assessment of the LAN data cabling determined that it was insufficient for the district’s needs. In response, the district installed CAT 6a cables for the most optimized performance at the best cost. This invest- ment increased data capacity within classrooms and across connected devices.
Changing the cabling required modifications to the patch panels, switches, and equipment. Specifically, a standard classroom had between 8 and 10 new data drops with CAT 6a cables to accommodate access points, lighting, cameras, and future technology.
Ideal Classroom Technology
To enhance teaching and learning, increase accessibility, and allow students to connect with real-world experts outside their classrooms, Butler School District 53 rec- ognized that it would have to replace aging interactive whiteboards and unused classroom technology. The dis- trict surveyed faculty and staff about their needs, inves- tigated peer school district technology capabilities, and undertook a comprehensive evaluation of all classroom technology options. Ultimately, each classroom received one or two 86” interactive flat-screen panels; a technology hub that included data, VGA, USB, HDMI connections with a digital control panel; a camera with network connectiv- ity; a wireless access point; and network connectivity to the classroom lighting. The interactive flat-screen panel was mounted on a balance box mount and whiteboard to allow for height adjustment.
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Interactive flat-screen panels replaced whiteboards.
Additionally, a sound system installed in each class- room supplied network transmission and amplification; a follow camera zoomed in on whoever was speaking in the classroom. This technology was especially helpful when face coverings were still required.
The ideal classroom was poised to significantly change teaching and learning with state-of-the-art technology and devices accessible to all students and staff in District 53. The district envisioned classrooms where students could talk remotely to medical, scientific, historical, theatrical experts and leaders in their field; however, we knew optimal use of the new technology required pro- fessional development.
Coaches Supporting Teachers
Throughout the summer, the district provided teachers with professional development using mock classrooms at both schools. The simulated classrooms were set up to demonstrate technologies that would be considered in the final selection of items for each classroom. In addition to summer professional development opportunities, the board of education invested in “Flip the Classroom” coaches to support teachers’ profes- sional development in digital learning and instruction. These coaches were teachers who received stipends to support their colleagues in using the ideal classroom technology.
The overall program goals included:
• Building on and expanding the capacity of teachers to implement digital learning for differentiated instruc- tion in both e-learning and site-based instruction.
• Establishing communities of learners and practitio- ners focused on implementing high-quality instruction
SCHOOL BUSINESS AFFAIRS | MAY 2022 15
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