Technology Position Paper

Technology at Brewster Academy

Position Paper

Peter Hess

2014

To understand how technology is used at Brewster Academy in 2014, one needs to understand how its use was conceived two decades ago. In 1993, Brewster began a school change process that affected every aspect of the school. What was then called the School Design Model (SDM) is now referred to as simply the Brewster Program. The main components of this change process were as follows:

• Policy Definition: Simple belief statements that explicates our mission
• Body of Practice: What research based practices will be in best service to our students
• Curriculum: Highly articulated plan for outcomes based, differentiated, mastery curriculum
• Training Institute: Ensures all teachers know and are able to demonstrate mastery of teaching practices and skills for the classroom
• Personnel Model: Recognition of teachers as true professionals
• Management Model: Devolved responsibility with team structure and collaborative decision making process
• Evaluation and Growth: Multifaceted approach that provides feedback for professional growth and accountability at all levels
• Technology: Intentionally integrated and supported by intelligent operating system

The unique hallmark of this design was an absolute recognition that changes made to any one of these components would need to be supported by other parts. This was central concept that other school reform efforts have failed to adequately recognize and plan for. Recognizing the interconnectedness of the complex parts of a school is most likely the biggest contributing factor to the longevity of this program.

In 1993, the technology part of this change process manifested itself by Brewster becoming a 1:1 laptop school, which was quite a pioneering endeavor at that time. The conception of technology integration at that time was described as follows:

“The Brewster Program is based upon the belief that technology is an important tool for learning. Technology is employed in the Brewster Program to enhance teaching, learning, evaluation, communication and administration. Technology used should be planned, linked to the Brewster Curriculum and its learner outcomes, and evaluated.

Brewster Academy recognizes that computer and multi-media technology is a powerful interactive vehicle for teaching and learning. Brewster also recognizes the explosion of technological development, which is redefining schools and education. Brewster Academy is committed to graduating students who are among the technologically enfranchised. Brewster's graduates can compete in a high tech world among those who are the haves, those who will succeed in the information age. The Brewster approach requires a fully integrated system of technology, which supports, guides and responds to the teaching and learning activities that are essential components of the daily lives of teachers and students in the Brewster community. Network technology is used for the management and implementation of instruction as well as research and communication. The Macintosh Powerbook is as common as a book bag at Brewster. The new Brewster classroom is a technology rich study center linked to a world of information beyond the walls of the academic building to the vast potential of the Internet.” (Brewster Program Handbook, 1997)

It is remarkable how, two decades later, this conception of educational technology integration fits with our current goals for this area. This vision highlights how technology is not a separate entity, but has always been an integrated part of the program that serves curriculum, evaluation, data gathering, communication, etc.

Being one of the first 1:1 laptop programs in the country, and providing universal access to both intranet and internet networks, Brewster quickly developed a reputation for being “that technology school”. Literally hundreds of visitors flocked to our doors to learn about how to implement 1:1 laptop programs. The vast majority of these interested parties left Brewster quite unfulfilled because the emphatic message they heard was that an effective technology program is not really about the technology. It is about having a comprehensive idea for what you are trying to do with technology first, and then using technology to develop the tools to support that vision in an intentional way. Most visitors were not prepared to take on this daunting task.

The challenge of helping visitors understand this concept points out precisely the difficulty we face in articulating how Brewster distinguishes itself from other schools in this domain. It is not necessarily the bells and whistles that distinguish us. Many schools now have 1:1 technology programs in many different forms. However, it is the ubiquitous and intentional nature of how we use technology that distinguishes us. Few other schools can articulate in specific, demonstrable ways how everyone uses technology to support the learning process.

At Brewster, technology use is so commonplace that it has become an almost invisible part of the program because everyone, teachers and students alike, uses it so seamlessly. Because of the supporting structures and principles we have in place (see below), laptops are “as common as a book bag”. Probably the best indicator that technology has become an integral part of a student’s educational experience at Brewster is the fact that if a student’s computer fails to function for some reason, that students is lost because they will not be able to do what they need to for their classes. They literally need to be up and running with a functioning computer within minutes and our system helps ensure that is possible. It would be misleading to leave you with the impression that students are using their computers 100% of the time in classes. This is not the case, but technology is employed in ways and places where it helps aid the learning process.

Brewster has committed to some intentional design structures that have ensured this high level of use.

• We use a single solution for our hardware, specific supported models, and common set of software used by all students and faculty.
• We have a robust and diverse high-speed network with very low down time. We have Wireless network access in all of our academic as well as in our residential and office buildings. We have a fiber backbone connecting our buildings and a solid network core. We also have a high-speed bandwidth pipe to the Internet. We also have multiple servers that spread out services to minimize downtime.
• Our service department includes a certified hardware technician for on-site repairs, a software support specialist to test and perform software repairs and create our system images, and a comprehensive help desk, which coordinates user repairs and service. As part of these services we have a loaner pool to temporarily replace laptops when needed.
• Our technical staff represents a substantial amount of skill and knowledge, including networking, development, software, hardware and educational software needs.
• We have a centralized portal, which gives users access to a broad spectrum of services and databases. These databases feature integration of data between the academic and administrative offices and allows extensive but secure access to that data as needed.
• We host our own LMS (Moodle) that integrates seamlessly with our portal.

Brewster remains as committed to future technology innovations as we were in 1993. We are continually scanning the horizon to stay abreast of the latest innovations in technology. Our software suite is continually being upgraded. Our network was transitioned from a wired to a wireless paradigm. We have investigated the impact of tablet technologies (and concluded that we will stay with the laptop as the device of choice for now).

Through all these upgrades and iterations, the fact remains that Brewster has the longest continually operating 1:1 technology initiative in the country. The design of the Brewster Program and the technology program that serves it, have been very successful at sustaining this program over two decades. The net result is that this program has served thousands of students very well. Their immersion in such a technology rich environment has ensured that they are part of the “technologically enfranchised” and have a solid understanding of how to navigate a world increasingly impacted by the use of technology.