Appendix A

Assumptions

Some assumptions made in developing this plan were based on demographic data; other assumptions have their foundation in existing or proposed legislation or the evolution of technology.

In addition, the model described herein was developed with the understanding that technology is only an adjunct to existing education and library programs, and that technology should only be adopted when it is cost effective and enhances education.

Core assumptions for this study include:

1. The total costs are based on a five-year technology plan. Both initial equipment costs and ongoing operational and support costs during these five years are represented.

2. At the end of this five-year period, there will be one Internet capable, multi-media computer for every five students and one for each two teachers in all public K-12 schools throughout the state; in addition there will be an average of six computers per public library; 1

3. All costs are in current dollars, representing systems that are commercially available today. Future costs are not discounted.

4. Although the mix of technology based products and supporting applications and services may differ by grade, an equal amount of money will be invested per student regardless of grade.

5. The cost models are based on statewide averages of schools, district, classroom and library sizes.

6. Training of school administrators and staff, as well as library administrators and staff will remain an extremely high priority throughout the planning period and beyond, as it is recognized that the absence of a well trained staff will compromise the ability to fully integrate all aspects of the available technologies into the school curriculum, and to maximize library access to the Internet. Without adequate training for teachers and librarians, the full promise of networked education will be significantly hindered.

7. All K-12 schools and public libraries will have the capability of connecting to broadband telecommunication services by the year 2000;

8. All K-12 schools and public libraries will be eligible for discounts for interconnection services either through a federal universal service mechanism and/or a state federal universal service fund.

9. Funding programs and levels for technology and its necessary support functions will be adequate and sustainable to support the previously noted goals;

10. Funding for technology will be obtained from multiple federal, state, and local government sources, as well as civic organizations, foundations, private individuals and business 2

11. Every effort will be made to assure that any necessary additions for the provision of electrical power to service the technology equipment will be made in a timely and most cost effective manner;

12. County technology centers will be in place to train school and library personnel;

13. Not included in this plan are: building modifications (including new electrical power systems) or special furniture, products or services for administration, equipment and services not directly related to computer or distance learning, equipment replacement and upgrades beyond five years.

A detailed discussion of the assumptions used for this study follows.

Technology and Infrastructure Assumptions

I. The following products will be capable of being connected to the school network and used for both local and distance learning programs

1. computers and printers

2. TVs and VCRs

3. telephone and facsimile machines

4. camcorders and TV cameras

5. security systems (the cost of a security system is not included in this plan although capable of making use of the category 5 structured cabling system)

6. The need to connect the computers, telephones, facsimile machines, televisions and any other networked equipment will require a minimum of eight telecommunication outlets per classroom to assure that all equipment can be fully utilized in a safe and educationally conducive environment.

7. The technology (media) center will have 20 communication outlets

8. The library will have 10 communication outlets to support the installed equipment plus allow the use of portable laptops

9. Administration areas will have 2 connections per room

II. There will be a minimum of one electrical outlet for each communications outlet to assure that all equipment can be safely connected to its power source (additional cost, if necessary, is not included in this study)

1. New construction will install sufficient conduits within the walls and ceilings to provide capacity for all envisioned communications cabling (additional cost, if necessary, is not included in this study)

2. Existing asbestos abatement programs and regulations will be adhered to in all work related to the positioning of all technologies and support services (additional costs, if necessary, are not included in this study)

3. Quality products will be obtained with the objective of minimizing the life time total cost of the system.

4. This study does not make provision for the use of networked computers or other networked equipment on school property which is outside the confines of the physical school building.

5. Wireless data transmission systems with on-premises transmitters are suggested only for those schools and libraries that have significant physical building obstacles to overcome (e.g. asbestos, inability to run wire). Wireless data transmission is not being recommended at this time as a general replacement for wired systems due to its lower data transmission rates and higher costs then equivalent wired systems. Wireless telephones can be used in lieu of wired telephones, where appropriate to support a school program.

6. The role of computer servers will be to manage all academic functions including:

storage and distribution of all academic software

  1. electronic mail between the school and home computers
  2. video broadcast routings
  3. control and access to the Internet
  4. voice mail support
  5. storage of lesson plans on a daily basis
  6. distance learning administration

Hubs, routers, concentrators and modems will be purchased by the individual school districts, not provided by the telecommunications provider(s)

7. Transmission rates are:

POTS = 28.8 kbps

ISDN = 128 kbps

Assumptions Regarding the State of New Jersey

The majority of schools and libraries appear to have an insufficient quantity of properly positioned electrical outlets to support all the suggested technology products.

1. The NJ DOE, in conjunction with the State facility planners and input from local school districts should work to assure that sufficient resources are allocated to remedy this situation where necessary, and make every attempt to assure that the work is completed prior to the installation of the specified technology products.

2. Whenever possible building modifications related to power, communication and environmental conditions should take potential future technology applications into account; installation of the necessary power and communications cabling however may best be installed in phases, although all necessary conduits will be installed initially.

3. Although the mix of technology based products and supporting applications and services may differ by grade, it is anticipated that an equal amount of money will be invested per student regardless of grade.

4. Discounted rates under tariffs for schools and libraries are expected to be approved by the BPU.

5. It is anticipated that all schools and libraries will have access to broadband services by the year 2000.

6. Formal paid for technology training will need to average a minimum of 5 days per year per teacher and librarian, and 2 days per year per administrator. An additional 6 days per year of informal peer-peer training is anticipated.

7 To minimize total life cycle costs it is suggested that all equipment will be insured against loss.

8 It would be in the best interests of all schools and libraries to have county technology training centers available for information sharing.

G. Assumptions Regarding Local School District Responsibilities:

With the objective of minimizing the total cost of implementing a technology program each District should be encouraged to determine the best use of technology for its needs and determine the best means of integrating technology into the education curriculum. Among the responsibilities that are and should remain with the local school district are the following:

1 Obtain access to a Technology Coordinator. The manner in which this would be accomplished is best left to the individual district. Among the options which may be considered would be use of an individual already on the staff, by the sharing of resources with another District, or by requesting volunteers from among the local citizens.

2 Assure that the previously developed asbestos abatement program report is available to be used as a reference during the running of any cables that require the opening of walls or ceilings.

3 Whereever possible, attempt to install technology services (e.g. communications, power) in conjunction with other planned construction.

4 Maintenance of an inventory of all technology products, their condition, age and maintenance records.

5 Making the best possible effort to assure that the facilities used for computer applications and distance learning are safe and offer a conducive learning environment.

6 Specifying and providing the appropriate type and quantity of equipment to each grade.

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Footnotes

1. School systems and libraries may prefer to implement these systems over a number of years. The need to upgrade physical facilities, provide teacher training, and integrate the technology into curricula may prevent schools and libraries from purchasing all systems immediately. Back

2. It is assumed that New Jersey will receive its proportional share (based on the number of students) of funding from the recently proposed and revised Telecommunications Universal Service Fund (part of the 1996 Telecommunications Act), and the Federal Technology Challenge Grant funds. It is also assumed that the BPU will approve discounted rates under tariffs for schools and libraries. Back