Line of sight supervision[2] - The Technology and Learning Lab Coordinator is responsible for the direct coordination and implementation of policy, services, staffing, and instructional activities in the lab. The Technology and Learning Coordinator provides line of sight supervision of the Technology and Learning Assistants and students. This individual reports to the Dean.

Traffic patterns[3] - An internal traffic plan for all vehicles must be implemented.  This plan would be in force only during the early morning hours when traffic from the National Highway is heaviest.  Signs are in place both off of National Highway and inside the Liceo de Zamboanga Campus to aid drivers to follow the traffic plan.  Also School Security Staff will be out on the school grounds providing further controls.

ADA requirements[4] - All qualified students with disabilities are protected from discrimination on the basis of disability and are eligible for reasonable accommodations or modifications in the academic environment to enable them to enjoy equal access to academic programs, services or activities.

-          The LDZ is fully committed to: complying with the laws regarding equal opportunity for all qualified students with disabilities; promoting the full participation of all qualified students in all aspects of campus life; and making reasonable accommodations as are necessary to ensure that its programs and activities do not discriminate, or have the effect of discriminating, on the basis of disability.

-          LDZ therefore prohibits discrimination against any individual on the basis of physical or mental disability. It is also the policy of LDZ to provide reasonable accommodations to persons with disabilities unless such accommodations would impose an undue burden or fundamental alteration to the program in question.

-          Students with disabilities at LDZ are required to meet the same academic standards as nondisabled students at the School. Moreover, it is only through a student’s voluntary disclosure of his or her disability and request for accommodation(s) that LDZ can support the student’s needs.

 

Lighting, Health, Acoustics, and Communication[5] - The condition of the premises should provide sufficient assurance as to the health, safety and welfare of all who are using the building. Good standards of hygiene should be maintained. There should also be sufficient space so that overcrowding can be avoided.

-          Must have acoustic conditions and insulation against disturbance by noise appropriate to its normal use.

-          Must be appropriately lit by natural and/or artificial light.

-          Must have a staff room, separate from teaching spaces, for teachers to use for work and for social purposes.

-          Must be possible for every part of a Technology and Learning Laboratory building to be safely evacuated in case of fire.

-          Should be adequately ventilated to provide sufficient quality of fresh or purified air and to prevent the buildup of stale, hot or humid air.

 

Theft prevention[6] - Much of the hardware and software in the facilities should be available for educational use of students and resources of faculty only. Because of these considerations, only verifiable LDZ constituents are entitled to use the facilities.

-          A user will be admitted to an LDZ Technology and Learning Laboratory when:

o   The user's own LDZ ID card is presented and validated by lab attendant,

or

o   An unexpired temporary admission card, approved by Technology and Learning Lab Coordinator, is presented. 

-          Current LDZ Faculty/Teaching Staff will be admitted upon presentation of the user's own LDZ ID card, when space is available, for the purpose of developing class assignments which will require the use of the open access facilities.

-          No one will be admitted to a lab on any other form of ID, or for any other payment or consideration.

-          Students will be granted lab access two weeks prior to the beginning of the semester and two weeks after the semester ends for which they have paid their fees.

 

Instructional considerations[7] - LDZ faculty may utilize the Technology and Learning Laboratory as suggested below:

-          The faculty can demonstrate a procedure to the students “live” on the computer. For example, how to fill out an exercise sheet or how to access the Internet. This type of presentation is not complex, requires only a little preparation, and is still effective.

-          The faculty can create a presentation with a software program such as PowerPoint to use during the lesson. Depending on the type of presentation, this can take a lot of time to prepare, but after it is developed, the teacher can use it again, modify it for another class, or include it in a set of modules.

-          The faculty can post presentations and other information to the Internet for students to access.

 

Shelving location and size[8] - Must have adequate shelving for the print collection as determined by the coordinator. The shelving requirements will vary based upon grade levels, school enrollment, and anticipated growth of the emerging technologies. Shelving should be moveable to allow future space reconfiguration. To avoid blocking sight lines, book shelving located around the perimeter walls.

 

Seating areas and furniture locations[9] - The laboratory should have the following materials, equipments and facilities:

-          Cabinets for secure storage of software and smaller technology devices

-          Tables and chairs as needed to enhance instruction

-          Ergonomically designed furniture

-          Filing cabinets

-          Clock

-          Intercom

-          Telephone with internal and external access

-          Workstations that meet Standards for Accessible Computer Workstations

-          One networked multimedia computer teacher workstation with 200-volt UPS with surge suppression

-          Six networked multimedia computers with peripherals, at least one printer (mobile computer carts may be used to provide additional computers to classrooms)

-          One surge protector per instructional computer or built-in surge protection for circuits

-          A minimum of eight data ports with adequate electrical outlets in locations convenient to computers and printers (wireless networks may be used in place of hardwired data ports to provide access to network services and the Internet)

-          Stand-alone tables for each networked multimedia computer and printer, or built-in counters designed to be used with technology devices

-          Ceiling mounted data/video projection device

-          Overhead projector or document camera

-          Digital camera

-          Flatbed scanner

-          Appropriate technology to support course content (manipulatives, probes, midi devices, etc.)

-          Digital Interactive Whiteboard

-          Individual student response system

-          Television or large-screen monitor

 

Bibliography

 

Academic Computing Lab. (n.d.). Academic Computing Lab. Retrieved November 14, 2011,

from http://www.deltacollege.edu: http://www.deltacollege.edu/dept/acl/lab_brochure.html

 

ATL. (n.d.). Standards for education premises. Retrieved November 10, 2011, from

www.atl.org.uk: http://www.atl.org.uk/health-and-safety/work-environment/standards-education-premises.asp

 

East Hartford High School. (n.d.). Traffic Pattern. Retrieved November 12, 2011, from

 www.easthartford.org: http://www.easthartford.org/page.cfm?p=8993

 

Educase. (n.d.). Retrieved November 20, 2011, from Educase:

 http://net.educause.edu/apps/eq/eqm08/eqm082_images/EQM0825_fig2.jpg

 

Instructional Technologies Support. (University of Texas). Instructional Technologies Support,

 Academic Computing and Lab Staff Handbook. Austin: 2010.

 

Massachusetts School of Professional Psychology. (2011, March 28). STUDENT DISABILITY

POLICY AND ACCOMMODATION PROCEDURES . Retrieved November 11, 2011, from www.mspp.edu: http://www.mspp.edu/student-life/student-disability-policy.asp

 

NC Online Windows for Learning. (2006). IMPACT: Guidelines for North Carolina Media and

Technology Programs. Retrieved November 13, 2011, from www.ncwiseowl.org: http://www.ncwiseowl.org/impact/info.htm

 

Ohio Educational Library Media Association. (2007, July). Library Media Center

Recommendations. Retrieved November 12, 2011, from www.oelma.org:

http://www.oelma.org/advocacy/Library%20Media%20Center%20Recommendations.pdf

 

Teaching In a Lab. (2005, November). Retrieved November 7, 2011, from

www.genevalogic.com:

http://www.genevalogic.com/fileadmin/redaktion/whitepapers/Teaching_in_a_Computer_Lab_US.pdf

 

Utah State University. (2010). Open Access Computing Facilities Policy Statement.

Retrieved November 9, 2011, from www.usu.edu:

http://it.usu.edu/labs/htm/information/computer-lab-policies/