IoT: K-12 Edition

As the Internet of Things (IoT) continues to change and shape our physical environments, it’s important to stay up to date in the technology offerings that educators have at their fingertips. While this is a daunting task for any educational architect, it’s a necessity as we seek to design equitable and empowering next generation learning environments.

So, how do we build a physical environment that can simultaneously serve and enhance a digital one? How do we connect the built environment with the digital to give decision makers good data that informs better operations? And finally, how do we do all this while still inspiring students and educators to push boundaries in learning?

Knowing the Players: IoT in K-12 Ed + Some Design Implications

• Energy Management Systems: Energy efficiency and reduction is the goal of any project. Energy Management Systems can be incorporated into spaces in fun and interactive ways that potentially help influence good behaviors in learners (i.e., Trillium Creek Primary School). When specifying an EMS that works, it’s important to couple it with sensors and applications that work for administrators. Dashboards need to be succinct, customizable and reflect real-time data that can be used to justify long-term decisions.
• Learning Management Systems (LMS): PCMag outlines the top LMS systems, and there are so many options on the market. As with all things, no LMS is fully comprehensive to the needs of all educators. That’s where apps come in, which can cater for more specific requirements. However, it’s important for designers to know what LMS districts are using because whichever one is selected can determine wireless, interactive technology furniture that best fits the building (i.e., smartboards).
• Wireless, Interactive Technology: Wi-Fi is only as a strong as the walls that try to contain it. As architects, it’s our job to discuss the needs and capabilities of IT teams when designing a building—and, moreover, be able to discuss using appropriate building materials that will be conducive to a wireless infrastructure. As Forbes points out, “schools are often built to double as evacuation shelters for natural disasters.” While our materials are not necessarily conducive to creating seamless wireless connectivity, we must establish conversations with district IT teams from the beginning of design to avoid frustrations in wireless/cellular expectations (for today and the future).
• Apps: There is an app for literally everything; and, when you speak about IoT, particularly when you allow people to use their own personal devices, the number of apps all accessing a network can be overwhelming in terms of security and management. LineWize offers some good insights on how network administrators and teachers can work together on creating a smarter edtech plan for students.
• Cloud Storage: Cloud storage walks a fine line of being equal parts beneficial and worrying for school administrators. Backblaze has a really good blog outlining both positives and negatives, and how to chart a new path of cloud storage within a district. But, it goes to show that while there may no longer be tons of square footage dedicated to a server room in every building, there still are space requirements for switches, cameras and other tech needs. Understanding the basics of cloud storage and how it plays into a larger network is key as an adviser for the built environment. Digital storage still impacts physical storage—and the implications of cloud storage could change layouts of workrooms and offices.
• Wearable Tech: Beyond the Fitbit, the augmented reality (AR) and virtual reality (VR) future is here, and it will continue to disrupt education. The Metaverse is already being used by K-12 students and infrastructure is being funded and built to reach more people. As EdTech Magazine cited, “Facebook has plans to invest $150 million in virtual reality learning experiences in the metaverse, while Robolox already offers ISTE-aligned lesson plans for a variety of subjects and age groups.” The growing possibilities of AR and VR futures in K-12 education will continue to add new challenges to a greater IoT environment. Wearables are certainly something that all designers should be aware of from an infrastructure and design perspective as they change the needs of design from a basic level (color, space requirements, furniture needs) to a theoretical level (what should physical space that supports AR/VR actually look like?).
• Sensors, Sensors, Sensors: We have been utilizing basic sensors in buildings for quite some time. From power and lighting to HVAC or leak detection to access control, sensors are not a new technology. However, with the advancements that have been made in smart tech across multiple industries, sensors now have new roles that have yet to be explored in education. Maybe it is time we start deploying sensors in education the same way we do in smart cities? ?Connecting these sensors to the overall building management system has implications for designers helping manage BIM assets.

A Call for Integration

The key to using an IoT environment successfully is integration. Architects build 3D models of the physical space, and hand them over to school districts for the operations and maintenance (O&M) of the facility. Successful O&M depends upon the tools used to not only manage those facilities, but the tools used to run and fully operate them. Integrating that data to create seamless, measurable dashboards for different teams across the district sometimes becomes lost in translation.

IoT data and AI have the power to clarify daily decisions for operations of schools. Imagine a world in which every morning you open your tech device to read a relevant, accessible dashboard that summarizes all your needs based on your role and responsibilities within the district? From buildings to test scores, energy usage to transportation vehicles needing maintenance, there should be customized dashboards for every user in every building in every job. With the current tech on the market, this is a reality should we choose to create it.

Growing Concerns for Security

Campus Safety Magazine outlines how security concerns come in two forms as well: physical spaces and digital ecosystems.

We all know the challenges facing our physical spaces, but what about those facing the digital ecosystem? Cybersecurity concerns in educational data are on the rise, particularly when it comes to wearable tech. After navigating how to manage the 1:1 school, most school districts are now grappling with the grid overload that comes with wearables, and the privacy concerns that come with accessing social media on campuses. Beyond the personal data being shared and accessed, how do we protect the intellectual data being uploaded?

As we move to a web3 environment in school systems, and further in our global workplace, how do we ensure the continuity of protected data streams that essentially credential our future workforce?

K-12 education sets the tone in protecting data of students in a way that can feasibly transfer with the student throughout a lifelong learning journey. This fact is driving conversations on the introduction of blockchain within K-12 education. In a robust report, created by the Office of Educational Technology and the American Council for Education, research states “there is an intuitive connection to be made between blockchain’s value at documenting, verifying, and sharing data across diverse stakeholders and a fast-moving economy driven by learning and credentialing.”

The IoT environment is changing our day-to-day life. Education will also be influenced by this ecosystem of connected devices. This list is by no means exhaustive, but it is certainly a starting point to spark conversation among our design partnerships as we move forward together in this brave new world of blended learning. Maybe the key to inspiring the next generation of learners lies within giving them a space that connects all the dots—a space that leads by example in proving the endless possibilities of an interconnected, IoT world.

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