Classroom voice amplification is revolutionizing K-12 education with growing evidence that lightweight, wireless teacher microphones create more efficient classrooms, more motivated and engaged students, and ultimately increased student performance.  Yet until now, classroom microphone systems have been based on technology that is not equipped to meet the evolving needs of 21st century teaching and learning styles. 

Calypso System’s WCM-RF wireless classroom microphone brings a revolutionary level of sound quality, functionality and affordability to classroom sound. Based on patent pending technology that combines infra-red (IR) data control and radio frequency (RF) sound quality into a multi-channel system, the WCM-RF wireless microphone is the first classroom microphone designed to support and enhance 21st Century teaching and learning styles by facilitating communication and collaboration.

As digital technology and 21^st century learning changes the way we teach and learn as well as the physical K-12 learning environment, the need for a high quality, reliable voice amplification system that enhances teacher/student communication and collaboration is clear.

Enhance Classroom Communication and Collaboration

Consistent Sound for All Students: As class size grows and background noise increases, a classroom voice amplification system, at its core, needs to provide high-quality sound that improves communication and collaboration in the classroom. Research shows that consistent sound-field reinforcement enhances classroom performance through increased student focus and attention. 

Facilitate Collaborative Learning: An effective classroom voice amplification system needs to facilitate 21^st century collaborative learning styles where teachers and students are free to move about the classroom as needed to complete a learning project.

Facilitate 21^st Century Classroom Designs

Open Classroom Designs: New school designs are beginning to include open format classroom areas to encourage and promote student collaboration.  An open classroom area may contain up to 5 or 6 classes in session at one time.  Low walls or “floating” divider systems may separate learning areas within an open classroom area. A voice amplification system  in an open class area has to be able to confine sound to a given area without the benefit of traditional fixed walls to avoid cross talk problems.

Large Classrooms: Most voice amplification systems have a range best-suited for standard classroom sizes. Yet most schools contain larger or irregular sized classrooms, such as a media and chemistry labs or music rooms. An effective sound-field reinforcement system needs to have an affordable solution to extend coverage to larger and irregular sized rooms. 

Should Not Restrict Where or When Teaching and Learning Happen

Reliable and Easy to Use: Collaborative learning styles and improved instructional technology devices will continue to change the pace at which teaching and learning happen. A 21^st century sound-field system needs to be ready to go at the pace of learning. A system that knows when to be on and when to be off and has batteries sufficient to support long talk times will be paramount to supporting collaborative learning environments.

Compatible with Other Classroom Technology: As instructional technology devices continue to fill K-12 classrooms, voice amplification systems need to be compatible with a rangeof instructional technologies.  For instance, plasma screen TV’s create signal interference for that may be problematic for IR based sound-field system for which there is no simple solution. 

• According to Acoustical Society of America, students need a SNR of +15dB for attentive listening
• Avg classroom background noise is 60db, which is a typical conversational voice level
• On any given day approximately 30% of students have temporary or permanent hearing loss
• 72% of all learning disabled students fail a 15dB hearing screening
• Audio signal power drops-off 6dB for every doubling of distance

• Benefits of Sound Amplification (PDF)
  

  Written by:
  Deborah Brace
  Audiologist and Speech Therapist
  Egg Harbor Township High School
  Egg Harbor, New Jersey
  April 5, 2006

  
  "When a school facility does not have proper wheelchair accessibility, structural modifications are made. If a student with learning disabilities does not have the appropriate/qualified providers or educational plan, alterations will be made to the IEP. If classroom lighting is inadequate, changes will be addressed by school personnel. However, children are in poor listening conditions in American schools every day and it is often overlooked because, until recently, there was no national standard for classroom acoustics. This is alarming considering children may spend up to 45% of their school day engaged in listening activities..."

• Classroom Acoustics Booklet (PDF)
  

  Written by:
  Acoustical Society of America
  2 Huntington Quadrangle
  Melville, NY 11747

  
  "The United States is currently in the midst of the largest campaign of school construction and renovation in history. With the increased emphasis on education, we must seize the opportunity to end a long-standing American practice: the building of classrooms with inferior acoustics. This invisible problem has far-reaching implications for learning, but is easily solved..."

• Sound Amplification Whitepaper (PDF)
  

  Written by:
  Debbie Tschirgi
  Director of Educational Technology Programs
  Educational Service District 112
  Vancouver, Washington

  
  "While a classroom amplification system is not a matter of technology integration or technology literacy, it clearly represents a technology solution that provides an optimal learning condition in the classroom. There is an abundance of independent research that shows the need for amplification in the K-12 classroom, both for hearing-impaired students and students with normal hearing. That research is clear, consistent, and conclusive..."

• Children With Minimal Hearing Loss (PDF)
  

  Written by:
  Lori A. Pakulski
  Joan N. Kaderavek

  
  "Children with minimal hearing loss are often not identified, and the educational implications of their hearing disability are unrealized. Because children with special learning problems have been shown to have a higher incidence of hearing loss than typical learners (Flexer, Millin, & Brown, 1990), special educators should be particularly aware of this significant issue. The purpose of this article is to clarify what is meant by minimal hearing loss (MHL), to summarize issues associated with MHL, and to describe instructional modifications for children with MHL. .."