987 -> 981 -> 718?
Hey rojo, there are a number of former/current 981 owner/drivers on the forum so you should get some feedback specific to the previous generation. 987S so I jumped a couple generations to my 718S. I had my Boxster S for 12 years so you know I found it an almost perfect car. The 718 feels like an evolution of that mid-engined platform but at the same time feels dramatically different, as the performance envelope is just so much expanded in every dimension. For me, that's to a large extent because of -- not in spite of -- the turbo-4. I reckon the 718 recipe could be: "start with 981, sprinkle in platform upgrades from Spyder/GT/911 Turbo, add splash of 918 styling touches; infuse with power from 991.2 served up in 919-sized helpings topped with VTG from 911 Turbo". So I'm always keen to read what 981 drivers around here have to say.
The indicators and data elements that comprise answers to key questions include a range of information that may extend beyond the requirements of a given school or school district. The document is deliberately broad in scope in order to meet a diverse range of needs. On the other hand, the information included may not reflect all the needs of some school settings. It should be possible, however, to gain sufficient insight from the items provided to construct what is required to evaluate the status of technology in a given school environment. In recent years, schools have invested heavily in putting technology-especially computers and their associated infrastructure-in the hands of students, teachers, and administrators. Many people involved in education, from legislators to teachers to parents, as well as the general public, want to know what technology exists in schools and how that technology is being used. How can technology support the educational vision for our district? What are our technology needs? Are our technology goals right for our needs?
Have we reached our technology goals yet? Where has the money gone? Are we doing as well as others? This guide has been developed to help answer those questions listed on the previous page and many others related to them. As it fulfills these purposes, the guide should help focus questions asked about computer technology in education so that more meaningful policy and discussion can emerge. For Whom Is This Guide Intended? This document was prepared for the people who must request, collect, assemble, or assess information on technology in schools. Principals and school administrators who want to ensure that technology is being used effectively in their school or district. In addition, special program coordinators (e.g., for Title I, special education) may want to know how technology can support their program goals. National, state, and local decision makers who are responsible for planning for technology in schools, allocating resources to the schools, and assessing the effects of technology in them. Legislators and other policymakers (or their staff) who want to know how funds appropriated for school technology are being used.
The term technology in schools can have many different meanings in different contexts and times. As used in this guide, technology pertains to the full range of computer and computer-related equipment and associated operating systems, networking, and tool software that provide the infrastructure over which instructional and school management applications of various kinds operate. And, in order to assess the effects of technology, this document goes beyond equipment and infrastructure. It includes how, how well, and by whom technology is used, as well as the resources that are required for user support. These include programs that are used to support instruction or control management processes. This guide is organized around key questions that are asked about the distribution and implementation of technology in the educational environment. They reflect the primary concerns about technology of decision makers and stakeholders in the educational enterprise. They may be asked by anyone inside or outside the educational environment, but are usually asked by decision makers who have an impact on the distribution of resources. Key questions often pertain to the type, availability, distribution, and use of computer technology and peripherals, as well as related software and numerous other related factors.