The “Strategic” Phase

This is the third in a series of articles that aim to help schooling systems develop their technology, the first being “Taking the First Steps“ and the second, Taking the Next Steps – The ‘Enhanced’ Phase.

There are four distinct phases through which technology in schooling evolves. The first phase is characterized by access. In the next phase, technology is used to enhance existing processes. The third phase is characterized by using technology strategically. No longer is technology considered a “bolt-on”, or “veneer” on top of existing processes – it now helps drive schooling towards strategic goals such as significantly improved learning and better return on investments. In the final phase, leading edge schools use ICT to transform their operations, using it to personalize learning, integrate deeply with the wider community, run extremely efficient administration systems and develop a culture of performance.

‘Strategic’ Phase Vision

In the Strategic phase, technology becomes a key asset in achieving the strategic goals of an organisation. It’s about restructuring work and processes and doing things differently.

Typically in this phase, the strategic goals of an organisation would include raising standards and improving performance, and technology is a strategic tool for achieving these strategic goals by enabling:

  • Intelligent intervention – data driven support for learners
  • Connected Learning Communities – fully exploiting all available resources, and integration with the local community
  • Monitoring, analysis and planning – data driven decision making
Four phases of ICT implementation

Goals

Intelligent Intervention

This is essentially about using data to make well informed decisions about what students need to learn or do next. To fully personalise the learning experience students should be constantly assessed as they move through their schooling, and their learning pathways should continuously evolve. This relies on highly effective feedback loops and systems which dynamically adapts to the twists and turns of the learning process, and sets challenging learning goals and tasks. This is extremely difficult to do within a paper-based setup, but can be made a lot easier through using IT systems that provide analytic and workflow capabilities.  Intelligent tutoring systems, and managed learning environments, are becoming more commonplace and increasingly sophisticated.

Monitoring, Analysis and Planning

To manage an organisation strategically, as opposed to fighting fires, the ability to monitor performance, analyse results and plan for improvements is fundamental. Organisations wanting to manage strategically must have three key capabilities:

Monitoring

This capability provides managers with the ability to know “what is happening” and “what has happened.” Organisations implement dashboards, scorecards, or reports to monitor their performance. These visual applications allow managers to keep an eye on important indicators of their organisation’s health.

Analysis

This capability provides managers with the ability to know what is happening and why. To analyse performance, organisations implement solutions that are often very interactive in nature and allow managers to investigate the root cause of issues they see in their dashboards, scorecards, or reports.

Planning

This capability provides the organisation with the ability to model what should happen. Organisations develop processes and tools to conduct the essential planning, budgeting, and forecasting exercises. These processes allow managers to align groups and individuals around the metrics that drive the organisation—for instance: “what are our examination result targets?” or “what is our spending versus our revenue?”

Connected Learning Communities

Whilst there may be elements of learning that require independent work, learning only really acquires meaning in a social context, and the most immediate and direct social context for schooling is the local community.

ICT can be used to connect together all those who can make a contribution to students’ learning – e.g. local business, community resources (e.g. museums/libraries), parents and 3rd party learning services. It can connect students to inspiring individuals and inspirational speakers; promote debate and engagement between collaborators in face-to-face or virtual groupings; and provide mentoring opportunities. Connecting stakeholders together in a Connected Learning Community has enormous benefits such as engaging parents more deeply in the learning process, speeding-up processes and improving students’ connections with the outside world. The core of a connected learning community is a portal that can be accessed from anywhere.

Scenarios

Student Access

In the Strategic phase, students have continual access to their own learning devices. These devices need to enable a range of learning scenarios (not just content consumption), be rugged, easy to repair and support, manageable on a network.

Devices should be available to students so they can learn anytime anywhere, access content, learning management and communication and collaboration tools via the Connected Learning Community Portal.

Anytime Anywhere Learning = access to devices + learning services

Having access to their own devices enables students to experience a wide range of learning scenarios:

ICT enables a wide range of learning styles

Classroom

Classrooms need to accommodate an increasingly wide range of learning styles, and equipment needs to be laid out in quite different ways according to the demands of each different learning task, for example:

Different learning tasks require different floorplans

BECTA provided the following guidance to UK schools on different classroom layout options:

Pods – separate circular / hexagonal / octagonal benches with workstations
Hexagonal pods
Advantages
  • No corners with 2 computers, so no dead spots that cannot be used
  • No extra space required for 2 pupils to share a computer
  • Can support collaborative work as users working around ‘one pod’
Pods – squares with computers on two sides only
Square pods
Advantages
  • No corners with 2 computers, so no ‘dead spots’ that cannot be used
  • No extra space required for 2 pupils to share a computer
  • Can support collaborative work as users working around ‘one pod’
Bays built along walls
Bays
Advantages
  • Teacher can more or less see all computer screens from the centre of the room
  • Provides opportunity to use the centre of the room for tables enabling work away from the computer, and to gather groups for discussion
  • Cabling and electrical work is cheaper and easier than ‘pod’ designs as along the room edge.

School

In the Strategic phase, IT has become a strategic asset to schools. With the infrastructure optimised in the Enhanced phase, we now turn our focus on workloads delivered by servers.

The following services are core in the Strategic phase:

  • Optimised Infrastructure – including File and Print, Database Services, Directory Services, Security, Device Management, and Data Protection and Recovery
  • MIS – Management Information Systems
  • Portal
  • Unified Communication
  • Virtualisation – centralizing computing tasks to improve scalability and system performance

These, typically, will be delivered through three layers:

  • On-Premises – the school hosts key functions on their own servers
  • Data Centre/Private Cloud – the Local Education Authority (LEA) delivers services to schools from their servers
  • Public Cloud – the school receives services from the LEA, Ministry of Education and private suppliers from Public Cloud Services
School Server Infrastructure

Portal

The Strategic phase is characterised by the Connected Learning Community, the core of which is a portal that can be accessed from anywhere. For it to be effective it needs to be “role based” i.e. present users with information and tools relevant to their role and to them as individuals. In other words a teacher in the community sees the information relevant to all teachers, their fellow subject specialists, and also information specific to their particular group of students, their particular HR information, and their particular teaching content, tasks, calendar, e-mail etc.

A portal should give students, parents, managers, teachers, their own “spaces” and deliver to them the resources that are important individually to them through a single web page.  It aggregates information from diverse systems into one interface with a single sign-on ID – and organisation-wide search capabilities so that users can access relevant information quickly.  Teaching and administration staff can use the portal to distribute information to students based on their enrolment, classes, security group or other membership criteria, while enabling them to personalise the portal content and customise the layout to suit their needs.

A great Portal reference architecture is Twynham School. Twynham is a 1600+ Secondary school in Christchurch UK, built  a powerful collaboration platform – “Learning Gateway” – which allows students, staff and parents to work efficiently; develop independent and inter-dependence in their learning strategies; and support children in achieving their full potential. Twynham School won the BECTA ICT Excellence Award in 2008 for learning Beyond the Classroom and the schools works with over 400 schools internationally to support the development of their Learning Platforms.

Twynham School Portal Navigation bar

Mike Herrity at Twynham has published a detailed e-book explaining how the Learning Gateway is used: http://bit.ly/qJohiL

Microsoft have also published a full architectural guide explaining how Twynham built their Learning Gateway – http://bit.ly/qORAW5

Enabling many of the functions in the portal are 2 sub-systems – Content Management and Unified Communications & Collaboration.

Content Management Systems (CMS)

When ICT is fully implemented, vast amounts of content gets created.  In order to get maximum efficiencies from ICT, this content needs to be organised and managed in a way that means that people don’t replicate one another’s work.

A content management system in a connected learning community helps education institutions organise and facilitate the collaborative creation of documents and other content. They enable the full life cycle of content – from initial creation to delivery to end users.  CMS comprise document and records management, web content management, forms, search, library systems, curriculum frameworks, curriculum systems, curriculum exemplars and resource assemblers.

Unified Communications (UC) & Collaboration

Today it is typical that people will have multiple contact addresses – direct line phone number; mobile phone number;  e-mail; Instant Messenger; home number; personal mobile number; home e-mail, etc. Unified Communications (UC) takes identity and presence and then has all of these other ways of interacting simply connect up to that.

A single integrated identity can simplify how you find and communicate with others.  One integrated desktop application can provide easy access to all the ways users are likely to want to communicate.  Another key advantage to UC is that in using Voice over IP (VOIP) for telephone calls, it has the potential to significantly reduce communication costs.

UC enables students, teachers, parents and other stakeholders to confer and consult in the way that suits their work style by switching seamlessly between videoconferencing, telephone, email and instant messaging.

Also within UC are task and calendaring functions.

Data Driven Decision Making

In a schooling system, data driven decision making is supported by a huge number of information systems.  Any process that involves the creation and transmission of information can be considered an information system – even informal discussions.

The collective term for the information systems in schooling is Management Information Systems (MIS).

Functions Supported by an MIS

The functions that a Management Information System need to support are:

Improving Student Performance Progression Management
Learning Management Intelligent Intervention
Parents Engagement In Learning Better Teaching Decisions
Make Better Management Decisions Monitor, Analyse and Plan
Tactical Decision Making Data Visualisation
Manage Resources More Effectively Planning and budgeting
Financial Control Asset Control
Reporting Accountability and Alignment
Performance and Assessment Data KPIs, Scorecards, Dashboards and Reports
Key Performance Indicators (KPIs) Drive Administrative Efficiencies
Planning Organising
Controlling Co-ordinating
Management Information Systems – Functional Architecture

In this context, an information system really means an organised hierarchy of information sub-systems. Management Information System (MIS) is a term used as a container for all of the electronic information systems within a schooling system.  These systems vary in size, scope and capability, from packages that are implemented in relatively small organisations to cover student records alone, to enterprise-wide solutions that aim to cover most aspects of running large multi-site organisations.

A MIS includes the following sub-systems:

  • Decision Support Systems (DSS)
    • Finance
    • Performance Management
    • HR
    • Student Relationship Management (SRM)
    • Enterprise Resource Planning (ERP)
    • Analytics and Business Intelligence (BI)
    • Timetabling
  • Student Information Systems (SIS)
    • Integrated Student Record
    • Electronic grade book
    • Attendance Management
    • Automated workflows
    • E-Forms
  • Learning Platform
    • Learning Management Systems (LMS)
    • Managed Learning Environment (MLE)
    • Virtual Learning Environments (VLE)
    • Content Management Systems (CMS)

For a full description, see Schooling at the Speed of Thought, Chapter 6, Managing Information.

Local Education Authority

In the Strategic Phase, the goal of service provision at Local Education Authority level is to deliver those services which when aggregated improve in quality and price.

Local Education Authorities can use their scale to negotiate the best prices for content, communication, support services etc. Many of the services requiring the most maintenance and management – e.g. learning services, system management, business intelligence, and administrative tasks such as payroll and HR, are delivered more cost effectively from a centralised point.  Other benefits include the use of greater amounts of data for decision making – an LEA with data from many schools can perceive more patterns than a single school with its limited pool of data.

Many LEA services are delivered through data centres built on top of optimised infrastructures. Increasingly data centres will become Private Clouds – essentially Infrastructure as a Service (IaaS) within the data centre. The large scale and pay-as-you-go economics of Public Clouds aren’t available in typical Private Clouds. However, Private Clouds offer at least some of the scalability and elasticity benefits of Public Cloud but with additional control and customisation. Increasingly many of these services will be also be delivered from Public Clouds.

The services delivered by the LEA can be split into two main categories:

  • Schooling Enterprise Services
    • Monitoring, Analysis and Planning
    • Intelligent Intervention
    • Student Relationship Management
    • Administrative Processes
    • Operations
  • E-Learning Services
Local Education Authority Schooling Enterprise Architecture (SEA)

Ministry of Education

Some of the Schooling Enterprise Services delivered by LEAs to their schools and communities could be provided at National level from the Central Ministry of Education. Services such as strategy, policy, budgets, and curriculum are usually set and delegated at national level.

Computing functions at Ministry of Education level can be grouped into three main categories:

  • Internal departments – Curriculum, Policy, Research etc.
  • Regional Services – Resources and BI
  • National Services – Content (information services) and infrastructure – e.g. national level schooling enterprise internet backbone
Ministry of Education perspective

One of the most important functions at Ministry level is to have a “clear line of sight” of the performance of the schooling system. This enables BI analysis and for resources to then be focussed on the areas where they will have most impact.

Fitts and Aziza (Joey Fitts and Bruno Aziza, 2008) talk of a “line of sight” from strategic to operational to tactical decisions as the discipline that drives aligned execution. “Line of sight” means clear visibility of goals, and progress towards them at executive (strategic), management (operational), employees (tactical) levels.

“Clear line of sight” is about performance metric alignment across organisational layers. This can be thought of as an organisation chart for performance metrics, indicating how the various levels of the organisation’s performance metrics relate to one another. At school level, classroom teacher’s metrics roll up to their Head of Department, which in turn roll up to Deputy Principals, which in turn roll up to the Principal. In turn, and depending on the mode of operations, performance metrics for Principals should roll up to those of Local Authority Directors, which in turn finally roll up to the Ministry of Education.

Clear Line of Sight enables strategic allignment

Technology Building Blocks

Finally, pulling these building blocks together we get the following high level architecture:

Technology Building Blocks for Strategic Phase

Conclusion

Moving from the Enhanced Phase to the Strategic Phase is as much about management as ICT. In this phase, the technology is used a tool for getting better allignement between strategy set at MoE level to exectution at school level. At all levels, there are strategic decisions that ICT can help monitor, analyse, plan and execute.

In the next article in this series, we will explore the final phase – Transformation.

Taking the Next Steps – the “Enhanced” Phase

This is the second in a series of articles that aim to help schooling systems develop their technology, the first being “Taking the First Steps“.

There are four distinct phases through which technology in schooling evolves. The first phase is characterized by access. In this phase, giving students and teachers access to computers to improve some aspects of lesson delivery and administration is the main focus. In the next phase, technology is used to enhance existing processes. It’s about providing content and tools to increase learning, organising communications and starting to manage data and information. The third phase is characterized by using technology strategically. No longer is technology considered a “bolt-on”, or “veneer” on top of existing processes – it now helps drive schooling towards strategic goals such as significantly improved learning and better return on investments. In the final phase, leading edge schools use ICT to transform their operations, using it to personalize learning, integrate deeply with the wider community, run extremely efficient administration systems and develop a culture of performance.

Four phases of ICT development in schooling

The “Enhanced” Phase

Goals

The goals of the Enhance Phase of ICT development are to:

  • Increase learning
  • Improve communications with parents
  • Manage data and information

Increasing Learning

In this phase, computers are available in several areas of the school, some in labs, and others scattered in classrooms and other learning spaces. These computers are connected together in a network and key resources, such as content, printers, scanners, and users are managed centrally.

Students use computers as a learning tool – e.g., using multimedia learning packages; solving maths problems; researching; reading from e-books; developing writing skills; learning languages; and developing 21st Century skills.

Curriculum Area Examples

Language
Hyperlinks allow more creativity in narrative construction
  • Word structure and spelling
    • A great example of how to help children remember how to spell individual words is the “Look Cover Write and Check” web application on the Ambleside School site   
  • Composing and presenting
  • Learning foreign languages
    • Bilingual audio books combine rich graphics with spoken word for foreign language learning. Award winning Mantra Lingua have combined traditional print media with a “talking pen”.    
Mathematics
Making visualisations easy in Mathematics
  • Learning from feedback
    • Word processing software now enables students to “word process” maths to clearly show complex formulae, along with 2d and 3d graphs, making it easier to communicate their thinking and get feedback on it. Check out the free Math add-in for Word and OneNote.
  • Creating patterns
    • Students can use Logo software to draw patterns students quickly learn the importance of expressing their commands unambiguously and in the correct order
  •  Seeing connections
    • A software Graphing Calculator can be a great tool for teaching maths when used with a data projector for whole class teaching, or better still when given to students to use.  A lesson can be built up and stored then each stage “replayed”. Check out the free Microsoft Math 4.0 
  • Exploring data
    • Students can design surveys, such as the heights of their peers and teachers, and enter the data into a spreadsheet to learn about averages and correlations.
Science
 
  • Assisting observation
    • Electronic telescopes enable pupils to collect images from different locations on Earth and at different times of the day. Telescope sites also provide learning resources and galleries of images.  
  • Recording and measuring
    • USB microscopes and data loggers can be used in the classroom to observe, record results, plot graphs and analyse data. E.g. see this data logging programme from Kent which explores topics such as: most effective sunglasses; which surface will slow down the car? Who has the hottest hands; where is the noisiest place in school?
  • Providing models or demonstrations
    • Simulating experiments can enable students to experiment with phenomena that may be too slow, too fast, too dangerous or too expensive to experience in school. Check out Crocodile Clips’ Yenka for example.

An essential consideration is accessibility for all. For students with some disabilities, technology can open up new windows of learning opportunities. For a full explanation go to: http://edutechassociates.net/2011/03/08/accessibility/

A fantastic resource exploring different ways in which ICT can be used across the curriculum can be found here: http://archive.naace.co.uk/direct2u/indexbysubject.html

Additionally, worksheets with practical examples and screenshots explaining how to use ICT in Primary Schools are available here

Other resources developed for classroom use by teachers, for teachers can be found in the Teachers Toolbox and here.   

Managing Learning Content

When ICT is implemented, lots of content gets created.  In order to get maximum efficiencies from ICT, this content needs to be organised and managed in a way that means that people don’t replicate one another’s work.

At school level, content can be managed through a file sharing system on a server on a network. For example, Windows Server 2008 enables files to be centrally shared and managed. The “Shared Folders” feature enables file-shares to be created and permissions set, which will allow students and teachers to store their work.

At a more advanced level, content can be better managed using a portal such as SharePoint Server 2010. Combining content management with collaboration tools and powerful search, SharePoint makes information easy to find, share, and use.

Beyond the school, regions or even whole countries are beginning to provide organised learning content, as explored in the articles on SULINET and managing learning content.

In Brazil, for example, Educopedia is a learning content portal run by the City of Rio. Users are presented with a list of all of the elementary and middle school grades and under each of these they can access all the school curricula for each discipline.

Educopedia - learning content access made easy

For example, a teacher can click on a subject area link, and see a content index consisting of the school year course plan which contains the lessons and related curriculum standards.

Educopedia - making it easy to select resources related to curriculum standards

From there, they can download lesson plans with suggestions on how to make the best use of the resource materials available; a list of the skills and competences addressed; a PowerPoint presentation for classroom use; and a quiz with questions about the class content.

Educopedia - access to learning tools made easy

Educopedia also provides users with communication and collaboration functions through live@edu, which provides a mechanism for user authentication.

Parent Connection

The usual way in which schools communicate directly with parents is via “parent evenings” – many parents end up seeing a teacher once or twice a year for 5 minutes. Hardly enough time to say “hello” and “goodbye”. 

Research demonstrates that active parental involvement in educational activities delivers a positive impact on attainment. Technology can be used to connect parents with information regarding the educational progress of their child, and a range of supplemental activities in which the parent can support the learning process. For example, ICT can be used to:

  • Enable parents and teachers to communicate more frequently with each other
  • Identify problems and issues at an early stage and involve parents in rectifying them
  • Give parents the tools to support learning activities at home
  • Provide parents with immediate news about the school and its activities.

At a basic level, ICT can contribute:

  • E-mail news bulletins
  • Digital learning resources to assist the student with homework
  • Educational resources for parents, such as behavioural management guidance
  • Alerts on critical issues such as lack of attendance, dropping attainment levels, behavioural issues, etc
Miami Dade - enabling parents to see how their children are progressing and help with work at home
Miami Dade - essential information about children's school day made easily accessible
Managing Data and Information

Teacher Administrative Tasks

ICT can really help with reducing the time spent on teacher’s basic administrative tasks including:

  • Lesson plans and materials
  • Producing class lists
  • Keeping and filing records
  • Analyses of attendance and results
  • Writing reports
  • Ordering supplies and equipment.
  • Producing formal minutes of meetings
  • Submitting bids 

In Latvia, the Ministry of Education were able to achieve time savings of 30% by deploying SharePoint Server across 100 schools. This allowed them to automate routine grading tasks and reporting, delivering significant time savings for teachers. 

For a report on how ICT helped UK teachers reduce administrative burdens, click here.

Managing Baseline Administrative Data and Information

Whilst different countries have different mandatory requirements for essential data that they expect schools provide, UNESCO (2003) has set out a recommended specification of essential data to collect at the national level from each education establishment.

Data on students Data on teachers and other categories of personnel
Distribution by grade, gender and age Distribution of teachers by level of qualification and certification, by grade and by gender
Distribution of repeaters by gender and grade Distribution of teachers by age and by gender
Number of learners attending double-shift classes by grade. Number of teachers working double shifts
Data on education establishments Number of teachers in multi-grade classes
Number of classrooms Number of non-teaching personnel by categories, age and gender.
Places available in schools Distribution of teachers by level of qualification and certification, by grade and by gender
Education expenditures Distribution of teachers by age and by gender
The budget as part of the overall State budget (budget voted and budget disbursed) broken down by level Number of teachers working double shifts
The expenditures at the local level, of private organizations by level Number of teachers in multi-grade classes

Student Information Systems (SIS)

Schools need to keep records on their students which should, at the very least, include: 

  • Personal – name; address; photo; family contacts
  • Performance – actual and predicted grades; teachers comments
  • Attendance – by day, by lesson, over time
  • Risk profile – learning, social, medical and demographic
  • Intervention history – what assistance and guidance has been given to the student
  • Timetable

Scenarios

Student Access

Providing students with their own laptops for use at home has proven learning impact

A study by the UK Institute of Fiscal Studies in 2009, shows that “learners who use a computer at home for schoolwork could get as much as ½ a grade to their General Certificate of Secondary Education (GCSE) examination results and as much as a term on to their GCSE learning”. No surprise then to see the explosion of national level projects for the wide-scale introduction of ‘personal learning devices’. However, many of these schemes wrongly focus on a ‘blanket’ approach of providing huge numbers of cheap portable PC’s. Unfortunately most of these projects have been driven by getting the most computers for the lowest price, rather than focusing on getting the right device for the learning that needs to be done.

To get the best return on investment a device for students should have the following features:

  • Provide a platform for use of the widest range of productivity, creativity, and communication and collaboration tools
  • Result in users acquiring relevant knowledge and employability skills  
  • Have a display of around 13 to 15 inches
  • Have software that makes learning accessible to all, including those with disabilities
  • Capable of being managed remotely and as part of a managed network
  • Sharable with other users  
  • Battery life should exceed 3 hours under full CPU load with full screen brightness
  • Appropriate ports to allow them to connect to other equipment
  • ·Wireless networking capability
  • Be self-contained and work without needing high levels of internet access once set up
  • Protected from viruses, spyware, and other malicious software
  • Hard Drive encryption for security

One of the advantages of giving students a PC – as opposed to lower specification devices – is that they can share them with family and friends, amplifying the effects of the investment. For example, Mouse Mischief enables students to share applications extending the use of the device.

Classroom

Ideally, students will be able to bring their laptops into the school and make use of them within a managed network, but this takes time, so a more likely scenario in the Enhanced phase is that students use shared computer resources at school. In this phase, there is likely to be an ICT suite with enough computers to take at least 30 children sharing a computer in pairs. Computers will also be found in other learning spaces in the school to support the kind of learning scenarios mentioned above. The computers that were originally used in the school can now be distributed throughout the school, some of which can be used as Thin Clients networked to the Server and/or Windows Multipoint Server.

Of course, computers aren’t the only hardware devices used in the classroom. Digital cameras; video cameras; voting devices; interactive whiteboard tools; robotic kits; digital microscopes; and projectors all have a role to play in the learning process in the Enhanced phase.

School

With ICT across the school, there is need for an organised network to manage ICT services. Learning content, devices, peripherals, access, administrative processes and users. Connecting with a local authority, state or national level learning content service is crucial, and this has to take place within a secured environment. The school will also need to connect to secure Local Authority services within a Wide Area Network.

An important question in this phase is how to manage e-mail. This can be done “on-premises” using server software such as Exchange Server; as a ‘rented’ service such as Exchange Online; or as a free “commodity” type service such as Office 365 for Education. The answer depends on the amount of resource available to manage the service, and the degree of control that a school wants to have over e-mail policy. Increasingly email – along with services such as calendaring and personal file storage – are commodity services that institutions are happy to see moving into the Cloud.

School managed network conceptual design

For a useful document from BECTA that sets out key considerations for school ICT network design, click here.

 Another useful document that considers the full range of devices that a school in the Enhanced phase could use is the Computer Sustainability Toolkit.

Local Authority – MoE

With a system in place for collecting baseline administrative data, there now needs to be a continuous flow of information between schools, the Local Authority and Ministry of Education with budget allocations flowing downwards and reporting on performance flowing upwards. This has to be achieved through a Wide Area Network to ensure the secure transfer of data. Several technologies are available for this including “Leased Line”, “Circuit Switching”, “Packet Switching” and “Virtual Private Networks”.

Wide Area Network between school and "upstream" authorities

As we saw above, the Local Education Authority of Rio City also provides learning content and collaboration services to schools. These can be delivered as a web service from a data centre.

Technical Requirements

The foundation on which the entire schooling architecture is built is called “Optimised Infrastructure”. This provides a scalable, secure platform which can be built on to provide a growing number of services.

Key capabilities of an Optimised Infrastructure are:

Security

The key component without which none of this will work is stringent security and networking protocols. This is needed to protect students and employees from unauthorised users, viruses and unsuitable content. Security systems should automatically identify threats and respond automatically.

Local Area Network (LAN)

Computers need to be connected to a LAN – wired and/or wireless – with a server that controls the network, stores files and enables printing. A classroom might have just a few computers that all the students take turns using, so it’s important that an educational computer be configured just the way the teacher wants.  The teacher shouldn’t have to waste valuable teaching time troubleshooting.  Each PC in a LAN needs to be “locked down” and reset easily. 

Data Protection and Recovery

As ICT becomes increasingly “mission critical”, it’s important to manage data so it can be rapidly recovered.  When infrastructure is fully optimised, recovering information should be as simple as browsing the network. Backup devices are now very cheap to buy and manage, and will automatically run in the background.

Identity and Access management

Identity and Access Management can help organisations centrally manage user information and access rights. It allows administrators to manage each student, teacher, administrator individually by setting their role, access and functional level.  This enables individual users to have information and software tools that are specific to their individual requirements – a personalised IT service.  A directory service holds each user account and its access functions and allows the user to access various systems using the same set of credentials. Authentication can be by various mechanisms such as logon credentials, smartcards, and biometrics.

Desktop, Server and Device management

In an optimised infrastructure, those responsible for the management of networks have the tools to control their IT infrastructure; easing operations; reducing troubleshooting time; controlling quota; password re-setting; provisioning users; improving planning capabilities; and managing mobile devices.   

Integration and Interoperability

A key goal of optimising infrastructure is to integrate different systems so they can exchange data. The advantage of this is that data only has to be inputted once, and then used by multiple systems saving time and money.  Ideally data in Student Information Systems, Teacher Administration and Accounting Packages will interoperate, saving teachers and administration staff from having to re-key in data every time they wanted to update records or produce reports. 

Database Services

Databases are the “engines” of information management. They are used to capture, store, analyse and interpret a wide variety of information, and deliver this information to a range of different applications and devices including servers, desktops and mobile systems. Data includes text, numbers, pictures, video streams, audio content, and geo-spatial information. Not only do databases store data but they interpret, index and enable it to be searched.  

Technical Support

Schooling system networks need to be reliable to encourage user confidence and to support learning and teaching, as well as school management and administration.  This requires access to technical support, which can come from technicians within the school, or from another provider, or sometimes from students themselves. In an optimised infrastructure, schooling systems need to move away from a reactive system in which incidents are dealt with only as they arise. Instead they need to create a more pro-active system where technical support prevents problems occurring and ensures that individual ICT systems are robust and reliable and available when required.

Architecture

Bringing all this together the overall architectural model for a school in the “Enhanced” phase looks like this:  

Schooling Technical Architecture - essential building blocks

Conclusion

It’s often harder to take the second step than the first. Indeed, moving from PCs in a single location to an integrated and managed network has many challenges. The advantages well outweigh the challenges because by developing the school’s technology in this way, students gain access to a wider range of learning opportunities, develop more skills and knowledge. Teachers can use ICT to engage better with students and their parents, and school administration can improve enabling more effective use of resources.

In the next article in this series, we will explore the next phase – moving from using ICT to enhance existing operations to using ICT to drive strategic change.