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infrastructure, cloud, apps, broadband, wireless
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ICT Infrastructure ‐ Changes & Challenges
Dublin West Education Centre 27th May 2014
Tom Lonergan National Coordinator ‐ Technology Integration
PDST Technology in Education www.pdsttechnologyineducation.ie
• Changes in our understanding of learning, pedagogy• Student centred and independent learning
• Diversity of learning styles, learning pathways• Differentiation, Assessment For Learning (AFL)• Special Educational Needs (SEN), Inclusion
• Motivation for learning, engagement, fun• Anytime, anywhere, links between school and home
Technology is a tool but a potentially very powerful one
• How can ICT (including cloud based applications, broadband, wireless networking and mobile learning devices) help to
improve teaching and learning
Wider Learning Context
• Curriculum ‘overload’/ time pressures• Competition in the ‘system’ • Assessment, external pressures for ‘points’
• Beliefs re’ teaching and learning, pedagogy• Professional development / expertise
• ICT infrastructure • Technical support
• Funding• Other?
Potential Challenges to ICT Integration
Beliefs, Pedagogy and Practice
Pedogogy:
Teacher or Student centered?http://www.anonymousartofrevolution.com/2013/04/i‐expect‐you‐all‐to‐be‐independent.html
http://www.securedgenetworks.com/secure‐edge‐networks‐blog/bid/86348/BYOD‐in‐schools‐4‐Key‐Wireless‐Network‐Infrastructure‐Requirements
Cloud based services/apps
BroadbandConnection
School Network including Wireless Network
Teacher & Student Devices
Four key elements of ICT Infrastructure
Other ICT Equipment: Projectors, Visualisers, Specialised Equipment (eg., t4 computers)
What relevant technology trends/shifts are happening?
Cloud Computing ‐ Applications and Services for Learning• Why Cloud?• Benefits & Challenges
School Broadband• Higher quality, faster, reliable, enhanced content filtering
School Networks/ Wireless:• Type of school networks required to meet evolving needs?
Teacher and Student Devices • What computing devices are fit for purpose?• Device Ownership: School owned, BYOD, hybrid models• Location of devices: computer rooms, classrooms
Key Questions re ICT Infrastructure
Computers• Desktops > Laptops > Tablets • Computer rooms > Laptop trollies > Tablets, BYOD• Shared ‘school based’ devices > Personal devices
Networking • Fixed Networks > Wireless Networking
Location of ‘Server’ • Server based Resources > Cloud based approach• Potential ‘technical support & cost’ benefits
Broadband • Slow > fast, more reliable, multi‐user
Funding/Costs Shifts• Shift from School/Centrally funded model to BYOD parent/family funded • BYOD ‐ less power consumed within school, lower costs
Some Technology Shifts
Cloud based Learning
Tools, Applications
Cloud based Tools/Services
• A range of web based services • (eg., online storage, email, collaboration, video links)• High speed connectivity is key for an effective cloud model• Security Benefits
• Cloud services can replace local server based services • Many services are free and ‘open’ (OER)• Accessible from anywhere, anytime, on any device
• Some are being used effectively by schools
• Cloud model provides schools with a flexible approach to supporting a wide range of learning needs
• Cost benefits for schools
Cloud Apps support diverse educational use
http://talktechwithme.wordpress.com/2012/10/17/blooms‐revised‐technology‐taxonomy/
Schools Broadband Programme
• Critical link to support cloud computing • Post Primary ‐ 100Mbit/sec
• Multi‐user, Reliable, Fit‐for‐purpose
• Primary ‐ a range of technologies • Schools need improved speeds/quality of service
• Content Filtering enhancements • Two levels of Filtering (eg. staff and student)
• Firewall• Filtering or malware, viruses• Remote Access support feature • Scoilnet Blogs (Wordpress)
Image: http://businessetc.thejournal.ie/comreg‐official‐online‐speed‐test‐908593‐May2013/
Networking & Wireless
In Schools
Wireless Network overview
• Access Points (AP) connect mobile computing devices into the school network
• Mobile devices can move from one AP to another
• Network needs to have the capacity to handle a dynamically changing loadthroughout the school day
Area/Cell 1
Area/Cell 2
Broadband connection
POE SwitchAP
AP
Broadband Router
WirelessController
Mobile Devices
Some existing Wireless in Schools
Existing ad‐hoc wireless networks: *
• ‘our very large old building has two flaky "living room" wireless access points, the rest is wired…
• ‘secondary school with APs dotted around to give teachers access to the Internet on the school iPads’
• ‘secondary school with mobile router to give access to a bank of iPads’
• These are not fit for purpose
* comments from schools
Levels of Wireless Access in schools
* Post‐Primary schools in Ireland
Satisfaction levels with school wireless
* Post‐Primary schools in Ireland
Quality of wireless in schools
* Post‐Primary schools in Ireland
Wireless - General Points
Wireless connectivity is essential for mobile learning
• As the number of computing devices increases to one (or more) per student, wireless networks will come under ever increasing demands to deliver high quality online content
• Wireless solutions that worked in the past can no longer cope with increasing demand
• Schools cannot risk investing in wireless solutions that are not fit for purpose and instead need scalable solutions that can grow as student demand grows
• Higher Speed Broadband is critical to support wireless networking• Current 100Mbit/sec programme is fit for purpose
Wireless -Key Points
• Schools: the most demanding environment for wireless
• Along with the broadband connection the school wireless will become the single most critical aspect of ICT within a school
• Must be fit‐for‐purpose, and future proof, the architecture must include a central wireless controller
• Importance of relevant post primary ‘Reference Customers’
• Providers must have demonstrated wireless expertise
• Must meet all ‘PDST RFT’ technical and related requirements
• Ongoing support is essential
• Flexible pricing options required to meet school needs
Wireless: Issues and Challenges
• Wireless Networking is very different from fixed networking
• A deficit of high quality expertise and guidance • ‘Independent’ advice is difficult to find, as many ‘consultants’ may be closely linked with specific wireless providers
• Schools are the most demanding environment for wireless• Schools are high demand and high‐density environments• Non‐school ‘impressive sounding’ ref’ sites are irrelevant
• e.g., sports stadium with a different use profile
• Wireless that cannot scale to handle schools maximum densities is not‐for‐purpose, may need replacement as usage grows
• The schools ‘fixed network’ needs to be reviewed / possibly upgraded, to support increasing demands
Wireless - Planning Considerations
• Each school is different• New /Existing Schools• Size, building layout
• Planning in advance is critical• Link with overall schools plan• Phased approach may suit some schools
• Available funds • Access to expertise
Considerations: Wireless for Schools
Ongoing Support
Pricing Flexibility and Transparency (for licencing,
support) Scalability to meet future
needs
High DensityPost‐Primary ReferenceCustomers
Product must have proven capability
Goal: Purchase a system to
meet existing & future needs
Fit for purpose Wireless for Schools
Expertise & Quality of
Service Provider (References)
Comprehensive Testing of
system in your school
Must meet all Must meet all Technical
Requirements(Ref PDST‐TIE document)
Wireless Standards
Latest standard
802.11a 802.11b 802.11g Details/Feature 802.11n 802.11ac
Sep 1999 Sep 1999 Jun 2003 Released Oct 2009 (Jan 2014)
20 (54) 5.5 (11) 22 (54) Data Rate Mb (max) 150 (450) 800 (1300)
35m 35m 38m Range (indoor) Up to 70m >70m
2.4 5/3.7 2.4 Frequency (GHz) 2.4/5 5
20 20 20 Bandwidth (MHz) 20/40 20/40/80
1 1 1 MIMO Streams 4 8Older standards ‐ however these are still relevant Most common standard
Planning for Wireless: Process
• Align with school plans/priorities to achieve learning outcomes• Review requirement for wireless as part of NCTE’s ‘e‐Learning handbook’ and ‘Roadmap’ planning process
• Review wireless planning/RFT *document, available by email from PDST Technology in Education
• Consult with stakeholders (BOM, teachers, students, parents)• Contact similar schools who have a successful solution
• Develop your RFT* based on PDST Technology in Education template• Issue a Request for Tender (RFT) to a minimum of 4 to 5 companies • Evaluate the responses and award contract to successful tenderer
• Installation, testing, sort out snag list • On‐going support from provider
* RFT (Request For Tender)
Other Essential Requirements (non technical)
• Relevant Reference Customers (Critical): • Must have large deployments in post‐primary schools• High Density of devices: ie No. of students x 3 • 1,000 students, Min 3 devices > 3,000 devices in total
• Acceptance testing to ensure system works • Provider should include a demonstration of the wireless network under high load conditions
• e.g., 30 mobile computing devices with high usage • 30 devices logging in simultaneously to the network• Streaming video• Devices moving around within the school
• Training of users • Ongoing support, spares, adding additional APs
Procurement: 3 Cost models
Three or more Models could apply:1. School purchases and owns all equipment (i.e. high up front costs)
2. School purchases APs only, while the Wireless Controller is based at an external provider location
3. School pays for a managed service (rented) /per month/quarter: i.e., no purchase of equipment.
• Costs can vary widely (so seek 3 or more supplier responses)• Beware of hidden costs, eg., on‐going yearly licencing costs
Schools Framework for Wireless: A procurement framework for schools wireless may be developed in 2014
Mobile Learning Devices
iPad (iOS)(Apple)
Surface RT2 & Pro
Windows 8(Microsoft)(Other Win 8 versions from
a range of suppliers)
Android(Google)(Android
versions froma range of suppliers)
Main Educational Tablet Options
• Tablets bring new capabilities to support learning (compared to laptops)• Instant on, long battery life, ease of use, slim form factor, multi‐functional
capabilities, flexibility, Apps• Lower levels of technical support required compared to laptops (?)
Tablets – suitable for learning?
• Use of Tablet Devices in ACCS Schoolswww.accs.ie/content/uploads/1/ACCS_Report_FINAL_One_to_One_Devices.pdf
• ‘Research in this area has been dominated by the use of iPads in educational settings’
• Personal device, suitable as a 1:1, flexible learning• Instant‐on ….more time for learning• Touch interface correlates with the students´
technology use • 10 hour battery life means the iPad can be used
throughout school day • Light, portable• ‘The iPad is considered an intuitive device for which
minimal technical support is required’
• (Ludwig and Mayrberger, 2012; page 2180‐81)
http://allthingsd.com/20130109/steve‐jobs‐was‐right‐tablets‐are‐cars‐pcs‐are‐trucks/
Considerations re’ introducing student devices
Impact on Management /Teacher workload
Parent or Stakeholder view‐concerns
Funding implications of
different models (+/‐)
Internet Safety/
Cyberbullying
New Classroom
ManagementChallenges
Goal: Improvements in teaching and
learning
Introducing MobileLearning Devices
Professional Development &Training
Management of Student Info’
security (local/cloud)
Impact on Technical
Support (+/‐)
What is BYOD?
• Bring Your Own Device, (BYOD/T) • Students bringing ‘their own’devices tablets, laptops, (smart)phones, or other mobile devices to support learning
Why BYOD?
• Lack of school funds to purchase a device for each student
• BYOD could use learning devices that families may have, rather than they ‘remain unused at home’
• Potential issues with ‘Inequality’ need to be considered
www.securedgenetworks.com/secure‐edge‐networks‐blog/bid/91045/Top‐10‐Benefits‐of‐BYOD‐in‐School‐Wireless‐Networks
Changing practice is difficult
Change requires buy‐in from staff, students, parents and the wider school community
BYOD challenges
• Inequality of Access, Digital Divide, Inclusion
• Risk of inappropriate use/behaviour
• Additional classroom management challenges
• Challenges for parents, homework, distractions
• Wireless Infrastructure
• BYOD may not be for every school ‐ it may take time
BYOD: School Program (Georgia, US)
• Program Objectives• Managing scarce school funds / budget constraints• A gateway to higher and more innovative student achievement• A better way to serve the individual learning styles of students with special needs’
• ‘Crafting smart policies outlining privileges and restrictions will help keep schools on track for responsible yet dynamic use of student‐owned digital devices for learning’
• ‘revamped policies on acceptable use’
http://www.edweek.org/dd/articles/2013/02/06/02byod.h06.html
BYOD Georgia: Some Key Outcomes
• Clear rules: Students and parents sign AUP• Communication/Training: BYOD can bring concerns. Help people first
understand the benefits and risks through meetings, training sessions, leads to greater acceptance
• Integration of ‘Responsible Use’: Focus on both behavior as well as technology
Expect incidents to occur – potential learning opportunities • Expect these and have appropriate processes in place• "these are learning opportunities to help children understand what it means
to live in this digital world they're going to live in for the rest of their lives”
• “Yes, it's risky, but it's riskier for us not to do this and then have kids try to figure it all out on their own. That's why we have to teach digital citizenship and responsibility.”
BYOD was critical to integration of ICT into teaching and learning
Different BYOD Models
Choose a BYOD model that will have the most positive impact upon student learning
A range of models:1. Adopt one specific mobile learning device 2. Allow devices meeting specific criteria3. Allow a flexible range of devices
• Link to enrolment process for new students• Provide visibility to prospective new families & students• Which model would suit your school?
• “The teacher will be required to focus on the learning and leave the technical challenges to the student, who knows (or must learn to know) his own device” (Alberta Education, 2012)
• Develop device neutral activity guides to support models 2 & 3
BYOD Recommended Guidelines
• Clear goals integrated with overall school planning process• Teaching and learning considerations to be at the core
• Integrated approach to ‘responsible use’ (AUP)• Address possible cyberbullying issues re devices
• Regular communication with stakeholders • A ‘representative’ BYOD coordinating team• Relevant CPD for teachers
• An integrated content/resources /cloud strategy • Address financial disadvantage issues
• Select high quality external partners (for wireless network, ongoing support)
Summary BYOD
• Decisions regarding BYOD are linked to beliefs regarding learning, pedagogy and ICT integration
• What level of ICT integration is appropriate?• Using ICT at certain timetabled periods (limited?) or • Have ICT ‘tools’ available when needed
• Do students need their own device?• Can BYOD support independent, innovative, critical thinking?
BYOD is a significant and growing trend/shift in ICT integration in education
Cloud based services/apps
BroadbandConnection
School Network including Wireless Network
Teacher & Student Devices
Four key elements of ICT Infrastructure
Other ICT Equipment: Projectors, Visualisers, Specialised Equipment (eg., t4 computers)
