>From the web page http://microsoft.com/education/k12/roadmap Technology Roadmap (_)---Table of Contents--- (_)Introduction (_)1. Making the Connection (_)2. Getting Started (_)3. Defining Your Vision and Mission (_)4. Planning the Technology Program (_)5. Planning the Technology System (_)6. Planning the Infrastructure (_)7. A Window to the Platform (_)8. Planning the Network (_)9. A Window to the Administration (_)10. A Window to the Classroom (_)11. Engaged Learning (_)12. Ensuring Equitable Access... (_)13. Planning ...Staff Development (_)14. Planning Technology Costs (_)15. Securing Funding and Support (_)16. Evaluating Your...Technology Plan (_)17. Realizing the Vision (_)About the Authors (_)Index (_)Permission to Reprint Technology Roadmap is exactly that--a map that shows you how to get to your destination: a connected learning environment in which teachers, students, and staff have access to productivity tools and advanced network Technology that support: 1 improved learning and teaching, 2 efficient administration, and 3 unlimited information access between schools, homes, and the global community. Throughout the guide, you'll see how pioneering schools and school districts have successfully initiated the Technology journey. Introduction Table of Contents: 1. Making the Connection 2. Getting Started 3. Defining Your Vision and Mission 4. Planning the Technology Program 5. Planning the Technology System 6. Planning the Infrastructure 7. A Window to the Platform 8. Planning the Network 9. A Window to the Administration 10. A Window to the Classroom 11. Engaged Learning 12. Ensuring Equitable Access to Educational Technology 13. Planning a Successful Staff Development Program 14. Planning Technology Costs 15. Securing Funding and Support 16. Evaluating Your School or District's Technology Plan 17. Realizing the Vision About the Authors Roadmap Index Permission to Reprint: If you are a K-12 learning institution, a school Board member, a non-profit association, a member of a community Technology committee, a Microsoft Solution Provider, a Microsoft Authorized Education Reseller, or a Microsoft Authorized Academic Training Center you may use the Connected Learning Community Technology Roadmap pursuant to the terms of the permission letter (13KB, RTF format). If you or your organization do not fall within one of the above categories you must obtain special written permission from Microsoft. Please send your request via fax to Education Customer Unit, K-12 Technology Roadmap Reprints (425) 936-7329 . Your request should include your name and organization, nature and purpose of your request, full description of the portions you require and in what quantities you would use these materials. Requests will be considered on a case-by-case basis. (c) 1998 Microsoft Corporation. All rights reserved. Terms of use. Last Updated: October 1, 1998 ---------- Introduction | Just as there are multiple highways and streets you can take to reach a destination, there are multiple ways to implement Technology. It all depends on how far you want to go, how much time and money you have, and where you're starting from. Throughout the guide, you'll see how pioneering schools and school districts have successfully initiated the Technology journey. Most schools and districts develop solutions for implementing Technology that are unique to their particular learning environments. Technology Roadmap can be your guide to Choosing the best route for your school or district's unique journey. Who Can Use the Roadmap? Technology Roadmap is intended for the team of Technology decision-makers at your school or school district. This includes, but isn't limited to, the following: * Curriculum directors * Heads of schools * Lead teachers * Media specialists * Parent-teacher associations/organizations * Principals * School board members * Superintendents * Technology committee members * Technology coordinators * Business and community partners Although not all topics addressed in Technology Roadmap will apply to every member of your Technology team, reviewing the roadmap will give the team a better understanding of the components that must be considered when implementing Technology in a school or district. How to Use the Roadmap Use Technology Roadmap as a guide for your unique situation. If your school or district is just beginning its journey, this document will orient you to the key issues you'll face and help you "hit the ground running." If you are an experienced Technology planner, you'll find helpful strategies for enhancing and expanding your current use of Technology. We have included success stories from schools that have already traveled down the Technology integration road and references that will point you to resources beyond this guide. From creating a vision and planning your network to securing funding and approval, the materials contained in Technology Roadmap are ultimately intended to help you fulfill your school or district's particular education goals and vision. We hope the roadmap helps you overcome the Challenges of the road ahead. With its assistance and a bit of perseverance, the vision of a connected learning environment will become a reality in your school or district. We encourage you to use this guide just as you would any map. Add your own notes in the margins. Mark your own route along the way. ---------- Chapter 1: Making the Connection: Technology and Improved Education | Sections of this chapter: * Destination: The Connected Learning Community * Validating the Impact of Technology on Education * Research Findings * Changing the Way We Teach and Learn * Changing Roles * Facilitating Change * To Change or Not to Change * Traveling the Integrated Technology Interstate to Improved Schools This chapter examines technology's potential to improve learning; explores how the roles of administrators, technology coordinators, teachers, and students must change to support that potential; and provides strategies for facilitating the change process. In a progressive society, change is constant. -Benjamin Disraeli, prime minister of Great Britain, 1874-1880 Computers and communications technology are changing the way knowledge is transmitted as dramatically as the Gutenberg printing press did in the fifteenth century. As computers revolutionize the way people process and disseminate information, they are bringing about a paradigm shift in the education process. Destination: The Connected Learning Community In the Connected Learning Community--Microsoft's vision for technology in education--students, teachers, parents, and communities are linked in a global environment that offers compelling new opportunities for learning. Today, the education community has an unprecedented opportunity to move toward this vision because of two technology milestones: 1 The rapid and continuing evolution of the personal computer from a productivity tool into a full-fledged, accessible learning tool 2 The creation of the Internet, a worldwide network of learning resources easily accessible through personal computers at low cost Those developments make it possible for students, teachers, parents, and communities to create a new learning environment of connected personal computers. In turn, that connectivity can serve as a powerful vehicle for enhancing education by providing students, teachers, parents, and the global community with unlimited information access. By using advanced networks, communications technology, and productivity tools, schools can improve administrative efficiency and transform the teaching and learning process into one characterized by interactive, collaborative, student-centered, global exploratory activities. Core Elements of the Connected Learning Community 1 All students and teachers have access to a computer, productivity software, and the Internet. 2 Each student is empowered to pursue his or her own learning path. 3 Students, parents, educators, and the extended community are all connected by technology. Learn more about how schools are building Connected Learning Communities by visiting Microsoft's education Web site at http:// www.microsoft.com/ education/k12/ and by joining the K-12 Connection. For more information on research that shows the positive impact of technology on student performance and motivation, see the article "Research Supports Effectiveness of Hi-Tech Classrooms" at http:// www.microsoft.com/ education/k12/ articles/clcfeb97.asp. | | Validating the Impact of Technology on Education Although an increasing body of research suggests the effective use of technology can be a catalyst for improving education, definitive results are not yet available. Many researchers contend that effective technology use requires more sophisticated and complex instructional designs; but the more complex the design, the more difficult it is to evaluate. They believe new methods of evaluation must be developed to assess the various benefits of technology on teaching and learning. Additionally, they argue that the use of computers in the classroom requires a different style of teaching. While the focus of research has been on the effects of technology on students and the way they learn, researchers contend that more attention should be paid to the effects educational technology has on the way teachers teach. But educators, parents, and policymakers are not waiting around for research-based evidence: Districts and schools throughout the nation are making multimillion-dollar investments in technology. A recent U.S. Department of Education report notes: "Support for the use of technology to promote fundamental school reform appears to be reaching a new high." Technology spending for public schools is expected to reach $5.2 billion in the 1997-98 school year, up from $4.3 billion in the previous year, and President Clinton has called for an additional $2 billion in public funds over the next five years. So, will educational technology lead to improved student achievement? Do computers have a positive impact on the way students learn and teachers teach? While these fundamental questions are yet to be definitively answered, there is mounting evidence that the answer is yes. Research Findings The RAND Corporation's report on the effectiveness of technology in education concludes that schools use computers in many different ways; consequently, it is difficult to draw broad conclusions concerning their effectiveness. The report suggests that researchers must examine the various ways technology is being used in education and evaluate its effectiveness on the basis of whether it helps students and teachers achieve educational goals, rather than on its impact on traditional measures of learning. The RAND report indicates that technology is being used in education for the following: * To tutor students * To support collaboration among students and teachers * To facilitate acquiring educational resources from remote locations * To aid teachers in assessment of student progress and the management of instruction * To help students write and compute The RAND report includes the research of James Kulik, who has spent over a decade analyzing more than 500 studies of the effectiveness of computers for instruction. These studies focused on different uses of the computer with different student populations. Kulik concluded the following: * Students usually learn more in classes in which they receive computer-based instruction. * Students learn their lessons in less time with computer-based instruction. * Students like their classes more when they receive computer help in them. * Students develop more positive attitudes toward computers when they receive help from them in school. Although Kulik's work provides preliminary support for the positive impact of technology on education, it is significant to note that the cases that served as the basis of his research involved instructional programs developed before 1990 that emphasized drill and practice. The use of technology in education is far more diversified today. From that perspective, Kulik's findings provide only a narrow view of technology's educational impact. A more recent study, commissioned by the Software Publishers Association, summarizes the findings of research on educational technology conducted from 1990 through 1995 on a variety of instructional technology uses. It provides a picture that is more representative of current uses of technology in schools. The major findings are as follows: * Educational technology has a significant positive effect on student achievement in all major subject areas, in preschool through higher education, and for both regular education and special needs students. * Educational technology has positive effects on student attitudes toward learning, such as motivation and self-confidence. * The impact of educational technology is dependent upon the following: * Specific student populations * Software design * Teacher's role * Student grouping * Degree of access to technology Researchers question the usefulness of evaluating technology programs by measuring student outcomes on standardized tests. When the North Central Regional Education Laboratory (NCREL) surveyed experts about traditional models of technology effectiveness, respondents noted: Effectiveness is not a function of the technology, but rather of the learning environment and the capacity to do things one could not do otherwise. The reliance on standardized tests is ludicrous...Technology works in a school not because test scores increase, but because technology empowers new solutions. To learn more about how technology helped maximize students' potential at Thomas Jefferson Science and Technology Magnet High School in Alexandria, Virginia, see "Individual Learning Paths Maximize Every Student's Potential" at http:// www.microsoft.com/ education/k12/ schools/casek15.asp. To learn more about the evolution of "smart classrooms" at Blackstock Junior High School in Oxnard, California, see "Building a Connected Learning Community from the Ground Up" at http:// www.microsoft.com/ education/k12/ articles/clc2jan97.asp. | | Changing the Way We Teach and Learn If research is beginning to reveal that technology, when used in innovative ways, supports the kinds of changes in curriculum, pedagogy, and organization that are critical to the improvement of schools, what does that mean for the educational community? Technology-rich schools have shifted the educational process from teacher-centered instruction to student-centered learning, the advent of the Internet facilitating this shift to learning through exploration and investigation. In the student-centered model, teachers empower students to be responsible for their own learning and encourage them to use technology to follow individualized paths of learning. This process supports the development of lifelong learning skills that allow the students to adapt to change. Changing Roles In a technologically advanced world, it's essential to have the skills to adapt easily to change. How can educators redefine their roles in ways that will transform schools to meet the needs of today's students--tomorrow's citizens, workers, and leaders? And how will the roles of administrators, teachers, and students need to change in order to use technology effectively? Administrators are typically charged with implementing the change process in their domain. To support technology use, administrators will need to become facilitators, consultants, and mentors rather than top-down supervisors. As instructional leaders, they must promote new models of instruction that technology supports. And with the dramatic changes in the roles of administrators, teachers, and students that student-centered learning will require, administrators must be cognizant of the uncertainty that change creates and facilitate the change process by providing leadership, direction, and support. Teachers who make use of cooperative learning and project-based activities will become learning coaches, no longer the "sages on the stage," the purveyors of information. Rather, they will assume the role of the "guide on the side," someone who helps students navigate through the information made available by information technology. Technology becomes the tool that assists the teacher in creating a learning environment that is interactive, collaborative, multidisciplinary, and exploratory. When students use technology as a productivity or communication tool, they will become active learners, engaging in a higher-order thinking process in order to make choices and decisions about how to gather, organize, analyze, and share information. When technology is used to engage students in performing authentic, challenging tasks, the students will cultivate initiative, design their own learning processes, and regulate their own learning pace. Facilitating Change Facilitating change can be a difficult task. However, the barriers to change can be overcome if a school leader is willing to create a climate that supports change. In general, a leader (whether an administrator or a teacher) should: * Have a clear vision of technology in the educational environment. * Provide a clear rationale for the implementation of technology. * Communicate the school or district's vision for technology. * Provide staff with the information they need to understand technology's merits. * Provide numerous professional development opportunities to learn about technology. * Explain the change process and the timelines. * Recognize the human issues related to change. Administrators can also promote change by creating and nurturing a small group of early technology adopters. These pioneers and their enthusiasm for new ideas are essential to build the critical mass of support necessary for technology adoption. The progress of any change effort is ultimately dependent on not only the eager and willing teachers and staff but also those who are not so eager. The two groups must work together to transform anxiety to proficiency and proficiency to mastery. Instead of thinking in the short term, both administrators and teachers must look at the bigger picture. Although this at first seems difficult, creating a clear vision for learning and setting measurable educational goals is one of the keys to success. Set your sights on what you would like to accomplish in seven years, five years, three years, and next year. Think big! Think about your learning objectives and outcomes, and find ways to use technology to assist you in achieving them. Time spent planning for long-range goals is time well spent. The rewards will be beyond what you thought possible. To learn how parental involvement and family understanding of technology in education increased at Sunman Elementary School in Sunman, Indiana, see "Parents, Teachers and Students Use Technology to Buddy Up for Education" at http:// www.microsoft.com/ education/k12/ schools/casek16.asp. | | To Change or Not to Change? Computer networks and electronic mail connect teachers to one another, to students, and to homes in ways that were merely a dream five years ago. Once a level of familiarity with technology exists among faculties, shared experience and the potential of exploration may be the enticing bait that hooks everyone in the school or district. Technology is about breaking down barriers and moving beyond walls, and its use in schools will eventually bring together those who once thought isolation was the key to success. Traveling the Integrated Technology Interstate to Improved Schools If you recognize the powerful role that technology can play in helping schools reach their education goals, you are ready to journey on the Integrated Technology Interstate. The Integrated Technology Interstate gives you a glimpse of how classroom teaching and learning can be transformed through technology. Traveling on Ideal Way requires that teachers and students take a more active part in the learning process: The "way" is characterized by independent learning activities, student to student interaction, cooperative learning experiences, and investigation and discovery. Beyond Ideal Way lies the Discovery Zone, a place where children are motivated to learn through their natural inquisitiveness. There, students are active participants in the Connected Learning Community and critical thinkers who possess the skills for lifelong learning. As you journey through Technology Roadmap, we offer directions, but ultimately you will choose your own path. It is our hope the roadmap provides the information necessary for your school or district to successfully reach Ideal Way. ---------- Chapter 2: Getting Started | Sections of this chapter: * Selecting a Leader * Leadership Challenges and Strategies in the Technology Age * Establishing a Strong Technology Committee * Establishing the Timeline The first step in the technology planning journey is to identify and select a "driver." This chapter offers strategies for choosing an appropriate leader and provides road signs to mark the challenges that lie ahead. Included is practical advice for establishing a strong technology committee to serve as the driving force for the planning process. A leader is best When people barely know that he exists, Not so good when people obey and acclaim him, Worst when they despise him, "Fail to honor people, They fail to honor you"; But of a good leader, who talks little, When his work is done, his aim fulfilled, They will all say, "We did this ourselves." -Chinese philosopher Lao-tzu, sixth century B.C. TIP If you would like outside assistance in developing your technology plan, Microsoft Solution Providers (MSPs)-independent companies that work with Microsoft-offer education organizations information, technology, and support services for Microsoft products, platforms, and technologies. Microsoft Solution Providers are well versed and up to date on the latest Microsoft strategies, development directions, and products and can round out the expertise of your technology leader by providing the following services: Application development Consulting Integration Software customization Technical training To learn more about Microsoft Solution Providers, visit the Microsoft partner Web site at http:// www.microsoft.com/ education/partner/ resource/guide/solution.htm | | Selecting a Leader If you are beginning your school or district's technology journey from "mile zero," the first step is to choose an individual to lead the planning process. Just as the success of a cross-country road trip depends in large part on who is behind the wheel, the success of your technology plan depends upon its "driver." If you are in the process of updating an existing plan to incorporate newer technology, it is equally important to have a qualified individual lead the process. Ultimately, the success of any effort depends upon the talents, experience, personalities, vision, enthusiasm, and creativity of the people involved. Who should lead the planning process for the technology initiative depends on your school or district's unique situation and its available resources, but the following considerations are applicable for any school or district: Appoint from a high level. If a districtwide technology plan is being created, the district superintendent should choose the leader; if the technology plan is school-based, then the principal or his or her designee should assume the leadership role. This involvement of the highest administrators in the selection process elevates technology planning to a prominent level and ensures that a broad range of interests and needs is considered. Additionally, it gives the technology team the best chance to foster the support needed to secure funding for and implementation of a technology plan. Decide what credentials and attributes your leader needs to have. If your priority is to motivate and mobilize an education community that may be resistant to change, choose a leader who has strong, charismatic leadership qualities and a high degree of credibility in the community. If your district places a priority on community involvement in planning efforts, consider choosing a leader from the business world. A leader from the private sector may also neutralize--or, at the least, not aggravate--internal school district politics. Don't feel you need to choose an expert in computer and networking technologies. If your designated planning leader is an expert, that's great; consider yourself lucky. If your leader is not a technology expert, be prepared to support him or her with outside expertise. Either way, it is important that the technology leader have a clear vision of how technology can improve education. Leadership Challenges and Strategies in the Technology Age Once the leader is in place, the next step is to begin setting a course that takes your school or district to its intended destination with a minimum of detours. In introducing a technology plan, the leader is likely to face not only the familiar challenges related to any change process, but also significant cultural, procedural, and philosophical challenges. The following strategies are intended to assist the technology leader in overcoming those challenges: Promote a climate that supports collaboration and innovation. An effective leader must--from the start--create an environment that supports collaboration, innovation, and experimentation by: * Encouraging collaboration at every step in the technology planning and implementation process. Research shows that collaboration is one of the factors most commonly associated with improving schools, bringing about positive change, and winning approval from various constituencies. * Increasing opportunities for collaboration by reorganizing staff, resources, time, and space. Teachers involved in the technology initiative should not have to "fit in" technology planning. The administrative budget should be reallocated to fund 1) joint planning periods and common planning time, 2) shared classrooms and resource rooms, and 3) support staff for classroom teachers as they take on additional planning responsibilities. * Creating a safety net for risk-takers. Experimentation is unlikely to occur if risk-takers feel the leader will not support their efforts. A good leader acknowledges at the outset of a program that mistakes will be made and that valuable lessons can be learned from mistakes. Galvanize the key stakeholders. Key stakeholders typically include parents, students, teachers, administrators, technology experts, district-level personnel, government officials, community and nonprofit organizations, the private sector, and the general public. Stakeholder groups can create innovative and strategic alliances that provide a valuable pool of diversified strengths, knowledge, expertise, and resources. It is the technology leader's role to initiate cooperative efforts among stakeholders to leverage personal, technical, and financial resources for a project. To get stakeholders involved, the leader must: * Develop the technology vision in collaboration with the stakeholders, not in isolation. * Start small rather than wait until all the various stakeholders are on board to begin planning. A strong core group will bring others to the table. * Embrace the notion of collaborative ventures to bring the technology vision to reality. Others will see the merit of the goals and work to help achieve them. Develop a plan for sustaining leadership. The success of your school or district's technology program depends on sustained, consistent leadership that provides direction and maintains momentum throughout the planning and implementation process. Because it can take several years to bring together the funding, infrastructure, professional development, curriculum, and support elements of a successful technology program--and personnel turnover may likely occur during that time--it is critical to establish a succession of leadership plan that ensures continued support for the technology plan. Involve a majority of teachers. How does a school get all or almost all its teachers involved in--not to mention, enthusiastic about--the technology initiative, particularly when many of those teachers have little or no experience with technology? The following are a few suggestions: * Create a core group of early adopters. Take advantage of those teachers who are interested in technology and eager to learn about and use it with their students. * Strive to extend computer access to all teachers. Place computers in areas where teachers have easy access to them. If possible, implement a loan program in which teachers can check out a computer for home use on a limited-time basis. Using computers in a relaxed home setting may help teachers overcome any anxiety they feel about technology. Their increased comfort and proficiency level will, in turn, help them to see ways technology can support classroom projects. * Provide teachers with incentives and recognition for designing good instructional uses of technology. Reward those teachers who are quick to undertake the challenge of using technology in innovative ways. * Look for candidates with successful experience in the integration of technology and curricula when hiring new teachers. Integrate existing technology plans. If you are developing a technology plan for your individual school site, it is important to consult first with your district. In most districts, a broader technology plan is already in place, and "piggy-backing" on that existing plan may save a lot of time, money, and other resources. There may even be district funds available to help implement your school's plan. Knowing what the district's technology priorities are helps define the school's technology learning goals and leads to more cost-effective solutions for the entire district. With an integrated approach to systems development, each school in the district will be able to benefit from bulk purchasing agreements and an overall lower cost of implementation and ongoing support. Integrated systems based on common technologies also make future expansion and connectivity less expensive and easier to manage. State the guiding principles. The technology plan you create will be a statement of philosophy about what technologies and applications will work best in your school or district and why. Whether you are writing an initial technology plan or expanding a current one, the following are critical issues to consider: * Standardization. Market-driven standards cover virtually every technical aspect of the computer industry: microchips, operating systems, computer architectures, networking protocols, and so on. Industry standards help ensure interoperability and compatibility, protect consumers against obsolescence, and reduce the costs of training and support. Similarly, using a standard computer and applications in a district or school cuts training and support costs significantly. If your school or district has no existing computer technology, there may be little or no objection to specifying standards in each appropriate category, but if some technology is in place, standards may cause short-term disruption, especially if existing equipment doesn't meet them. * Integrated system. Networked computing technology can benefit all members of your teaching community, from teachers to administrative assistants. While the immediate emphasis of your technology plan may be to get computers into the classroom, a flexible, multipurpose system will better serve your district in the long run. However, a single, districtwide system may be a hard sell. Because of financial constraints, districts are often tempted to start with dedicated educational or administrative systems. Unfortunately, such cost-saving measures often cause more problems than they resolve. Who gets access to the system first? Which administrative and educational needs will be judged as critical and which will be postponed pending additional funding or time? Capabilities and access issues can easily stall your technology program in an endless series of political battles. And in the future, incompatibilities may arise between existing and new systems designed with different technologies and agendas. How do you get around this problem? Plan on an infrastructure that can support a wide range of users across as many locations as possible given the initial funding. Integrated systems based on Internet/intranet technologies have become the leading form of information distribution in the corporate arena for two simple reasons: compatibility and scalability. Those two issues will challenge your school or district throughout its technology journey. The more you plan for flexibility at the beginning, the more benefits your school or district will realize as its system is expanded and maintained into the future. * Policies. Who has the right to use the computer system? When? Under what conditions? How can you provide security against unauthorized use? You will need to establish such policies before the system is installed. The use of technology often raises difficult ethical questions. That's very much the case when it comes to personal computers and the information society. Consider your school or district's position on controversial topics such as access before they become a crisis. Your policy can then serve as a guideline--rather than a reaction--to difficult situations as they occur. * Safeguards on personal use. The Internet provides--through news groups, Web sites, and other Internet locations--an exciting educational resource but one that must be handled with great care. Your students' parents will certainly want to see that your technology plan bars student access to inappropriate material. "Firewalls" or buffers that limit electronic access to your district and schools can also limit access to objectionable materials outside them. And instead of providing "live" or direct Internet access, you can provide access only to a subset of Internet materials. Data screening services are now available, and new technologies allow you to "copy" a Web site for students to browse offline. * Confidentiality. Certain information on your server, such as student health and academic records, should be private. A combination of technology and policy can prevent inappropriate access or exposure of confidential information. With advanced operating system software, such as Microsoft(R) Windows NT(R) Server, you can restrict access to authorized users and set several levels of security, allowing users to access only those parts of the system to which they have legitimate claims. * Intellectual property. A school system has a special responsibility to teach young people to respect the law, including the laws of copyright and intellectual property: Copying software for home use and installing unlicensed software on school district machines are illegal. Provide technology support for use and maintenance. A technology plan must include provisions for continuous on-site technical assistance and user support. Machines that do not print or computers that display a constant stream of error messages discourage technology users. Responsive assistance means not only correcting hardware or software problems in a timely fashion, but also providing "just-in-time" support to meet the skill development needs of technology users. On-site trained support staff can make the difference between a program that works and one that doesn't. Microsoft Solution Providers can help train your in-house technical support staff or provide technical support services for system maintenance and day-to-day troubleshooting. Promote adequate and equal technology access. Technology can be the great equalizer, but only if all children have access to it; therefore your technology plan must address providing every student population in your school or district with equal access. For example, computers can help eliminate learning barriers for special needs students by providing a rich environment that is highly adaptable to their individual needs. Seek consensus on the technology plan. Complete consensus is impossible, but the more support the plan has, the easier it will be to implement. It is important to gain as much internal and external support as possible. Communicating the technology plan early and often can boost its chances of success. Establishing a Strong Technology Committee The next phase of the journey involves assembling a strong technology team. Although the technology leader will drive the planning and implementation process, a hardworking and knowledgeable technology committee is essential. Committee members bring to the table a broad array of perspectives, insight, and resources and are more than just "backseat drivers"; their roles can include: * Helping drive the planning process. * Obtaining needs assessments in a timely way. * Developing and reviewing the written plan, including ensuring that the plan addresses established goals and objectives and meets everyone's needs. * Helping gain consensus for the plan from both internal and external constituencies. Selecting the Committee Members The technology committee should be composed of individuals from your school or district's stakeholder groups. A well-balanced technology committee would include members that represent: * All affected parts of the school or school district. Include representatives from a variety of departments at both the school and district levels. Draw school-site representatives from curriculum development, administration, technology, academic and vocational education, and the media center, as well as teachers from various grade levels. If your school has computer-literate students, consider including one on the committee. Team members from the district level should include the superintendent, school board members, technology coordinators, and curriculum personnel. * Outside stakeholders, especially those who can contribute resources or expertise, or whose support will be crucial to the plan's acceptance. These include parents, school board members, business leaders, college and university persons, and community representatives. Establishing the Timeline One of the first tasks of the technology committee is to set up milestones to mark its progress. As part of the planning process, the committee proposes the timeline needed to implement the plan, establishing the time by which each step in the plan should be completed. How long should the planning process take? If you were the only one you needed to satisfy, you might design your technology plan in a single afternoon. But you're not, and you won't. The hardest, most time-consuming part of planning is building consensus--or the closest thing to it--among all relevant groups. It's also the most important, because that general agreement is the foundation on which you gain approval and move ahead with implementation. So the larger and more diverse your constituencies, the longer your planning process will likely take. A single school or small district may conceivably develop a complete plan in a few weeks and implement it over the course of a few months. A medium- to large-sized district may require a year for the planning process, and several years to fully implement a technology solution that includes networked computers throughout the district. Keep in mind that although you will need consensus from your constituents regarding your overall plan, you won't have time to reach agreement on every element of implementation. The technology leader may need to make tough decisions concerning the actual details of the plan. ---------- Chapter 3: Defining Your Vision and Mission | Sections of this chapter: * The Technology Plan * The Vision Statement * The Mission Statement * Achieving Buy-in for Your Vision and Mission * The Mission Statement * Looking Forward: Getting on the Road * Communicating Your Vision and Mission * The Road Ahead The vision statement captures the destination of your technology planning and implementation process. The mission statement describes your plans for fulfilling that vision. This chapter explores the importance of the vision and mission statements, provides strategies for their development, and presents tips for communicating those statements to your key constituencies. The Technology Plan Just as you would not begin any long-distance trip without the help of a good roadmap and an informative guidebook, you should not undertake the journey of implementing a technology initiative in your school or district without the assistance of similar tools. Your first--and best--guide is a technology plan written by your school or district's technology committee. This document will serve as both a compass to point you in the right direction and a roadmap to show you how to get there. Plan Components To serve as an accurate roadmap for realizing your school or district's technology vision, the technology plan must address the issues specific to your school or district; articulate goals and objectives; and define a course of action. While every technology plan is unique, a comprehensive plan should include the following: * Vision and mission statements * Standards of excellence and/or performance requirements set by state and local departments of education, school boards, and other relevant governing agencies * Objectives, educational (learning) goals, and strategies * Networking needs--functional requirements, required resources, inventory of current/legacy networking systems, assessment of infrastructure, network topologies, and standards * Hardware needs--functional requirements, required resources, inventory of current/legacy hardware that will need to be integrated into the plan, and required servers and workstations * Software needs--functional requirements, required resources, current software standards, operating systems, network applications, and selection policies * Implementation plans * Budget/funding plans * Timelines * Policies * Professional development * Use and maintenance * Support * Equity and access * Monitoring and evaluation Avoiding "Reinventing the Wheel" First, research other schools or districts that have successfully implemented a technology plan. Obtain copies of their plans if possible, or consult with members of their technology teams. By looking at what others have done, your technology committee can learn from their experiences and might find a good organizational model to use in drafting its own plan. Contact superintendents and technology specialists at districts of similar size and circumstance to yours. They may be willing to share their plans and insights. Other resources include: * Your state department of education, which may have an established technology plan or technology implementation goals, SCANS skills, curriculum frameworks, assessment standards, and other guidelines. * The U.S. Department of Education's Secretary's Commission on Achieving Necessary Skills (SCANS) at http://www.tier.net/tcenters/scans.htm . * Your own school or district. Leverage the mission statement and long-term plan (if any) of your own school or district. Ultimately, a good technology plan must support the broadest non-technology plans, goals, and visions already in place for your school or district. * The Internet. Model technology plans from schools across the nation are available on the Internet. * Professional technology and education organizations, such as the International Society for Technology in Education at http://www.iste.org/resources/#planning. For sample technology plans, visit http:// www.nctp.com, the Web site of Mississippi State University's National Center for Technology Planning, a clearinghouse for technology planning information, including state, district, and school technology plans. | | The Vision Statement A vision...articulates a view of a realistic, credible, attractive future for an organization, a condition that is better in some important ways than what now exists. A vision is a target that beckons. -Warren Bennis and Burt Nanus, Leaders: The Strategies for Taking Charge Every journey has a destination. The vision statement captures the destination of your planning and implementation process, providing your constituencies with an inspiring glimpse of where you are trying to lead them. To motivate others to follow you on this journey, the vision statement must be clear and compelling, creative yet realistic, and, most important, connected to improved learning outcomes. The vision statement: * Clarifies the technology committee's mission and provides a sound basis for short-term decisions to meet the committee's goals. * Establishes shared values, which serve as the foundation for consensus building throughout implementation of the technology program. * Establishes an agenda for action. * Serves as the primary document shared with funding sources to solicit their support. * Serves as the standard to which the technology committee continually returns over the course of planning and implementation, a yardstick against which the committee can measure new ideas and proposals. Creating the technology vision statement is not an esoteric exercise. The statement is the basis for the entire technology plan and should be thought out very carefully. It should be a concise, yet comprehensive picture of the desired destination of your technology plan. It does not contain details such as how many computers of what type will be connected to what networks, but instead stresses the benefits and results of technology. Finally, it must be accessible and understandable to all your constituents, even those without technological knowledge. Getting Started: Drafting Your Vision Statement The vision statement for your school or district's technology plan should contain the following three elements: 1 A concise, clear statement of the overall vision for using technology 2 An indication of who will use the technology, as well as where and how it will be used 3 A statement related to the benefits, direct and indirect, that will accrue to students, teachers, administrators, and support staff from the use of technology For the purpose of illustration, take a look at the following technology vision statement developed by the Spring Branch Independent School District (SBISD), in Texas, a school system with over 29,000 students in 36 schools. For more information on the Spring Branch Independent School District technology plan, see http:// www.nctp.com/ #building. TIP The word vision means the conception of an image. The word mission refers to a commitment to action. Although the correct choice of words is important, so is a carefully chosen image. It may be best to draw a simple diagram that shows your vision and mission graphically. Don't worry about communications bandwidths, gigabytes of memory, or processor speeds. Just show how you expect technology to flow from the classroom through the school, the school district, and, ultimately, out into the community. Also, include the major steps in the process required to get there. This diagram does more than summarize your vision and mission-it helps communicate them to the various constituencies with whom you'll interact. | | Vision The Spring Branch Independent School District (SBISD) recognizes the increasing need to know more, to know how to access information, to understand, and communicate. By including technology as a component of a well-balanced K-12 program, SBISD will provide students with the opportunity to develop lifelong learning skills through the use of technology. By using technology as a tool, teachers, administrators, and support staff will become more efficient and effective in facilitating and managing the learning environment. Here's how the SBISD statement addresses the components of an effective vision statement: 1 A concise, clear statement of the overall vision. The SBISD vision statement is straightforward, succinctly stating the two core elements of the vision: 1) providing "students with the opportunity to develop lifelong learning skills through the use of technology," and 2) providing teachers, administrators, and support staff with technology to become "more efficient and effective in facilitating and managing the learning environment." 2 An indication of who will use the technology, as well as where and how it will be used. The vision statement specifically mentions students, teachers, administrators, and support staff. 3 A statement related to the benefits, direct and indirect, that will accrue from the use of technology. The vision suggests that technology will provide lifelong learning skills for the students and more efficient and effective facilitation and management of the learning environment for teachers, administrators, and support staff. The Mission Statement While the vision statement expresses what a school or district can and should become, the mission statement describes the plan for fulfilling that vision for technology in education. It is not as broad as the vision statement and is more measurable in many respects. The mission statement: * Outlines what must happen to realize the vision. * Coordinates the stakeholders' actions and efforts by establishing clearly articulated common goals. Getting Started: Drafting Your Mission Statement Since the mission statement is more specific than the vision statement, it should describe what your school or district is trying to accomplish through technology and for whom. The mission statement should flow directly from the vision statement and include the following three components: 1 What the school or district will do to make its technology vision a reality 2 Why the school or district wishes to do this 3 For whom the school or district is doing this Take a look at the following mission statement from the Spring Branch Independent School District. The statement is deconstructed afterwards to show how it fulfills the requirements of an effective mission statement. This example can help you evaluate your school or district's technology mission statement and refine it for completeness, clarity, and consistency with the vision statement. Mission The Spring Branch Independent School District will incorporate technology as a natural part of education through an integrated, comprehensive framework to govern acquisition, application, and evaluation of technological resources to ensure that all students will have the opportunity to develop lifelong learning skills necessary to be productive citizens in an information-driven, global society. By using technology as a tool, the students can: * Expand their knowledge base. * Improve their critical-thinking, problem-solving, and decision-making skills. * Access, analyze, evaluate, and communicate information in expedient and efficient formats. * Work ethically, independently, and collaboratively with a diverse and changing population. By using and facilitating the student use of technology as a tool, teachers can: * Improve instructional strategies to increase student achievement and narrow the gap between high and low achievers. * Accurately and efficiently assess, monitor, and communicate student progress to parents. * Continuously improve professional skills through staff development in technology and the sharing of skills and resources with colleagues. By using and facilitating the use of technology as a tool, administrators can: * Provide, solicit, and seek adequate funding, maintenance, support, training, and equipment. * Demonstrate leadership and a vision for the use of the technology to increase student achievement and staff productivity. * Provide immediate and easy access to, and manipulation of equipment and data sources for instructional and administrative decision making. * Integrate technology into procedures and guides. Here's how the SBISD mission statement addresses the components of an effective mission statement: 1 What the district will do to make its technology vision a reality. The first part of the mission statement says that SBISD will "incorporate technology as a natural part of education through an integrated, comprehensive framework..." 2 Why the district wishes to do this. The mission statement provides an extensive list of the educational goals technology will be used to support. 3 For whom the district is doing this. The mission statement clearly says that technology will be integrated throughout the education program to serve all students. The mission statement provides an outline of the process required to attain your vision for technology in education. Together, the vision and mission statements serve to point toward the intended destination while lighting the way. Achieving Buy-in for Your Vision and Mission The technology planning committee not only creates the vision and mission statements, but should also help achieve buy-in for the key stakeholders. Develop enthusiasm and support for your vision and mission by using the following strategies: * Share the vision and mission with the stakeholders, using any and all means of internal and external communications to get the word out. * Make the communications process interactive: Listen to responses, and be prepared to modify the vision and mission statements as appropriate. * Get the endorsement of key people who have influence among your key constituencies. * Bring the vision and mission to life for outside constituencies with scenarios and examples that show technology in action and what it takes to get there. * Keep the vision and mission statements in mind as the technology planning journey continues. Don't wait for a finished technology plan to approach your school board for formal approval. Try to win the board's approval for your plan from the start by bringing them your vision and mission statements before the rest of the plan is written. When there are no purse strings attached, it's easier to get an endorsement from the board. Sharing your ideas early also provides an opportunity for the board to give input as to the direction the plan should take. When you approach the board again to approve the budget, they will be on record as supporting the ultimate goals of the project, which may make it easier to obtain funding approval. Looking Forward: Getting on the Road The "big picture" is now finished. Or is it? As your constituents see the vision and mission begin to take form, questions will naturally follow. What kind of technology tools will we use? How much assistance do we need, or should we expect, from outside the school or district? What is our current technology status? What are our resources? What will our hardware, software, and infrastructure needs be? What kind of staff development programs will we implement? Those and other critical questions will need to be addressed as you build and strengthen consensus on the technology plan. By starting with an assessment of your current situation and comparing it to your vision, you will begin the process of translating that vision into technology terms. However, before diving into the intricacies of technology system requirements, make sure everyone involved feels they have ownership of the vision and mission. Public recognition of and familiarity with the proposed technology program will help reinforce its importance to the community, gain access to those you want to reach, and solidify your mission. So, take the time now to make sure the vision and mission statements are well publicized. Communicating Your Vision and Mission The power of marketing and public relations can be experienced along the roadside of any journey: Billboards pitch everything from a $1.99 "Best in the West" breakfast to the "last chance" to fill our stomachs and gas tanks for the next 200 miles. Marketing draws ambivalent people to commitment. On the road, it compels us to stop and experience a product or attraction, or to keep on going. Similarly, if you want people to partake in your technology vision, you must communicate that vision early and often to boost the chances for its success. Your technology committee can implement and refine the communications effort, but it's useful to outline that effort from the start. Remember that communicating your technology vision: * Garners public recognition and appreciation for that vision. * Enhances your consensus-building efforts by getting the word out. * Encourages support for the vision. * Attracts potential business and community partners to your school or district. * Encourages cash or in-kind contributions. * Serves as a vehicle for celebrating your success. Targeting the Message to Your Constituents How you deliver the message behind your technology vision and mission statements depends on where the constituents reside. Internally, address those aspects that support the district's vision and mission; externally, emphasize the aspects that are particularly beneficial and relevant to parents, businesses, and community groups. Your technology program has goals that your constituents can agree are important and critical to their future, whether they are familiar with the application of technology or are new to computing. By pointing out the relationship between your technology efforts and those key concerns, you increase the impact of your message and a sense of its relevance to your constituencies. Key messages you can convey to emphasize your plan's relevance include: * Both regular and special needs students in technology-rich environments experience positive effects on achievement in all major subject areas, preschool through higher education. * In the absence of improved learning, students will lack the skills and knowledge necessary for jobs in the coming years. * Increased technology use has been correlated with decreased dropout rates and decreased attendance and discipline problems. * Providing students with access to modern technology requires partnerships between business, education, and the community. Developing a Communications Strategy A successful communications program requires the full involvement of your technology committee, key staff, and other interested parties. Meet with those groups, and determine your strengths, weaknesses, opportunities, and the potential obstacles to implementing your vision. Then, prepare a communications plan and train the people carrying out that plan on the importance of being knowledgeable, courteous, and responsive to questions from the public. Effective, economical ways of reaching out to your constituencies are available in every community. Try as many of the following as are practical given your time and resources: * Speak to parent groups. * Speak at PTSA, club, business, and community meetings. * Produce a newsletter that touts your vision for technology in education. * Write articles for the district newsletter. * Develop a school or district brochure that explains your technology vision. * Advertise your technology vision on school or district Web sites. TIPS FOR PUBLICIZING AN EXISTING TECHNOLOGY PROGRAM If you already have a technology program, the following strategies will help gain recognition and support for the program and for new technology initiatives. When properly implemented, these strategies create a sense of pride among staff, students, administrators, and community members. Produce a regular newsletter to update locally influential people on the technology program's latest work. Be sure to highlight student contributions and achievements wherever possible. Encourage students to publish a newsletter of their own about technology accomplishments. Enter technology awards contests offered by school boards, associations, state legislatures, the governor's office, student organizations, community groups, or the media. Speak before local community groups about the technology program; arrange for students to make presentations of their work. Provide opportunities for people to have hands-on experiences with the technologies and activities that are part of your educational program. Devote a special section of the school yearbook to the technology program. | | Generating Publicity Include in your communications plan some of the following strategies for promoting--internally and externally--your school's technology implementation efforts. School publicity. The strategies listed below are particularly useful for informing your audience of your school's technology vision and mission: * Place a technology committee spokesperson on local radio and television interview programs. Most local-access cable stations give free airtime to schools and other nonprofit organizations. * Produce a regular newsletter to update locally influential people on the technology committee's latest initiatives. * Print regular articles about your technology vision and mission in district or school newsletters. * Forward news clips on your technology initiative to locally influential people, including school board members, business executives, and college leaders. * Speak before local community groups about the progress of the technology initiative; arrange for committee members to make brief presentations on their work. * Participate in or organize a communitywide "career fair" or "career day" designed to interest students in technology jobs. Include representatives of different businesses/industries discussing how technology relates to their work. * Arrange to have local elected officials declare a "Technology in Education" week or month to publicize the importance of technology in education. * Arrange for a special section of school media centers to be devoted to technology-related materials. Publicity for small business and community partners. Although many businesses support education efforts out of their commitment to improving the quality of life in the communities in which they do business, they also appreciate positive press regarding their support of schools. The following suggestions provide cooperative marketing opportunities--ways your business partners can promote their community involvement and your program to their customers (your constituents) at the same time. Each of these strategies supports the dual purposes of publicizing your technology vision while publicizing your supporters' good deeds. They create win-win outcomes. * Encourage technology committee members to write brief articles about their experiences for corporate in-house newsletters. * Ask utility companies, banks, credit card companies, and other organizations to include a note or an article about your school or district's technology vision in their monthly direct-mail flyers, statements, and bills. This is a great way to reach a lot of people, and some companies will do it as a public service. * Recognize businesses and business employees who are supportive of the technology initiative in school or district newsletters or by school "volunteer appreciation" activities. * Ask the president of a sponsoring company or organization to write an editorial about the technology initiative for the local newspaper. The Road Ahead Congratulations! You have developed vision and mission statements that will serve as a guide for action for your education stakeholders. Sharing and communicating your vision and mission among your constituents helps them to become keepers of the vision. More important, your vision and mission statements serve as a framework for your technology goals and, as such, will motivate, coordinate, energize, and guide your education stakeholders in achieving the vision. Where do you go from here? Your next challenge is to translate that vision into specific technology requirements and actions that will mark your progress along the road to realizing your school or district's vision of a Connected Learning Community. ---------- Chapter 4: Planning the Technology Program | Sections of this chapter: * Determining How Technology Will Support Your Educational Vision * Translating Technology Goals into Technology Requirements * Assessing Your Resources * Establishing a Timeline * Identifying Milestones * Keeping Everyone Happy * Putting It All Together This chapter describes the process of planning your overall technology program. Included is a series of guiding questions and strategies to assist you in 1) translating your educational goals into technology requirements, 2) assessing resources, and 3) establishing timelines. With your school or district's technology vision statement drafted, the technology team and your education stakeholders have a picture of broad technology goals as they relate to the needs of your students and staff. Those goals (which align with district, state, and federal educational goals) establish the general direction for planning your technology program. The next technology planning activity is to define the technology systems that will help achieve your goals. That process involves: * Translating the school or district's technology goals into technology requirements. * Assessing your school or district's present resources. * Setting guidelines and establishing timelines for achieving the technology goals. * Planning (including budgeting) for ongoing maintenance, support, and future expansion. Determining How Technology Will Support Your Educational Vision Your vision statement provides a broad, comprehensive description of your school or district's overall educational goals and expectations from technology. The next challenge is to translate those goals into definitions of the specific kinds of technology needed to support that vision. To begin this process, consider how technology will be used to accomplish the following goals: * Provide and support a challenging curriculum. * Support learning programs for all students. * Support the changes in the roles of students, teachers, administrators, parents, community members, and others necessary to achieve the technology vision. * Support an organizational structure that is consistent with the vision of learning. * Support and provide meaningful professional development experiences for staff. * Support your school or district's accountability and assessment system. * Enhance home-school-community collaboration and communication. Translating Technology Goals into Technology Requirements When you have determined how technology will support your school or district's educational vision, it's time to begin defining the requirements of the technology system. It is important to document those requirements to achieve widespread agreement and acceptance among your constituents. Documented technology requirements will also be important to everyone who implements and works with your network, as certain requirements will affect the network design. A successful requirements list represents the needs, expectations, and goals of all the users of the system. By creating the list, you will be able to give your network designer a more complete picture of your system requirements and, ultimately, determine the physical design of your school or district's technology system. Keep in mind that the requirements list should be flexible enough to allow for emerging technologies and technologies that are not yet affordable but will be in the future. To develop the requirements list, ask yourself how you expect students, teachers, administrators, and community members to use technology to make your school or district's technology vision a reality. Begin by considering the following questions as they relate to instructional, administrative, and community technology use: Instructional use * Will computers be in every classroom? In specified places only? Will this change over time? * Will your system provide access to a broad range of information (such as information stored at the school library and/or public library and on the Internet) from every computer, or only from selected locations? * Which programs and information will students and teachers have access to? * Will students, teachers, and parents have access to the system from home? * Will there be access to the school library or other network resources from home as well as from the classroom? * Will your system provide distance learning capabilities? * Will students have the ability to submit homework electronically? Administrative use * Who will use electronic mail--students, teachers, parents, administrators, the community? * What data should teachers and staff have access to? * How will technology automate administrative tasks to increase productivity and decrease use of paper for progress reports, attendance forms, and memoranda? * What information (for example, files, databases, and applications) should be shared within the school or district? * Will the system provide online professional development programs, available anytime and anywhere? * Will everyone be required to use the same basic software tools, regardless of whether the individual uses an Apple Macintosh computer or a computer running a Microsoft Windows(R) operating system? Community use * Will classes, the school, and/or the district use online newsletters to communicate with the community? * What types of information does the school or district want to share with the community? * What aspects of the system will community members be able to use? TIP Assessing your school or district's resources and inventory can save you real money-and it can make the total costs of your technology plan more palatable to key constituencies and funding sources, thus increasing the plan's chance of success. Why? Because it's likely you won't raise all your capital equipment costs from outside sources, like bond issues. But with careful assessment of your resources, you may be able to redirect some of your current expenditures to support the technology plan. TIP One benefit of implementing a network running Microsoft Windows NT operating system is the availability of remote asset-management tools-you'll never have to take a manual inventory again. Microsoft Systems Management Server (http:// www.microsoft.com/ products/prodref /155_ov.htm) will inventory computers on your entire network, identifying the system specifications, software, available peripherals, and more. | | Assessing Your Resources The extent to which you will be able to meet all your technology system requirements depends in part on the resources at your disposal--that is, time, funding, personnel, district/state support, special skills, and so on. To assess your current resources, examine the following areas of your school or district: 1) technology, 2) personnel, and 3) facilities. The questions that follow will give you an understanding of what is already available and what is still needed in each area to implement your technology program. Remember, the greatest hidden cost of technology systems is the human cost--the personnel needed for network design, installation, training, support, and maintenance. Technology inventory * What technology is being used now, and how much of that technology can be redirected to support the technology plan? * What personal computers are in place now? If they match your planning criteria, can these machines be incorporated into the plan? * What is the current data processing capability, and can it be used to support the proposed server-based activities? * What is the current communications system, and how much does it cost? You may be able to fund your computer network infrastructure without any new spending by replacing the current analog phone system with a digital system that handles the same voice traffic plus the new data needs. Personnel inventory * Does the school or district currently have computer-literate staff who can help design the network, or will outside help be required? * Can parents or other community resources contribute expertise, or can volunteers assist with the installation under the guidance of network experts? * After the network is installed, who will handle troubleshooting problems, repairing broken hardware, reconfiguring software, backing up important data, upgrading software, and planning upgrades to equipment as technology improves? * What is the current skill level of the staff? What are their desired skill levels? Who will train staff on how to use the equipment? Will outside trainers be required? Facilities inventory * Does the school or district have the electrical wiring and infrastructure necessary to support a significant increase in personal computers and servers? Will this become your first capital expense? * What is the state of the school buildings, and how easily can the wiring required for networks be installed? * Do the buildings have the necessary air conditioning and room security systems? * Which buildings and which rooms will be connected? * Is there the physical space for routers, hubs, servers, CD towers, and other key network equipment? * Is the district planning to construct new schools? New facilities can be built in ways that reduce the cost of technology adoption later on; for example, incorporating appropriate wiring or at least wiring ducts in new schools greatly reduces the cost of adding technology later. Other resource-related questions * Is school enrollment increasing or decreasing rapidly? * Does the school or district have a significant English-as-a-second-language (ESL) population? * Does your school and/or district enjoy strong community support? What is its track record with funding bond issues? * Is your school board likely to increase millage to support technology initiatives? * What is the morale of teachers and administrators and their likely acceptance of technology changes? For more information on Port Townsend School District, see http://web. ptsd.webnet.edu/. For more information on Issaquah School District, see http:// www.microsoft.com/ education/k12/ schools/casek7.asp. To learn more about Tucson Unified School District, see http:// www.microsoft.com/ education/k12/ schools/casek4.asp. | | Establishing a Timeline Now that you have translated your school or district's educational goals into technology requirements and assessed the available resources, you are ready to set a timeline for implementing the technology plan. A timeline is an important part of the plan because it helps the technology committee stay on track and easily assess its progress toward any goal. Additionally, a timeline allows a school or district to mark accomplishment milestones that can be communicated to constituents, and to update the technology plan to reflect technology advancements. There are two approaches to setting timelines: 1) by priority, that is, deciding which goals and needs demand immediate attention and which can be put on hold, and 2) by logical order, that is, a step-by-step implementation. You will likely work on numerous goals simultaneously and use both approaches. How long will it take to implement the technology plan? Of course, it depends on many variables. If your school or district has money, personnel, and modern facilities, implementation may proceed quickly. A smaller district may proceed quickly as well, making up for a lack of resources with a leaner, more dynamic administration. The relatively small school district of Port Townsend, Washington, with 2,000 students and 200 computers, implemented its system in six months, while the school district of Issaquah, Washington, took four years and the human resources of its students to build a districtwide information infrastructure. Tucson Unified School District established a plan that covered seven years of implementation activity for 63,000 students in more than 100 schools, with 7,200 full-time employees and 1,900 part-time employees. Consider spending your resources--money and energy--in a bell-curve pattern: During the first year, operate slowly on a small scale to gain experience, and then "scale up," implementing technology more quickly, as you gain more knowledge. After the bulk of your school or district is on the system, you can take your time to connect less crucial sites that don't directly reflect the goals of your vision statement. TIP For a catalog of exemplary state, district, and building level technology plans, visit the National Center for Technology Planning at http:// www.nctp.com/. SUCCESS STORIES With the enthusiastic support of New Haven mayor John DeStefano, Jr., and superintendent of schools Dr. Reginald Mayo, the New Haven, Connecticut, board of education adopted a long-range technology plan, incorporating a vision of using new technologies to improve school district as well as city services and communication. As part of the plan, New Haven joined with 13 neighboring school districts in the development of a regional network, managed by two Microsoft Windows NT Server sites, for which New Haven is the central city. For more information, see http:// www.microsoft.com/ education/k12/ schools/casek18.asp. For information on how Microsoft Solution Providers can assist your school or district with the planning and implementation of a technology program, see http:// www.microsoft.com/ education/partner/ resource/guide/ solution.htm. | | Identifying Milestones When you know where you're going (technology goals and requirements) and where you are now (assessment of resources), the final step in planning a technology initiative is to identify key milestones, the "landmarks" by which you'll judge progress toward your destination. In visual terms, key milestones are a series of "snapshots" that chart the journey between your school or district's current status and the vision diagrams suggested in Chapter 3. Pilot or demonstration project. Whether you are starting with no technology experience or a strong technology base, a good first step is a pilot or demonstration project. A pilot project involves much of the hardware, software, and infrastructure elements of the full technology plan but on a smaller scale. Think of it as a 16-year-old's test drive around the parking lot before attempting the city streets. Through a pilot project, the technology committee will do more than learn about the technologies it plans to implement. It will be able to work out the "bugs" before full implementation, gain the confidence to move ahead to the next implementation phase, and have the experience to adjust the technology plan appropriately. Completing the project successfully will also boost the technology team's credibility with both internal and external constituencies. School or district implementation. After gaining experience with a pilot project, the next milestone may be implementing the technology plan for a school or administrative building. The system complexity is an order of magnitude above that of the small trial, but still far simpler than the final structure of your full technology system. The length of time required to wire a particular school varies considerably depending on the physical condition of the buildings. Community implementation. Your school or district's vision statement may draw the borders of its technology community well beyond the physical borders of the school or district. Milestones might include expanding the system to the local community (parents communicating with teachers by e-mail), the state (joint teaching and staff development activities with other districts), and the world (student access to the Internet, electronic mail correspondence with international students, and research via international databases). Keeping Everyone Happy You can't implement network technology everywhere at once, so how do you keep everyone happy over the course of a long implementation period? The timeline and milestones previously described may look great to the teachers and students in the classrooms or schools scheduled to get the new technology first, but not so great to those who have to wait for several years. One solution is to distribute stand-alone computers evenly throughout the school or district. That way, everyone has some technology to work with while waiting for a connection to the network. In a districtwide system, you'll be implementing personal computers and networks in elementary schools, middle schools, and high schools. Does it matter where to start? If you're planning on using students to help you manage your networks, yes! Start with the upper-level students; they can then help you introduce technology to the lower levels. Putting It All Together Congratulations! You have completed the process of planning your school or district's technology program. This plan maps the design and implementation of the overall program. It's a dynamic, living, working document, and as such, it may be changed as adjustments are needed. Like any good map, it shows a variety of possible routes for arriving at your destination, serves as the boundaries of your creative thinking, and ensures that all your stakeholders will be (literally) on the same page in the planning and implementation process. ---------- Chapter 5: Planning the Technology System: An Overview | Sections of this chapter: * Construction Ahead * The Building Blocks * Network Basics * Network Advantages * Network Terminology * Network Topologies This chapter presents the advantages of networks in educational settings and introduces the basic elements of a technology system and network terminology and configurations. Construction Ahead Throughout this guide, planning a technology system has been compared to planning a road trip. The analogy holds in many ways, but so does another, because trip planning merely requires you to decide which roads to travel down, which motels to stay at overnight, and where and when to make stops for rest and refueling. Now imagine having to make that same trip, but this time the roads haven't been laid out. In some towns, the motels haven't been built. The rest stops--well, they may or may not exist, depending on your location. Getting from here to there is more difficult in some areas, easier in others. Your ability to get from place to place greatly depends on what pieces of the infrastructure are already in place. Yet existing infrastructure may limit your options--if there is no infrastructure to work within, you have a much broader range of choices. The Building Blocks In your technology planning journey, you are the architect of the territory you're about to traverse. And your technology system, when completed, will resemble a city or state or country--any area of organized human activity. The components are as follows: * Personal computers, scattered throughout the system and organized into networks, are like houses or housing developments in various communities. * Servers, much like the business districts and public utilities of any town, provide basic services. These services include communications (electronic-mail or voice-mail servers), databases, productivity software tools, software libraries (CD-ROM servers), remote administration and asset management tools, and so on. * Local area networks (LANs), the high-speed communication systems connecting servers, personal computers, and peripherals, are like the streets within each community. * Wide area networks (WANs), collections of LANs linked by high-speed modem connections, are the state or interstate highway systems that link the communities into a productive whole. Assembling the system will require informed decisions about the following: * Communications infrastructure--the "backbone" of your network, including the cables and wiring that connect the network's various parts. The infrastructure provides the bandwidth--or carrying capacity, such as that provided by a water main in a public water system--to carry multimedia to each computer on the network. * Hardware and software systems--the tools that run and support the instructional, administrative, and productivity software: personal computers, servers, networking hardware, networking software, and workgroup software like electronic mail, scheduling, and connectivity to the information highway. * Productivity software--tools that teachers and administrators use to simplify and manage tasks, and which students can use to research, write, analyze data, and present their work. * Specialized applications--tools designed to meet specific needs, for example, supplementary curriculum applications like multimedia CD-ROMs; library automation; and administrative automation solutions for student records, accounting, and state reporting. System components are described in more detail in following chapters as they relate to network and school administration and classroom use. Included are discussions of the choices you face, tips on integrating components into the education setting, and guidelines on costs and budgeting. To learn more about successful school networking solutions, see the following Web sites: Kern High School District (California) at http:// www.microsoft.com/ education/k12/ schools/casek6.asp Houston Instructional School District (Texas) at http:// www.microsoft.com/ education/k12/ schools/case22.asp Tucson Unified School District (Arizona) at http:// www.microsoft.com/ education/k12/ schools/casek4.asp Campbell Hall School (California) at http:// www.microsoft.com/ education/k12/ schools/casek10.asp Oswego City School District (New York) at http:// www.microsoft.com/ education/k12/ schools/case21.asp | | Network Basics In the simplest terms, a computer network is a collection of computers that communicate with each other. Specifically, a network allows users to share three things: resources, files, and applications. 1 Sharing resources. A network allows users common access to any equipment (such as disk drives, printers, and CD-ROMs) regardless of the physical location of the equipment or the user. 2 Sharing files. On a network, files can be shared in three ways: 1) computer-to-computer transfers, 2) temporary storage, and 3) long-term group editing and archiving. 3 Sharing applications. One network copy of a software program (licensed for a specified number of users or desktops), such as a school's electronic card catalog, can be used by all the licensed users or computers on the network. That provides a potential cost and time savings compared to using a stand-alone copy at each computing location: For example, software licenses purchased for multiple users or desktops are typically much less expensive than the same number of individual copies of a program, and network versions of software can be centrally administered, making it easier to update and manage software configurations over time. Additionally, with network programs, students and staff can access the programs they need from any computer in the school. Network Advantages Local area networks within schools allow students to share their work with other students; teachers to access student work from anywhere within the school; and administrators and staff to share student records, memoranda, and other information. With a district network, those same capabilities can be expanded so that data sharing takes place among schools throughout the district. Once the district or school network connects to the Internet, the opportunities grow even larger. Benefits of a local area network for administrators, students, and teachers include the following: For administrators * Central storage of administrative records, with access from anywhere on the network * Decreased cost of record-keeping and management functions * Easier update of software, backup of centrally stored data, and protection of data from accidental damage * Cost savings from use of shared network resources such as disk drives and printers * Easier and more effective internal and external communications * Ability to offer new classes or to supplement current classes through video conferencing and Web sites * Access from home during inclement weather and off-hours For students * Ability to share work with others around the world through Internet connectivity * Remote access for homework help * Ability to submit assignments while traveling or during illnesses * Access to active information sources such as weather satellites, news bureaus, and working scientists * Interactive and collaborative learning through access to multimedia, video conferencing, and e-mail * Exposure to national and global perspectives * Encouragement of verbal communication, writing skills, and articulation of ideas because of the text-based nature of networks For teachers * Ability to facilitate open-ended student learning using the Internet * Access to informational postings and student data * Access to the latest information and materials to update curricula and to keep teaching skills fresh * Access to video conferencing for question-and-answer sessions between students and teachers or experts in different locations * Ability to communicate with other teachers, parents, administrators, and curricula experts on a one-to-one basis by e-mail Network Terminology A server is the computer that contains the disk drives, CD-ROM drives, files, printer, and other resources to be shared among the network computers. The server acts as an information manager and as a centralized source of one or more services for network users, such as data or voice-mail applications, shared software, and other productivity tools. The options available are limited only by the hardware and software installed to provide these resources. In general, the server: * Manages interactions between computers on the network. * Manages interactions between networks (LAN to WAN to Internet). * Allows multiple users to run programs that take more than one computer to use (e-mail, Web access, networked CD-ROMs). A client (or workstation) is any computer on the network that is not a server. The client looks to the server to get part of its job done for its user, whether that be actual processing (as in the case of network computers or mainframe access terminals) or simply gaining access to a program executing on the server and delivering information across the network. Clients act as an access point for one or more users to share data, programs, and services. Local area networks (LANs) are the high-speed communication systems that include personal computers, nodes, wires, and servers. LANs typically are systems in close proximity, usually within the same building. A LAN provides the capability to share programs, information, and resources such as disk drives, directories, and printers among personal computers. LANs are generally of two types: * A server-based LAN, also referred to as a client/server, typically consists of a single dedicated server that shares its resources with other computers (also called nodes) connected to the LAN. The other computers in the network are configured as workstations and may use only the shared resources of the server. When the server is dedicated in this fashion, its purpose is to serve the needs of the network; it does not typically serve a workstation role. Server-based LANs have high performance, allow for easy centralized administration of resources, and provide the most options for security and access control. * A peer-to-peer LAN allows every computer on the network to act as a nondedicated server so that any one of them can share its resources with any other. Additionally, every computer can act as a workstation. Peer-to-peer networks allow the greatest flexibility for the location of information but make administration of data resources and access control more difficult. Constant signal traffic between all points in the network can also cause performance (speed) degradation in larger peer-to-peer configurations. A wide area network (WAN) is a collection of LANs that is not geographically limited in size. WANs use high-speed modem connections via telephone lines to connect to LANs. The networks of computers that make up the Internet are connected to form a WAN. Network Topologies Topology is the way computers are linked together in a LAN. The three most common topologies are bus, star, and ring. Bus network. In this, the simplest type of LAN topology, coaxial Ethernet cable is strung as the "backbone," connecting all computers, printers, servers, and other hardware. The cable can be laid out on the floor, in the walls, in the ceiling, or in any combination of these, as long as it is one continuous line. A bus network is probably the simplest and least expensive to install because it uses a minimum amount of cabling. However, any failures in common cable will disable computers and other hardware along the line. Because such failures can be difficult to locate in a large bus network, this topology is no longer a popular one. Star network. In a star topology, the most common type used today, personal computers and other devices are connected to a central "hub," a hardware device with several ports, into which a network cable connection can be plugged. This arrangement limits possible disruption of the network: If a cable breaks, only one spoke of the network is disabled, making it easy to locate the problem. Each personal computer is a "point" on the star, radiating out from a hub that connects to the LAN. As the number of personal computers increases in a given location, you can connect clusters of them together and then connect each cluster to a hub. Ring network. In this topology, the computers are linked in a ringlike loop. As with bus networks, information is passed from computer to computer. By using "repeaters"--hardware used to boost the signal--a ring network can cover a much greater distance. The ring network is a compromise in cost between bus and star networks, although speed decreases as computers are added to the ring. Which network topology is right for your school or district? The choice will be driven by any existing infrastructure and by performance. New installations should favor newer technologies, both for greater performance and reduced maintenance costs. Most new sites build in star and ring configurations to maximize performance and ease of maintenance. Segments of a star network (defined by centralized hubs) can be easily isolated for repair while not affecting other users on the network. Older bus technologies are at a disadvantage here. Bus topology is usually not a first choice, except for modest improvements to already existing bus configurations, because of reduced speed (compared to ring topology) and troubleshooting difficulties--one disabled node can easily affect the traffic on the entire network. Now that you have a basic understanding of the various network terms and components, you are ready to move on to planning the actual infrastructure that will support your network. ---------- Chapter 6: Planning the Infrastructure | Sections of this chapter: * Your Network's Nervous System * Informed Decision Making * Connectivity Within Schools * Bringing Your District Together * Accessing the Internet * Cost of Infrastructure * Pre-Purchase Considerations * Implementation Advice The most visible part of a network-the servers and client computers-depend on a less-visible infrastructure to share data and to access the outside world. This chapter describes some of the key components of the network infrastructure and provides planning tips to help you build a system that meets your school or district's current and future needs. Your Network's Nervous System It's easy to take for granted the hidden structures and processes that make networks work. All the services you use on the network depend on a hidden web of cables and hardware whose sole job is to move information from place to place. Like the nerve fibers that transmit messages to our muscles and initiate an action, your network's infrastructure turns a click of the mouse in your classroom into a multimedia show, an e-mail message, or access to data on a shared server. Imagine for a moment if it took several seconds for a message to pass from your brain to your hands, or if you could initiate only one movement in your body at a time. Simple tasks like writing a letter or eating breakfast would quickly become frustrating-perhaps even impossible. In the classroom, lack of adequate bandwidth (capacity) or speed in your network's infrastructure can create similar frustrations. Poor planning today can result in limited services in the future-or expensive retooling to keep basic services functioning as your user base expands. Informed Decision Making The ability to upgrade your school or district's network to embrace more services, more users, and more geographically distant segments will depend on some of the decisions you make when first planning and installing the network infrastructure. The tips in this chapter will help you plan an infrastructure that is right for both your current needs and future expansion, but they are just a starting point. Infrastructure choices determine the future of your network and are among the most expensive to change if a mistake is made. Careful planning depends on your ability to communicate your school or district's needs effectively to technology professionals, and on being an informed consumer in the network hardware marketplace. When you consult with technology professionals in your school district or among your corporate partners, be familiar with both your needs and the relevant hardware necessary to make connections within your school, across your district, and to the Internet. Also be thoroughly familiar with any infrastructure already in place so that your technology consultant can make an informed decision about whether to expand an existing topology or consider an upgrade for the entire system. View the Networking Diagram. For a listing of Internet service providers that support Web development with Microsoft FrontPage(R) 98 server extensions, see the Internet service provider list at http:// microsoft.saltmine.com/ frontpage/wpp/list/. For further information about Microsoft FrontPage 98, see The Micrsoft FrontPage web site at http:// www.microsoft.com/ products/prodref/ 571_ov.htm. Connectivity Within Schools Take a look at the diagram above, a "local map" of a basic district networking system. Each school is a virtual "town"-a Connected Learning Community. Exploring the Connected Learning Community begins by leaving the local hard disk drive; you can move from computer to computer or send electronic mail by sending signals down cables. As new services (like a CD-ROM server or centralized database) become popular and receive more users, classrooms or labs will need to centralize and route traffic to avoid a tangle of cables and crossed signals. Hubs are the link between key shared resources and the individual computers in the classroom, lab, or office. Good planning -- in the Connected Learning Community sense-means understanding how to optimize the network and avoid bottlenecks and accidents. Let's take a look at the elements that carry the traffic for students and staff. Cabling Cables are the wires that connect individual computers, enabling them to transmit data from one point to another. These include not only the wire that runs from the interface card in a computer to wall- or floor-mounted network cable jacks, but also the wires between those jacks and the nearest hub. These wires may run under floors, behind walls, above ceilings, or all of the above. Remember: It is always cheaper to install an access point (jack and cable running within a wall to a specific room) for your computer networking cable during the initial installation than to add connections to an existing system later. Cable types. The most up-to-date information-highway building materials have high speed limits and can handle a significant traffic volume. The most capable cabling for local routes (from personal computers to hubs and on to the server) is Category 5 twisted-pair cabling, made up of four pairs of wires twisted about each other to eliminate electrical noise. When purchasing this cable as part of your total infrastructure installation, look for certification (through a cable test report produced by the installer) that the cable has been tested to handle the highest possible transfer speeds (up to gigabit transfers). Most cabling should handle a minimum speed of 100 megabit data transfer. The installer should be able to test and certify the speed the cabling can truly handle. To give you an idea of just how fast the transfer is, let's look at 100 megabit, a speed rapidly becoming the standard. At this cable speed, the network can move the entire contents of 100 floppy disks from one place to another every second! Gigabit speeds are 10 times faster, allowing the transfer of up to one gigabyte of data (the equivalent of an entire hard disk in 1996) every second. The highway you build to connect segments of your network (such as between floors in a building or across a local campus) will likely be made up of fiber optic cable. Fiber optic connections are typically made between specialized types of hubs built to handle and relay traffic between segments of your network. Unlike twisted-pair copper wire, which, like standard telephone wiring, conducts electronic signals, fiber optic cable transmits your school's data at very high speeds using pulses of light. Because of its price (about 10 times the installation cost of twisted-pair cabling), fiber optic cable is rarely used for connections directly to the desktop. However, its high transmission speed and very large traffic capacity make it ideal for moving multimedia and other large flows of data from one part of your network to another. Ask your network installation professionals about using fiber optic cable as a backbone for the key transfer points in your network. Cable prices vary, but are usually presented in a proposal as a calculation of cost per foot, connections required, and the labor necessary to run the cable above ceilings, under floors, and behind walls in your unique environment. Hubs Once a cable has been connected to a computer's network interface card, where does the other end go? In most networks, the cable bundles coming from one or more classrooms and labs eventually wind up linked to a hub. Hubs are central points of connection in your network that manage traffic and pass data between servers, client computers, and peripherals such as shared printers. Hubs are the traffic managers on the information highway, ensuring that many requests for services coming from many computers are sent to the right place at the right time. Hubs can also boost signal strength and link segments of a widely dispersed network. As you can see in the district network map, hubs are the last local stop for data before it is passed to another device (such as a CSU/DSU, in the case of relaying data over analog leased lines) for transmission out of the local area network. Hub types. If your school or district has an existing network, you may be familiar with other devices, such as repeaters and bridges, which are not mentioned here. Today's hubs can handle a number of communication management tasks. Simple hubs (sometimes referred to as shared hubs) provide a physical connection for input cables, combining their signals for transfer down one or two cables that link to the servers. Look for intelligent hubs and switched hubs to accomplish that task and more. They can handle the highest capacities (gigabit or at least 100 megabit Ethernet) and the latest protocols (such as 100bT Ethernet, TCP/IP, and switched networking) to get the most performance out of your cabling. Purchasing Tips When purchasing cables and hubs, keep in mind the following: * Buy for the future. Plan to purchase the highest capacity, highest quality possible. As both software and hardware advance, the demands on your network for data transmission will grow dramatically. That "special of the week" offered by network installation vendors is often designed to clear older technologies from inventory to make room for state-of-the-art products. Look for manufacturers that offer flexibility (for example, 10/100 megabit switchable or upgradable hubs), and don't be reluctant to shop around. Your local telephone or cable provider may well be entering this market and looking for your business at an attractive price. * Build in flexibility. Today's activity room may be tomorrow's classroom; yesterday's hall closet may end up containing the hubs for your network. Whether you plan on using classroom computer sites or centralized labs, run cable to every room that could conceivably hold computers in the future. An investment in installing network connection points today is far less expensive than patching cable and ports into an existing network in the future. For hubs, choose a centralized location when building a wiring closet. Avoid locations that would be physically impossible to expand or very difficult to connect by cable to your servers. * Get more than one quote. Hub and cable installation prices vary dramatically, based on both your needs and a vendor's resources. Ask for referrals from other schools or business technology professionals. Your local Microsoft Solution Provider can be a resource for determining your cabling and other network hardware needs. To learn more about Microsoft Solution Providers, visit the Microsoft Education Web site at http:// www.microsoft.com/ education/partner/ resource/ guide/ solprov.htm. | | Bringing Your District Together Once your local school is wired, you'll soon look toward tying your district's other schools into one integrated Connected Learning Community. Your local area network will need to have access to higher-capacity "highways" that can make sending e-mail, accessing administrative data, or browsing a Web page at a remote location as easy as accessing the server down the hall. Once those connections are built, each school LAN shown in the boxes at the bottom of the district network map can be integrated into the larger wide area network (WAN). WAN Connectivity Infrastructure Connecting distant points to a centralized network presents a different set of technical challenges than wiring a two- or four-building local campus. You'll need to invest in new hardware and software to provide access to data transmission lines, provide data relay to remote locations, and manage security for connections to the Internet. Routers, relatives of hubs, provide traffic management and relay services between your network and the telephony network that will move data to and from other schools or the Internet. The latest routers provide high transmission capacities and feature hardware-level error checking, firewall services, data compression/encryption, and more. You will need one router, along with one or more channel service units/data service units (CSUs/DSUs). The CSU/DSU manages how different kinds of data are interpreted and passed to the routers linking to the LAN. How many CSU/DSU units you will need depends on the type of high-speed connection lines available between the district LAN sites you want to link to a WAN. In the sample district network map, a CSU/DSU is acting as a translator between each school's network and the higher-speed line available between sites. At the district level, a second CSU/DSU for each incoming school traffic stream stands ready to "decode" the highly compressed, high-speed signals coming over the T1 line and to relay that information to the district's router for relay to and from the Internet. Leasing Lines How are these high-speed connections between schools and district gateways to the Internet built? As mentioned, schools use existing parts of the telephony network to interconnect the individual networks that make up the WAN. Since most schools (or private companies, for that matter) do not have the resources to install and maintain their own private, high-capacity links for voice and data across a large geographic area, telephony service providers lease these links for an installation fee plus a monthly subscription. Choices are fairly limited, but somewhat sophisticated in how they can be configured to meet your needs. Your district or outside technology consultant can assist you with your decision. Some of the options include: * T1 line. This entry-level WAN and Internet access link is the most common solution for data transmission. It is also one of the least expensive, since it can be used for both voice and data traffic. In fact, you can "discover" funds to allocate to T1 leasing by moving your regular telephone traffic from its current configuration over to the T1. In the sample school district map, this link provides high-capacity data transfer (1.54 megabytes per second) between schools and the district. * T3 line. The T3 is the same type of link at a significantly higher transfer rate (45 Mbps) and correspondingly higher cost. Districts with very high traffic loads coming from many locations may find this the most cost-effective solution in the long run, but will endure significantly higher start-up and leasing costs. * Fractional line. If your school or district's budget is too tight to afford a T1 or T3 line, consider leasing a fractional line. Both T1 and T3 lines can be "split" among several customers, a way of "sharing the road" with other computer traffic headed to the same general area. Think of it as being allowed to drive in one or two lanes of a four-lane highway. Later, when your school or district's usage rates and budget expand, you can add "lanes" (capacity) to improve performance. For information about the Education Rate, or E-rate as it's called, a telecommunications discount program for schools starting in January 1998, see Microsoft's Education Web Site at http:// www.microsoft.com/ education/k12/ articles/ clcdec97.asp. | | Accessing the Internet Making the connection to the Internet requires the same hardware investment as connecting to the wide area network. The primary difference lies in where the data connection ends. In a WAN, a physical connection runs between each school in your district. To provide access to the Internet, one or more LANs must connect directly to an Internet service provider (ISP), typically via a fractional or dedicated T1 or T3 line. Cost of Infrastructure So how much will it cost to put all these technologies in place? Prices for installation and ongoing service vary dramatically by region, provider, and your school or district's unique needs and/or hardware configuration. Be sure to seek recommendations and benchmarking data from other school districts and businesses, and get multiple proposals before you invest. The table that follows gives a general idea of the current cost of making the network connections illustrated. However, keep in mind that regional price variation and quickly changing technology make estimation difficult. Be sure to investigate government initiatives and corporate sponsorships for price reduction options that allow schools to access the Internet more easily. You can also contact your local Microsoft Solution Provider, telephone service (local and/or long distance), cable company, and Internet service providers for quotes on the cost of access and for information about the Universal Service Fund and other incentives that may be available in your area. For more information about Microsoft Solution Providers, see http:// www.microsoft.com/ education/partner/ resource/ solprov.htm Infrastructure item/service | Approximate cost Leased T1 (school to school or school to ISP) | $1,000 installation fee plus $300-$400 per month, depending on fractional capacity and traffic carried Router and CSU/DSU | $2,500-$3,700 per location (required at each end of the connection, whether school or ISP) Internet access | $1,500-$2,000/month for direct connection via leased line For an example of a responsible computer use agreement implemented in a K-12 school, see "Setting Boundaries" on Microsoft K-12 Connection Web site at the http:// www.microsoft.com/ education/k12/ articles/ clcmar97.asp. | | Pre-purchase Considerations Before you purchase your school or district's network equipment, be sure to consider the following: * Total cost of ownership (TCO). It's easy to get caught up in the features of individual technologies and lose track of the need to purchase with an eye toward cost management. Look for equipment that offers remote administration tools and usage reports and that can be configured to take advantage of your cost/use data. As with your client and server computers, investing in as few brands or types of expandable hardware as possible limits support costs and ensures you get the most for your computing dollar. * Physical space needs.The number of routers, hubs, and cable can expand quickly as users and access are added to your network. Consider equipment security, temperature control, cable access, and floor space that will be needed to comfortably store and troubleshoot your equipment. * Usage policies.You will need to establish usage policies-who has the right to use the computer system? when? under what conditions? how can unauthorized use be prevented?-before the system is installed. Having considered usage questions in advance, you'll have a preemptive answer to those people concerned about data security and system misuse. * Internet access policies. Decisions about how to limit access to sites deemed inappropriate to educational settings need to be made early in the infrastructure planning process. Some ISPs offer screening or blocking services; other options include hardware and software tracking, and blocking of Internet content. * Support needs. A technology program must have a provision for technical support. Some of the technologies involved in WAN and Internet connectivity can be provided by contracting with service providers. However, you will need a knowledgeable on-site resource to work with the infrastructure of your LANs. Invest in staff or training to ensure that, at the least, basic troubleshooting skills (such as use of a Fluke or other network diagnostic meter and cable repair/replacement) are available to keep your network in peak operating condition. A technology plan must include in its design provisions for continuous on-site technical assistance and user support. For tips on retaining outside expertise, see "Hiring a Consultant" at http:// www.microsoft.com/ education/k12/ articles/ clcaug97.asp. For more information on how Microsoft Solution Providers can assist your school or district with the planning and implementation of a technology program, see Microsoft Solution Providers at http:// www.microsoft.com /education/partner/ resource/guide/solution.htm . For more imformation about Network Blueprint Papers, see http:// www.microsoft.com/ education/ k12/nb.htm. | | Implementation Advice Advice on network implementation is available from a variety of sources, including hardware/software consulting teams and online resources. Microsoft Solution Providers (MSPs) are program partners and members who offer education organizations information, technology, and support services for Microsoft products, platforms, and technologies. Microsoft Solution Providers are well versed and up to date on the latest Microsoft strategies, development directions, and products and provide excellent service and support. Microsoft Certified Solution Developersis a Web tutorial designed for school and district technology coordinators in K-12 schools. It is most valuable to those in the process of installing Microsoft Windows NT Server version 4.0. Each paper has a different focus-from networking basics to technical administrative operations. Network Blueprint Papers is a Web tutorial designed for school and district technology coordinators in K-12 schools. It is most valuable to those in the process of installing Microsoft Windows NT Server version 4.0. Each paper has a different focus-from networking basics to technical administrative operations. * Getting Started with Windows NT: The Network Blueprintprovides an introduction to networking issues and step-by-step instructions to configure Windows NT Server 4.0 for a simple five-computer network or model school network. Specifics on installing and configuring the network are included. * From Intranet to Internet-Learning Web Publishing and Management briefly explains in nontechnical terms introductory Internet issues such as browsing and publishing; covers Microsoft's Internet products; and provides a glossary of Internet-related terminology. * Configuring Your School's Existing Computers for the Windows NT Intranet provides step-by-step procedures to install and configure client services for Windows NT Server 4.0. These include client services for Windows 95, Windows for Workgroups, Windows 3.11, and Macintosh. * Windows NT Primer and Administration Guide for Schools, a 49-page guide, briefly reviews important network management concepts and the more technical aspects of managing small- and large-scale networks with Windows NT Server. Topics include domain models, domain name systems (DNS), dynamic host configuration protocol (DHCP), and Internet transmission protocols. ---------- Chapter 7: A Window to the Platform | Sections of this chapter: * Choosing a Network Operating System * Evaluating Windows NT Server Operating System * Moving On This chapter discusses the issues you'll need to consider when choosing a network operating system-from cost and ease of operation through flexibility and interconnectivity. It also looks at how Microsoft products can fit into your school or district's network, as the sole platform or as a complement to your existing network operating system. Once you have introduced the infrastructure necessary for networked computing, the potential of your technology program is limited only by the strength and flexibility of your platform--as defined by your choice of a network operating system. Choosing a Network Operating System Platform selection is a critical decision. If your school or district has an existing network, everyone will be concerned about potential downtime, the costs of reconfiguring the existing systems, and the capabilities of any new platform. Those schools and districts starting new networks face the daunting challenge of making decisions that will affect many users and maintainers of the network for years to come. Whether your school or district is just starting out on its technology journey or already has a mature network in place, your choice of network software will be driven by similar issues: for example, flexibility, security, ease of integration and use, and cost, not to mention available expertise and the time constraints on your technology coordinators or technology-savvy teachers. So how do you go about choosing the "right" platform for your network? Given the reality of often limited staff to support academic networks, you are unlikely to have the luxury of time to configure or troubleshoot a highly complex system. You'll also probably have difficulty justifying the cost of frequent platform changes to support new hardware or to compensate for the limitations of older systems. Keep It Simple It's easy to get carried away by the options available in platforms and operating system tools. Each tool on the market has (and aggressively advertises) unique strengths or key tasks it performs very well. Parents, teachers, corporate sponsors, and administrators may also have had positive experiences with specific platforms and want to add their preferences to your school or district's computing environment. The pressure to add more and more platforms can come from every conceivable constituent in your Connected Learning Community. While mixing platforms can produce rich, dynamic computing environments, the resulting configuration and support needs may prove beyond the time or financial resources available in your school or district. If you are just laying the groundwork for your network, consider the time and financial savings of using a single platform. If you are working with an existing network, plan to bring in technology that can help integrate your heterogeneous environment while moving you toward the technology system you want in the future. For tips on working with vendors, resellers, and consultants, see "Hiring a Consultant" in the August 1997 issue of Microsoft K-12 Connection at http:// www.microsoft.com/ education/k12/ articles/clcaug97.asp. | | Ask the Right Questions Choosing a platform for your network goes beyond the technical details of minimum RAM or required server hard disk space. Depending on the level of technical expertise and financial resources at your disposal, you or your technology implementation team will probably seek advice from a software reseller or network consultant when making your purchasing decision. When you speak to a reseller or consultant, keep in mind that it will be up to your technology champions to maintain the system in the long run. Knowing the key issues to consider when evaluating operating system software, and asking the right questions, will give you the input you need to make an informed purchase. The table that follows outlines those key issues and questions. Key platform issue | Key questions Ease of use | Is the software easy to learn, use, and manage? Will users need to learn new interfaces, or can they take advantage of prior knowledge to get started right away? Integration | Can the software be integrated easily with the existing network? Can it communicate with the computers and peripherals already in place? Can it provide all the necessary services for the users? Cost | What are the up-front costs? Is licensing a factor? Are there other costs incurred when the software is deployed? Communication | Does the server software include tools to link to the school's intranet and the Internet? If not, what else has to be bought? Acceptance | Is this a tool that many people understand? Is there a wide resource base for assistance, configuration, and maintenance? Can the experience of parents and community volunteers be leveraged? Can students and staff communicate with parents and the community over the network? Security | Does the platform support easy-to-use security tools that can be customized to keep students away from restricted resources and prevent accidental (or intentional) tampering? Reliability | Does the operating system have a reputation for "crashing," or can it reliably interact with hardware and other software to provide a reasonably stable computing environment? Flexibility and expandability | Does the product have the state-of-the-art tools necessary to meet the students' and staff's needs now and in the future? For more information about Microsoft NT Server, see http:// www.microsoft.com/ products/prodref/ 427_ov.htm. To learn more about Microsoft Windows 95, see http:// www.microsoft.com/ products/prodref/ 426_ov.htm. More information about Windows CE can be found at http:// www.microsoft.com/ products/prodref/ 120_ov.htm. For an example of the ease of setup for a model school network using Windows NT Server 4.0, see "Getting Started with Windows NT: The Network Blueprint" at http:// www.microsoft.com/ education/ k12/nb.htm. For tips on integration between Windows NT and NetWare servers, see "Adding NetWare Servers to an Windows NT Domain" and "Connecting with Windows NT" at http://www. microsoft.com/ education/k12/ articles/ net2may97.asp. For more information on TCO and a case study of how TCO was used to justify the cost of a conversion to Windows NT, see http:// www.microsoft.com/ education/k12/ articles/netoct97.asp. To learn more about ZAK, see http:// www.microsoft.com/ windows/zak/ default.htm. To learn more about Zero Administration initiative for Windows, see http:// www.microsoft.com/ windows/innovation/ tc