Internet Technology and Schools

Abstract

In January 1998 the Government launched the National Grid for Learning with the objective that all UK schools should be connected to the Internet by 2002. Underpinning this objective is a vision of a "mosaic of networks", where schools are connected to other schools and to libraries, museums, community centres and local education authorities. The Government has not only expressed an intent but it has backed its intention with investment; £1billion is to be spent before 2002 on Information and Communications Technology equipment and training.

This dissertation reviews current developments in the provision of an ICT infrastructure in UK schools, focusing in particular on the use of internet technology in the development of school intranets and connectivity to the Internet.

Schools are in the business of providing education. For many years, IT has formed part of the curriculum and has supported learning. Now they are using more and more industry standard technology. It is clear that there are important differences between a school environment and the adult workplace. While schools have much to learn from the experience of the business community as they move into new areas such as the purchase of managed services, it is suggested that some solutions which are appropriate in a business setting are not necessarily the best in a school.

ICT has many different roles in a school; it is a core curriculum subject, a learning resource, and a skill. It is not only taught, but used to support the school management and administrative structures. Many schools have sophisticated ICT facilities, but many others, particularly in the primary sector, are ill-equipped with elderly computers and out-of-date software.

The issues considered in this dissertation include:

What types of Internet connection are available to schools?
How can pupils be protected from accessing unsuitable material on the Internet?
Is it preferable to have a centralised ICT suite, or is a distributed network more appropriate?
Can intranets and network computing give a new lease of life to legacy systems?
How does the current emphasis on ICT impact on education in schools more generally?
If schools are to have sophisticated and complex ICT systems, how are they to be maintained and managed?

It is essential that ICT development is properly planned and managed, that schools are equipped and teachers are trained. The investment being made to develop the National Grid for Learning must not be seen as an one-off exercise, but as the start of an ongoing commitment.

Dissertation Contents