Internet Technology and SchoolsConclusionsThe NGfL is a key part of the UK response to the need to educate for a technological future. A large financial investment is being made to support the necessary infrastructure. However, if ICT is to develop in schools as envisaged by the NGfL it needs to be properly planned, managed and supported. This takes time and money. Teachers are already under pressure to respond to other educational initiatives and it is important that new objectives, however desirable, do not put the education system under more pressure than it can take. It is crucial that maintenance and repair is properly organised and managed and that schools make proper plans for the replacement of obsolescent equipment. Options include managed service agreements, employing a technician, and sharing technical support within a group of schools. Up until now schools have largely relied upon the expertise and goodwill of enthusiastic IT co-ordinators. As the ICT component of education grows, there is a risk of trying to do too much with too few personnel to avoid strain on budgets. It is important teachers are given time and resources to teach. The potential impact on education of ICT is great. Examples already exist of schools where ICT is being used effectively to make a real difference to learning. It will be interesting to observe the changes in Education over the coming months as the NGfL really begins to take shape and more schools acquire new equipment and teachers receive their training. Schools are increasingly networking their computers. Cable is the most commonly used physical medium, but it is not obvious that it is always the best solution for the school environment. There are some interesting wireless alternatives being developed, but it is too early to judge whether these present a realistic alternative to cabling in terms of both cost and effectiveness. It is important that whatever medium is chosen, it should be industry standard, to facilitate maintenance and compatibility with other networks. It is probable most schools will find the most satisfactory way of connecting to the Internet is through an ISDN or leased line connection to an ISP. Various special offers are available to schools from BT and other telecommunications providers. However satellite and other forms of wireless connectivity provide the broadband connectivity necessary for schools to develop their internetworking in situations where ISDN connections are not available. However, it is unclear how satisfactory these alternatives will be in the long term, both in terms of service provision and cost. Whether a school opts for a conventional or innovative connection, it needs to ensure it is purchasing sufficient bandwidth to meet its needs, and that any specialist services are such as offer genuine added-value. The vision of a ‘mosaic of networks’ is at a very early stage of development. Projects such as the Highdown Hub provide a glimpse of a possible future. Schools and local authority intranets are becoming more common. There is an emphasis on enabling access to curriculum materials. The problem of legacy systems remains. Cross-platform networking is a possibility for some legacy hardware. However, the question has to be asked as to whether such connectivity is practical. The schools with most elderly computers are primary schools. Primary schools are generally smaller than secondary schools and employ fewer specialist staff. Such schools need networks that are easily managed requiring minimal maintenance. Setting up cross-platform networking using legacy systems is a skilled task. It is not an exercise to be lightly undertaken, especially in a school where the ICT co-ordinator is a full-time class teacher, and there is no technician. Steve Lepper, Adviser for Norfolk LEA speaking at BETT’99, reminded his audience that teachers and pupils are users NOT techies; it is important they can access what they need without unnecessary problems. It is an exciting and interesting time for schools. The opportunity for a major advance in the use of ICT is here. The challenge is whether that opportunity will be taken, or whether in ten or fifteen years time schools will be asking what to do with the obsolete PCs gathering dust in a corner of a once well-equipped ICT room. |