CONTENTS
Magazine Editorial |
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Decision Making Based on Standards: A Model for Computerizing Public Educationby DR. JOHN T. WHITING, Managing
Director Many reformers believe one way to improve the quality of public education is by capitalizing on the wealth of educational resources and teaching aids available through local and wide area networks (LAN and WAN) and the Internet. However the past 30 years demonstrate that computerizing education is not as simple as it may seem. This is due to the cost of technology, fear by some that computers might replace professional staff, a lack of school and community support, and limited school-based technical expertise. Despite these obstacles, the value gained by corporations in achieving quality and greater efficiency from computerization is causing a growing number of educational and political leaders to advocate the aggressive computerization of public schools. In light of these obstacles, how can education achieve computerization? Need for Disciplined Decision MakingThe funds to achieve computerization goals are scarce. One way to ensure that money invested in technology will yield the best possible outcomes is to follow a disciplined decision-making model. The Planning and Assessment Model (P.A.M.)The Planning and Assessment Model (P.A.M.)[1] follows a medical model that provides decision makers with an easy five-step process. P.A.M. is applicable to all levels of educational decision making including the selection of computerization strategies. The P.A.M. is presented in Figure 1. Figure 1: The Planning and Assessment Model: P.A.M.
P.A.M. is based on the assumption that quality decisions can be achieved by following a set of specific steps in which each step is prerequisite to the subsequent step based on operationally defined goals, logically linked action strategies, formative and summative evaluation, and reassessment to identify future goals. The Importance of StandardsThe importance of being guided by standards is not new. Technical advances in computer technology have, in great part, been achieved by adhering to a set of standards adopted by the International Standards Organization (ISO).[2] The ISO's Open System Interconnections (OSI) Model provides a framework for the development and use of telecommunication and data communication products to insure interoperability and scalability. The OSI Model (Figure 2) divides the network process into seven layers, of which each has a specific area of functionality. Figure 2: Open System Interconnection (OSI) Model
The book, Networking Essentials, states, "The OSI model is used to define what protocols should be used at each layer. Products from different vendors that subscribe to this model can communicate with each other."[3] It goes further to note, "Every networking professional needs to be aware of the major standards organizations (such as the ISO) and how their work affects network communications."[3] Networking Essentials further notes: "This model is the best known and most widely used guide to describe networking environments. Vendors design network products based on the specifications of the OSI model. It provides a description of how network hardware and software work together in a layered fashion to make communications possible. It also helps with troubleshooting by providing a frame of reference that describes how components are supposed to function."[3] Why Are Standards So Important to Education?Money to support the computerization of education is limited, and often hard to come by. This makes it essential that investments in technology today will meet current needs while also being scaleable to provide continuing performance as technology evolves and demand for more capacity increases. Educational leaders are also targeting super network interconnectivity, such as Pennsylvania's PEN Net, as a way for school districts to gain maximum access to the vast resources available through networking. Using the ISO's OSI Model to guide decisions, private companies have already learned they can cost effectively upgrade their systems to keep pace with advancing technology while getting the best return from their legacy systems. By capitalizing on this experience, educational organizations can be assured that computerization decisions based on standards can be both cost beneficial and yield technology investments that produce valuable returns immediately and in the future. Pennsylvania Adopts Project Link-to-LearnPennsylvania has taken a step toward helping its public schools gain access to the benefits gained from computerization by adopting and funding a program called "Project Link-to-Learn," a three-year, $127 million initiative designed to move Pennsylvania to the head of the class in educational technology.[4] Governor Tom Ridge recognized that students who will be the backbone of tomorrow's workforce need access to today's technology. The Link-to-Learn Plan states:
This will be no easy task. The Plan noted the wide disparity in computer skills in the student population, stating,
One District Moves to Head of the ClassDirected by Superintendent Durtan, Jr. and Director of Technology Charles Graham, the Colonial School District (CSD) committed to an upgrade of the district's network technology. CSD had added technology, particularly at the elementary level, but much of what had been accomplished at the secondary level needed to be integrated into a network that could access resources beyond the school walls. CSD operates seven schools servicing the K-12 needs of three Pennsylvania communities. The district had a variety of computer networks, topology and software in all seven schools. Three schools were connected via wide area links provided by the Carbon-Lehigh Intermediate Unit.[5] It was CSD's desire to link all schools and gain safe, high-speed Internet access without costly changes in the existing infrastructure. Avetel, Inc., a computer solutions firm with over 10 years of experience serving corporate and education clients, became partners in this effort. Avetel provided their expertise in LAN/WAN networks. Assessment And Diagnosis of CSD NeedsFollowing a decision-making model and OSI standards, the CSD/Avetel Partnership identified three obstacles to the upgrade. The first had to do with the status of the existing network infrastructure, the diversity vendor hardware and lack of a WAN connecting school resources. The second was that CSD had but one registered Class "C" IP (Internet Protocol) license, which allowed the district only 254 devices on their network. This problem could limit simultaneous student and teacher access to the Internet. While IP licenses have been liberally granted to big corporations and government agencies, they have been sparingly provided to public schools. The third was that the school district's MIS personnel had limited experience in networking. This problem would require the CSD and Avetel's technical staff to devise a training and support program. Prescription for Network UpgradeUsing 3Com's Access Builder technology, Avetel technical staff were able to connect the four K-3 elementary schools using inexpensive dial-up telephone lines. The open architecture and standards-based design of the 3Com devices made it possible to supply seamless access across multiple topologies and platforms. Cisco routers were added to the 3Com-based system to provide WAN/LAN integration to all schools. This also provided CSD administrative staff with a high level of network security. Even with the improvements to the network, the limitation in IP addresses (under the single class "C" Internet license) threatened usage of the network to just 254 devices. To overcome this, Avetel engineers researched network components. A product called PIX, by Cisco Systems, was selected. PIX makes it possible to build a fictitious IP address scheme, representing the same capability as having multiple Class "C" addresses. A PIX hardware box then converts the internal IP addresses to one of the "real" Class "C" licenses. Another attractive feature to CSD was that the PIX shields outsiders from seeing the true network addresses, thereby making it more difficult to obtain unauthorized access to their network and its resources. Limited experience of CSD's MIS staff was overcome by designing a field training program directed by Avetel's technical staff. This included a workstation on each network segment, and working cooperatively with CSD personnel to configure the IP stack, install a Web browser and establish connectivity. As a result, the district's MIS staff acquired the hands-on knowledge necessary to run the network, greatly reducing dependency on outside consultants and lowering related costs. In addition, Avetel enabled Internet access from the existing administrative network while protecting that network from unauthorized access by enterprise users. To achieve this, a Cisco router link was installed into the CSD administrative network and configured to allow only traffic from the administrative network to pass. As a result, administrative staff was given cheap, but safe access to the Internet, leveraging the new network resources. The benefits gained from the reengineered network were many and included,[5]
Standards and Partnerships Produce Lessons for Educational OrganizationsState and federal agencies responsible for developing the policy and providing the funding to support computerization of public education may find it prudent to establish a set of minimum guidelines to help direct educational organizations in determining how best to pursue the process of computerization. It is recommended these guidelines include the requirement that computerization projects document a decision-making process that is based on standards. It might also be wise to consider requiring all vendors to certify that the products and services they provide meet minimal performance standards. Locally, school districts contemplating computerization projects may want to be guided by the following suggestions: Follow a disciplined decision-making process, such as the P.A.M., to target resources at priority areas of need;
Link-to-Learn Web site is: www.state.pa.us/Technology_Initiatives/l2l/link2lr7.htm Credit for "Project Link-to-Learn" is due in part to the leadership of Governor Tom Ridge; Department of Education Secretary, Eugene Hickok; Lieutenant Governor, Mark Schweiker; and Deputy Secretary for Information Technology, Larry Olson; with much of the hands-on work done by Project Directors Dr. John Gould, Dr. Sandy Kyrish, Kyle Peck and Dr. James Williams; Executive Assistant to the Secretary, John Bailey; and Link-to-Learn Coordinator Laura Lewis. John Whiting is the Managing Director for B&EC, Business & Education Consulting in Vernon, N.J. E-mail: jwhiting@warwick.net, Telephone: 973-764-0375, Mailing Address: 15 Village Way, Suite F-6, Vernon, NJ 07462 References: Products and companies mentioned: © All rights reserved 1998 T.H.E. Journal |
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