Network Design for a One-School District

Lara Gillian C. Hill

http://lhillclasses.tripod.com

 

Plan for Network Layout (along with breakout diagrams) Attached

 

Note:  As part of my training at National University I had a class on Networking.  Our final project was to design a technology plan along with an infrastructure for a classroom or school district.  I choose a one-school district and I created the following plan and network.

 

Planning the Infrastructure

            Cabling - By using unshielded twisted pair – category five cabling as the connecting horizontal cable, the network will be fast enough to handle the network traffic.  Also, since the UTP-cat 5 cable is made from twisted copper, there is less of a chance for interference.  The jacks would be RJ-45 modular jacks so that it would be easy to install the cables and easy to move the computers around.  For the vertical backbone, the cable would be multi-mode fiber optic.  This would connect the school buildings to the district office and to each other.  Instead of single mode fiber optic cable that would be more useful for long distance transmissions, the multi mode fiber optic cable would allow for multiple signals at once.  The backbone would be protected from interference and it would be able to handle high bandwidths.  Each classroom would have a wireless transceiver that would allow a cart of 20 wireless laptops to be rolled into the classroom if a lab setting is needed.  Finally, the Internet would be connected via a dedicated T-1 line, which would be cost effective and yet able to transmit high bandwidths for the expected demands.

            The hardware required for the network would include:

·         Routers

·         Switches

·         Active Repeaters

·         Hubs

·         CSU/DSU

·         Various Servers

·         UPS

·         Tape Backup Device

The point of presence (POP) for the Internet to come into the district would be at the main distribution facility (MDF) at the district office.  The dedicated T-1 line would enter the CSU / DSU which would translate the data so that the network can then read the information.  The multi-mode fiber optic backbone would then bring the connection to the school’s IDFs which would be located on each floor of the building.

The network would be a 100Base-TX Fast Ethernet using a bus logical topology with a physical star formation.  There would be switches on each horizontal level and hubs in each class.  This would breakdown the segments of the network to improve speed and reduce traffic. 

There would be 3 virtual LANs through the district.  They would connect all of the network segments depending on the use.  There would be a VLAN for administration, students, and faculty.  This would allow the administration to keep information, software, and hardware that should be separate away from the hands of students.

 

Network Operating System and Permissions

The best network operating system for a high school would be Windows 2000 for many reasons.  The strongest reason is that Windows 2000 is easy to integrate with the software that is predominately used at the school.  As much as I hate to admit it (and the Government hates to admit it), Microsoft has the lion’s share of the market (“87 percent of the world’s computers” according to the Technology Roadmap).  Most of the business marketplace and the college sector are now using Microsoft products.  Windows 2000 will not only get the job done in school, but it will also help the students when they enter the workforce. 

However, Windows 2000 is not only beneficial because it is widely used, but it is easy to use, easy to integrate, and it is easy to keep secure.  Windows 2000 is based on the same interfaces as Windows 95, 98, ME, and XP so there is a stronger chance for students and teachers alike to be comfortable using the platform.  The consistent dialog boxes and icons also help students and teachers to progress easily through the transition.  Windows 2000 is easy to integrate because it is portable.  With the hardware abstraction layer (HAL) as a translator between the CPUs and the network operating system, Windows 2000 can work on different types of computers and servers.  Security is also taken care of with Windows 2000.  Since active directory is built into Windows 2000 along with auditing and access control lists on each item connected to the computer, there are many angles by which a network manager can make sure that the information on the networks is secure.  Overall, Windows 2000 has finally included all of the tools to take Microsoft beyond the hype.

 

Planning the Network (Hardware Specifications)

            The following servers will be needed for this network:

·         District Office Primary Server – MDF at District Office

·         School Primary Server – IDF at School

·         Email Server – MDF at District Office

·         Internet / WWW Server – MDF at District Office

·         CDROM Server – Library at School

·         File Server for data storage of students, teacher and administrators – MDF at District Office

·         Backup Server – MDF at District Office

 

The main type of computer that would be purchased for the district would have the following requirements:

·         Pentium 4 CPU

·         64 M Mhrz

·         4 Gig hard drive space

·         CD ROM (minimal), CD Burner, or DVD Rom

·         Ethernet NIC 100 Mbps

·         17” monitors

·         Speakers / Sound

 

Each classroom would have 2 computer stations, a teacher one and a student one.  There would also be a wireless transceiver so that a cart of laptops with wireless connections could be wheeled into the classroom for lab type needs.  There would be a cart of 20 laptops for every 15 classrooms.  Also, each teacher would have a PDA so that he or she can make notes, take attendance, etc. without being tied to the computer station.  Also, each classroom would have a color inkjet printer and a scanner at the teacher station.  Every classroom would also have a LCD projector connected to the student station or a video card that would project to the large TV monitor at the front of the class.  Every department would have a digital camera and each classroom would be wired to accept the digital camera.

There would also be a hardwired computer lab in each department.  The computer labs would be equipped with 26 desktops computers, a laser printer, a Smart Board projection screen, a LCD projector, a scanner, a digital camera, a color ink jet printer, and a teacher workstation up front.

The library would have a setup much like the computer lab above.  There would also be a 10-disk CD Rom Server, digital video camera, and terminals for searching the library catalog.  Also, there would be AlphaSmart battery-operated keyboards that could be used by teachers, for a whole class, or for individual students who need to be able to type information into the computer, but don’t have computers at home.  

Finally, the offices would have a desktop computer for each position.  There would also be scanners, laser printers, color ink jet printers, digital cameras, and portable LCD projectors and laptops for presentations outside of the school. 

 

Administrative Network (Hardware and Software Specifications)

            The administrative network would be centrally based so that all administrators can access the information that is needed.  The users would use an Intranet face to access information.  The administration would use the power of Windows 2000 to create a dynamic Intranet that uses ASP, Microsoft Component Object Model, and extensible markup language.  The hardware would also be able to receive and send high-definition video and audio.  In order to manage communication, the email would not be kept in house, but instead it would be over the Internet such as Eudora.  That would protect the network from pesky viruses that are often part of Outlook Express and Exchange.  Also, the users would be able to access their email from home or at school.  Overall, the administrative network would bring the benefits of technology to the day-to-day operations of the school.

 

Classroom Networks (Software for Students and Teachers)

            The software that would be used in the classroom and throughout the district would be software that would allow the school members to reach beyond their own four walls while they are in the school and when they leave the school to become a member of the wider community.  Every desktop would have the following basic programs:

·         Microsoft Office 2000 (Word, Excel, Access, PowerPoint)

·         Microsoft Front Page

·         Microsoft Internet Explorer

·         Microsoft Windows 2000 NOS

·         Microsoft Outlook (for scheduling and contact information)

·         Adobe Acrobat Reader

·         QuickTime

·         Macromedia Flash

·         Windows Media Player

·         WinZip

·         Virus Scanning Software

 

Office Computers would add the following software:

·         Fax Software

·         Scanning Software

·         CD-Burning Software

·         Microsoft Publisher

·         Software to monitor and control the Proxy Server

·         Software to monitor the Filtering Software

·         Administration Software (for maintaining grades, contact information, school records, etc.)

 

Classroom / Lab Computers would add the following software to the basic list above:

·         Inspiration (Software that allows for creation of graphic organizers)

·         Graphic Design Program

·         Scanning Program

·         Online Grade book Software program such as Thinkwave Educator

·         Software for creating online classes such as WebCT or Blackboard

·         Programs for specific classes (Tutorials for Foreign Language Classes, SAT Prep programs, Story Board Writing Software, etc.)

 

Engaged Learning

            Acquisition of the most recent technological hardware will not bring about the kinds of improvement in education that are necessary for this country to maintain its super power status.  Instead, teachers need to learn that bells and whistles are good for what they were originally intended for, capturing one’s attention, and not for sustainable growth.  Teachers who are technologically literate and pedagogically up-to-date will find numerous ways to integrate technology into a engaged learning classroom.  Some examples of ways that technology can make a difference is by using technology to foster connections to the outside world, to foster creativity through collaboration, and to foster authentic, realistic activities.  Specific examples include:

• Students can create a web site that “shows off” what they have learned while in small groups that focused on different sub sections. 
• Students can investigate the primary information that will answer a tough, big question.  Questions like, what caused the Great Depression, why does ice float, or why are genocides still allowed to go on after the Holocaust?
• Students can work through simulations on computer programs that will allow them to find out more about a particular unit.  Instead of dissecting a human for anatomy class, they can use a virtual program that shows the various parts of the human body.
• Instead of teachers lecturing about a topic, students can work through a web quest that allows them to find the answers through a directed process and filtered resources.
• Students can express their understanding of ideas in creative ways such as graphic art, mini-films, web sites, etc. instead of through paper and pencil.

Teachers have to do the hard work in advance of these types of lessons.  There is no simple lecture that will work anymore.  Instead, the problem must be posed and situations given that will allow for the problem to be solved.  Technology is the tool that allows students to use their own inquiring mind to reach for the answers.

 

Equitable Access to Educational Technology

            In order to foster equitable access to educational technology, the district will take the following steps:

·         A computer lab with a certified teacher will be open every school day for an hour after school.

·         The library and its computers will be open to all students during preparatory time, study halls / lunch times, and after school for 2 hours every school day.

·         The library and its computers will be open to all students and community members for two hours in the evening, three nights a week on a first come, first served basis.

·         The school will offer a number of courses on using computers through the night school program.

·         Students will be required to pass out or take a computer applications class and a keyboarding class in order to graduate.

·         Students will be exposed to technology on a regular basis in each of their academic classes and electives.

·         Students will be able to sign out battery operated keyboards (AlphaSmarts) from the library that will allow them to work on papers at home and then bring the keyboards back to school so that they can print, format, and save their information.

·         Students will be given a virtual folder to store their information that will be accessible via dialup at home.

·         Students will receive direct instruction on the skills necessary for a technology-rich world.  This instruction will be in every English class and every Math class.  

 

Staff Development Program

            To determine the ability levels of each faculty and staff member at the district, the members will complete a technology needs survey.  The technical coordinator will analyze this data.  Faculty members will be placed in a level (novice, experimenter, expert, trainer) with respect to their ability to use technology in the classroom.  A committee would be formed of trainer level faculty / staff that would use the information from the technology needs assessment.  They would then create workshops to train those who are novices and experimenters.  Experts would gather during these workshops to create more ideas about integrating technology into the curriculum.  These workshops would be held 3 times a year during the school day (half-day sessions) and 3 times after school instead of department meetings.  Also, there would be more intensive workshops during the summer.  There would be an online repository of ideas broken down by subject that could be used by other teachers.  Contests would be held for the most imaginative lesson plans that use technology.  Overall, staff development programs should be taught by the faculty within as much as possible.  Basics can be taught via general workshops for novices, but other than that, the technology learning should be from within.  Also, there needs to be a prevalent theme of technology integration in everything the district does.

 

Technology Costs

            Technology with all of its wonders, unfortunately, costs money.  Thankfully, the costs have come down over the years making hardware and software that would be unthinkable for a school district, reasonable.  Without going into specifics, technology should cost about 20-30 percent of the total cost of education.  This would include hardware, wiring, Internet connections, software, and professional development costs.  Of the 20 percent of total education costs that would be used for technology, the breakdown should be as follows:

·         Hardware (network hardware, client hardware) – 40%

·         Wiring / Cabling – 5%

·         Internet connections – 5%

·         Software licenses – 20%

·         Professional Development – 30%

Hardware should not be more than 50 percent of the total costs for technology.  That forces the emphasis to be on the bells and whistles instead of what can be done with that hardware to make curriculum come alive.

 

Funding and Support of Technology

            No one likes to be told that more money is needed to pay for school.  Especially if people believe that the extra money would only be wasted.  To build a strong budget for technology, the whole community must be involved and the funding must come from various sources.  Funding sources should come from the following places:

·         Portion of text books expenses should be reallocated for instructional software

·         Portion of printed reference materials should be reallocated for reference software and for fees to online reference databases

·         Minimizing administrative expenses for copies, typing of forms, mass mailings, etc.

·         Grants – local and national

·         Fundraising

·         Corporate connections and donations – internships can yield connections

·         Bonds

·         E-Rate, telecommunications discounts, etc.

The district should form a connection between the technology committee and the school and community committee.

 

Summary

            Overall, technology for a school district must be a balance of state-of-the-art equipment and professional development.  Too often, schools focus on purchasing more equipment, but not enough focus is on the training of teachers on why technology is important and how it can be used.  This technology plan represents a balance between these two strands.  By having a strong network that takes in to account the fast pace of technological growth but also understands the budget restrictions of schools, this plan will help the district’s students move into the 21^st century.

 

Overall District Layout