Educational Technology Guidelines

Designing and Maintaining

Instructional Technology Systems
MAY 2 0 0 8
State Board of Education
Dr. Mark E. Emblidge, President
Dr. Ella P. Ward, Vice President
Dr. Thomas M. Brewster
Isis M. Castro
David L. Johnson
Dr. Gary L. Jones
Kelvin L. Moore
Andrew J. Rotherham
Eleanor B. Saslaw
Virginia Department of Education
Dr. Billy K. Cannaday, Jr.
Superintendent of Public Instruction
Division of Technology & Career Education
Lan Neugent
Assistant Superintendent
Office of Educational Technology
Dr. Tammy McGraw
Director
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Educational Technology Guidelines
Designing and Maintaining Instructional Technology Systems
Table of Contents
1. Introduction
1.1. Purpose ..............................................................................................................................4
1.2. Background.........................................................................................................................4
2. Statewide Instructional Systems
2.1. Educational Information Management System (EIMS)................................................................5
2.2. Single Sign-On for Web Systems (SSWS) ................................................................................5
2.3. Electronic SOL Test Delivery...................................................................................................5
2.3.1. Operating Systems ...................................................................................................5
2.3.2. Browsers .................................................................................................................6
2.3.3. Test Delivery Module (TestNav) ................................................................................6
2.3.4. Proctor Caching .......................................................................................................6
2.4. Virtual Virginia ....................................................................................................................6
2.5. Virginia Education Network for Virtual Conferencing (VNET) .....................................................7
3. Divisionwide Instructional Technology Systems
3.1. Facilities..............................................................................................................................7
3.1.1. New Facilities ..........................................................................................................7
3.1.2. Existing Facilities ......................................................................................................8
3.2. Hardware/Software.............................................................................................................8
3.2.1. Servers....................................................................................................................8
3.2.2. Clients...................................................................................................................10
3.2.3. Videoconferencing and VoIP ....................................................................................11
3.2.4. Multiple Platforms ...................................................................................................11
3.2.5. Procurement ...........................................................................................................12
3.2.6. Software Licensing..................................................................................................12
3.2.7. Ongoing Maintenance and Support .........................................................................12
3.2.7.1. Support Personnel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
3.2.7.2. Service-Level Agreements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
3.2.7.3. Replacement Cycles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
3.2.7.4. Total Cost of Ownership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
3.3. Interoperability and SIF . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
3.4. Networks (WAN/LAN) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
3.4.1. Facility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
3.4.2. Infrastructure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
3.4.2.1. Cabling and Data Transfer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
3.4.2.2. Routers, Switches, Access Points, and IPv6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
3.4.3. Network Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
3.4.3.1. Logical Security/Physical Security . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
3.4.3.2. Data Retention (Storage and Archiving) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
3.4.4. Data Quality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21
3.4.5. Health, Safety, Efficiency, and Ergonomics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21
3.4.6. Division Acceptable Use Policies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22
3.5. Evolving/Emerging Technology Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
3.5.1. Supercomputers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
3.5.2. Grid Computing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
3.5.3. Internet2/National LambdaRail/SEG-P . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
3.6. Other Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
3.6.1. Teacher Involvement in Technology Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
3.6.2. Developing Technology Literacy: TSIP, Computer/Technology SOL, NETS . . . . . . . . .24
3.6.3. Digital Conversion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
4. Building-Level Instructional Technology Systems
4.1. Computer Lab and Library Media Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
4.1.1. Computer Lab Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
4.1.2. Library Media Center Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
4.2. Hardware . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
4.2.1. Clients . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
4.2.2. Peripheral Devices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28
4.2.3. Assistive Technology/Web Accessibility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32
4.3. Software . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34
4.3.1. Educational Software . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34
4.3.2. Hosted Applications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35
4.4. Other Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35
4.4.1. Technology Advisory Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35
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5. Classroom and Media Center Instructional Technology Systems
5.1. Classrooms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36
5.1.1. General Classroom Schematics/Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36
5.1.2. Working with ITRT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37
5.2. Evolving/Emerging Technology Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37
5.2.1. PDA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38
5.2.2. Podcasting/Streaming . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38
5.2.3. Bluetooth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38
5.2.4. Videoconferencing/Virtual Field Trips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38
5.2.5. Mobile Phones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39
5.3. Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39
5.3.1. TechPOINT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40
5.3.2. LoTI . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40
5.3.3. Technology Integration Matrix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40
5.3.4. Technology Sparks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40
6. Appendixes
6.1. Appendix A: Assistive Technology/Web Accessibility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41
6.2. Appendix B: Educational Applications & Wireless Protocols . . . . . . . . . . . . . . . . . . . . . . . . .43
6.3. Appendix C: Network Diagram . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44
7. Resources
7.1. Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45
7.2. Additional Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47
7.3. References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49
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1. Introduction
1.1. Purpose
This document provides key information for designing
and maintaining instructional systems that transition
technology seamlessly into teaching, learning, and
school management. Because technological
considerations vary with the purpose and audience, the
design and maintenance of a technology integration
plan necessitate a systems approach. Stakeholders at
each level are responsible for such processes as
procurement, infrastructure, design, security, and
technology administration. Teachers play a key role in
technology integration; they provide a basic knowledge
of available tools, whose interoperability facilitates
appropriate classroom use and integration. As a result,
this document addresses the specific concerns of
instructional systems managers at different levels of
technology integration and across the learning
communitystate, division, building, and classroom.
1.2. Background
Since 2001, when Congress passed the No Child Left
Behind Act, which included the Enhancing Education
Through Technology Program, states and public schools
have a renewed motivation to use technology to
improve student achievement and ensure that all
students, especially those in high-need schools, have an
equal opportunity to become technology literate. The
Commonwealth has seen a tremendous increase in
technological support for education since the launch of
the Educational Technology Plan for Virginia: 2003-09
(Virginia Department of Education, 2003). The backing
of the Virginia General Assembly and a commitment of
more than $350 million has produced enormous
advances in infrastructure, hardware, software,
teaching and learning resources, professional
development, and administrative applications. The
Commonwealth consistently has been viewed as a
national leader in employing powerful technologies to
improve teaching, learning, and school management.
Educational technology plans aim to capitalize on these
gains by ensuring that all students develop the skills and
knowledge needed to realize their potential as leaders
in a technology-supported information economy. The
Web-Based Standards of Learning (SOL) Technology
Initiative began the work of providing school access to
Web-based instructional, remedial, and assessment
programs, which include delivering Virginias SOL
assessments online. Several other developments have
boosted support for educational technology in Virginia.
For example, the SOL Technology Initiative Architectural
Guidelines for High School Readiness (2001) provided
guidelines for school divisions and high schools to
participate in the initiative. In 2002, using funding from
the Enhancing Education Through Technology Program,
the Office of Educational Technology (OET) of the
Virginia Department of Education established eight
regional technology consortia to implement professional
development strategies for training teachers and
administrators in technology-integration skills. The 2005
Virginia General Assembly amended the Standards of
Quality to require school boards to employ one
instructional technology resource teacher per 1,000
students to help teachers integrate technology into the
classroom. In 2006, the Virginia General Assembly
added a requirement that acceptable Internet use
policies, developed by division superintendents, include
components on Internet safety for students.
At this time, a major function of the statewide instructional system is to support electronic test delivery; however,
Virginia also utilizes the largest WANthe Internetto support teaching, learning, and school management.
Educators around the world already use professional development, virtual learning, online collaboration, virtual field
trips, and modeling and simulation applications.
2.1. Educational Information Management System (EIMS)
The Web-based EIMS system is accessible to Virginias divisions and schools at no charge. It contains multiple years
of state assessment data that can be disaggregated by school, student group, and teacher with an easy-to-use
decision support tool. Individual student longitudinal reports are also available. During testing windows,
assessments scored as of Thursday are available in EIMS the following Monday. Local data managers use EIMS to
manage student data and obtain state testing identifiers. For more information on EIMS, contact your divisions EIMS
manager at https://p1pe.doe.virginia.gov/ssws/contactlist.do.
2.2. Single Sign-On for Web Systems (SSWS)
SSWS is the access portal to the Department of Educations Web-based data collection and reporting systems.
Individuals with multiple roles can access all necessary applications with only one logon and password. Each
division has an SSWS account manager, who assigns staff to the proper roles and applications. For more
information, contact your divisions SSWS account manager at https://p1pe.doe.virginia.gov/ssws/contactlist.do.
2.3. Electronic SOL Test Delivery
The Web-based PEMSolutions System provides the functionality required by the SOL assessment program. School
personnel administer the testing system via a computer with Secure Socket Layer (SSL) Internet access and an
industry-standard Web browser. Administrative personnel must have a valid user ID and password to enter the
system and specific assigned rights to access certain parts of the system, such as test scheduling, test administration,
student demographic data, and student test results. Divisions must adhere to technical guidelines detailed in the
Virginia Online Testing Technical Guidelines that are available at
http://www.doe.virginia.gov/VDOE/Assessment/Online/.
2.3.1. Operating Systems
For online testing purposes, a specific set of operating system versions are supported on Windows-based computers
and Apple-based computers. Please refer to http://www.doe.virginia.gov/VDOE/Assessment/Online/ for the most
current operating system specifications.
2. Statewide Instructional Systems
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2.3.2. Browsers
Computers used to administer the Virginia Assessment Program within PEMSolutions must have certain browser
software installed. Please refer to http://www.doe.virginia.gov/VDOE/Assessment/Online/ for the most current
browser software specifications.
2.3.3. Test Delivery Module (TestNav)
Computer workstations used by students to complete online tests must have access to a specific software application
provided by Pearson, the assessment contractor. This Java application called TestNav must be installed on each
computer workstation or on a network server and accessed via a shortcut on each computer. Please refer to
http://www.doe.virginia.gov/VDOE/Assessment/Online/ for the most current TestNav specifications and
installation directions.
2.3.4. Proctor Caching
Proctor caching is a technology solution used during online SOL testing that is based on the concept of storing
Internet content files electronically in cache to reduce the bandwidth demand needed when accessing the Internet.
Using proctor caching can greatly reduce the level of risk associated with relying on Internet connectivity and
network performance while administering online SOL tests. School divisions are strongly encouraged to implement
proctor caching or some other comparable cache solution during online SOL test administrations. Details about
proctor caching are available at http://www.doe.virginia.gov/VDOE/Assessment/Online/.
2.4. Virtual Virginia
The Virginia Virtual Advanced Placement School (VVAPS) offers online AP and foreign language courses to students
across the Commonwealth and nation. The courses use the Desire2Learn course-management software to maximize
interactivity. Each course contains video segments, audio clips, whiteboard, online discussions, and text. E-Teachers
are available for telephone conversations with students throughout the school day. VVAPS classes offer a rich,
multimedia, learning environment that appeals to various learning styles. VVAPS courses can be scheduled flexibly
throughout the day, as courses do not have to be taken in real time. Middle and high school students who meet the
prerequisites may enroll through their schools.
Virtual learning is the new frontier in todays educational institutions. Twenty-first century technology provides a
unique opportunity for educators to reach students who want the experience of advanced placement coursework.
Technology-related professional development is now available through Virtual Virginia, which enables the OET to
train a larger number of administrators, library media specialists, and instructional technology resource teachers
while virtually eliminating travel and leave time.
Additional information on Virtual Virginia can be found at http://www.virtualvirginia.org/.
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3. Divisionwide Instructional
Technology Systems
2.5. Virginia Education Network for Virtual Conferencing (VNET)
The OET has developed a new virtual meeting network that supports state-of-the-art conferencing solutions. The
VNET offers the following communication and collaboration benefits for education administrators:
Reduces costly travel and out-of-office time for division administrators attending meetings
Increases division-level administrator participation in statewide discussions or collaborations
Provides meeting support, professional development, and technical assistance to divisions and regional
consortia
VNET supports two forms of virtual communications: two-way interactive videoconferencing and Web-based
conferencing. The OET has developed a series of documents to support virtual conferencing, which can be found at
http://www.doe.virginia.gov/VDOE/Technology/OET/vnet.shtml.
In addition to the material on statewide instructional technology systems, division-level instructional systems require
extensive technical specifications and other information regarding system design, security, and maintenance. The
following specifications should provide division-level managers with general guidelines and recommendations for
the design and maintenance of divisionwide instructional systems. These division-level managers are responsible for
informing and supporting building-level and classroom-level managers about the information below.
3.1. Facilities
When installing a technology-wiring infrastructure, it is recommended the entire facility be wired to the same
standards. The standards for new and existing facilities should also be the same. The existence of a single set of
design criteria simplifies the use of a common wiring infrastructure. All cables should be tested under the same
guidelines.
3.1.1. New Facilities
During the planning phase for new school facilities, architects typically address factors that affect technology
infrastructure design and installation, including building layout, ceiling type, wall construction, space allocation for
wiring, ventilation, electrical power supply and location, room layouts, and physical security, among others.
Whenever possible, planning for technology expansion throughout a facility should consider the following:
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Classroom alteration to allow more student workstations
Ability to increase circuit capacity of wiring closets
Provisions for extra power circuits and accommodation to new or emerging technologies
To prevent overload, electrical equipment must be sized properly for the possibility of high neutral currents. Air
conditioning is beneficial not only for comfort but also to protect technology equipment, particularly in year-round
facilities. Lighting should be energy efficient, with various types of diffusers for flexible computer-compatible design.
Integrated communications systems provide not only for voice, video, and data distribution but also for
announcements, clocks, and alarm systems that tie in to the telephone system.
3.1.2. Existing Facilities
The introduction of a technology wiring infrastructure into an existing facility affects several systems, such as
electrical and HVAC. Space must be identified for wiring closets, distribution frames, the network room, and
workstation locations.
Renovating existing facilities begins with a review of the physical layout and spatial accommodations in technology-
related areas. Even in schools where space has not been a problem, the addition of classroom technology devices,
such as computers and video monitors, requires a reevaluation of space availability. Existing furniture (computer
tables, rolling carts, and surplus furniture) should be reused, if possible, to reduce costs. It may be possible to use,
change, or reconfigure existing furniture to satisfy the needs of new technology devices.
Upgrades to the electrical services of existing facilities may be necessary even if the facility is not being enlarged.
The location and power circuit rating of each electrical outlet must be identified and recorded. A professional should
review computer labs to determine the safest and most cost-efficient method of meeting each technology areas
electrical supply needs.
3.2. Hardware/Software
Procuring, maintaining, and supporting the hardware and software is critically important to division technology
administrators. A variety of factors affect these decisions.
3.2.1. Servers
Considering the ever-changing nature of computer technology, the specifications in Table 1 are based upon
information available at the time of publication. More current specifications may be available. Please check
periodically with computer manufacturers and the state procurement contract documents on the Virginia Information
Technologies Agencies (VITA) Supply Chain Management Web page at
http://www.vita.virginia.gov/procurement/contractSearch.cfm?mode=keyword.
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Table 1. Recommended Computer Specifications
9
Good
Better
Best
17-Inch Analog
Flat-Panel LCD
Monitor
17-Inch Analog
Flat-Panel LCD
Monitor
19-Inch Analog
Flat-Panel LCD
Monitor
Intel Pentium Processor 336 at 256K Cache (2.8GHz, 533MHz FSB)
1GB DDR2, 667MHz, 2X512MB Single-Ranked DIMM
On-Board Single Gigabit Network Adapter
2 Hard DrivesRAID 1
Internal RAID adapter, PCI-Express
2 - 250GB, SATA II, 3.5-inch, 7.2K RPM Hard Drive
48X CD-ROM Drive 48XCD
1.44 Floppy Drive
Removable Disk and Tape Drives:
DAT72, 36/72GB, Internal Tape Backup Unit with Cable
Keyboard: USB
Mechanical Two-button mouse, USB
Uninterruptible Power Supply (UPS):
750VA Uninterruptible Power Supply, Stand Alone
Dual Core Intel Xeon 3060, 4MB Cache (2.4GHz, 1066MHz FSB)
2GB DDR2, 667MHz, 2x1GB Dual-Ranked DIMM
On-Board Single Gigabit Network Adapter
3 Hard DrivesRAID 5
Internal Raid adapter, PCI-Express
3 - 500GB, SATA, 3.5-inch, 7.2K RPM Hard Drive
48x CDRW/DVD IDE
Internal 1.44MB 3.5 inch Floppy Disk Drive
Removable Disk and Tape Drives:
LTO-2-L, 200/400GB, Internal Drive
Keyboard: USB
Optical Two-Button Mouse, USB
Uninterrupted Power Supply:
1500VA Uninterruptible Power Supply, Stand Alone
Dual 3.4GHz/800Mhz/16mb Cache, Dual-Core Intel Xeon 7140M
Processors
8GB DDR2 400MHZ (4X2GB), Dual-Ranked DIMM 8G4D4D [311-5324] 3
Dual Power Supplies
24X IDE CD-RW/DVD ROM Drive
1.44MB Floppy Drive
Keyboard: USB
Optical Two-Button Mouse, USB
Hard Drive Configuration:
3 Hard DrivesRAID 5
Internal Raid adapter, PCI -Express
8 - 300GB 10K RPM Ultra 320 SCSI Hard Drive
Tape Backup:
LTO-3 Tape Backup, 400/800GB
Dual Onboard Gbit. NICs
Uninterrupted Power Supply:
2200VA Uninterruptible Power Supply, Stand Alone
SERVER MONITOR
3.2.2. Clients
Table 2 includes recommended computer specifications for machines designed for the office environment (e.g.,
certified, consistent components for better reliability, longevity, and supportability). Due to the ever-changing nature
of computer technology, these specifications are based upon information available at the time of publication. More
current specifications may be available. Please check periodically with computer manufacturers and the state
procurement contract documents on the VITA Supply Chain Management Web page at
http://www.vita.virginia.gov/procurement/contractSearch.cfm?mode=keyword.
Table 2. Recommended Computer Specifications for Office Environment
10
Good
Better
Best
17-Inch Analog
Flat-Panel LCD
Monitor
19-Inch Analog
Flat-Panel LCD
Monitor
19-Inch Analog
Flat-Panel LCD
Monitor
IIntel Core 2 Duo Processor E6300 (1.80GHz, 2M, 1066MHz FSB)
2.0GB DDR2 Non-ECC SDRAM, 667MHz, 2DIMM
Integrated Video, Intel GMA3000
Keyboard: USB
USB 2-Button Entry Mouse with Scroll
Boot Hard Drives:
80GB SATA 3.0Gb/s
1.44MB 3.5 Inch Floppy
Internal Audio Speaker
24X CDRW/DVD Combo
Intel Core 2 Duo Processor E6600 (2.4GHz, 2M, 1066MHz FSB)
2.0GB DDR2 Non-ECC SDRAM, 667MHz, 2DIMM
Integrated Video, Intel GMA3000
Keyboard: USB
USB 2-Button Entry Mouse with Scroll
Boot Hard Drives:
250GB SATA 3.0Gb/s
1.44MB 3.5 Inch Floppy
External Audio Speaker
24X CDRW/DVD Combo
Intel Core 2 Duo Processor E6700 (2.66GHz, 2M, 1066MHz FSB)
4.0GB DDR2 Non-ECC SDRAM, 667MHz, 2DIMM
Integrated Video, Intel GMA3000
Keyboard: USB
USB 2-Button Entry Mouse with Scroll
Boot Hard Drives:
750GB SATA 3.0Gb/s
1.44MB 3.5 Inch Floppy
External Audio Speaker
24X CDRW/DVD Combo
CLIENTS MONITOR
3.2.3. Videoconferencing and VolP
A videoconference system requires a video input (camera), video output (monitor or screen), audio input
(microphone), audio output (speakers), and digital network (Internet). The Virginia Department of Education
recommends IP-based, H.323, Polycom and Tandberg videoconferencing systems.
There are basically three kinds of systems. A dedicated system contains all required components packaged into a
single piece of equipment, usually a viewing console with a video camera, microphone, and speakers. A desktop
system is a camera-and-software add-on to a normal PC that offers videoconferencing capabilities (TKO, 2003). A
portable set-top unit has a self-contained codec, camera, and microphone attached to a standard television or
monitor. All three systems can support point-to-point or multipoint (through a multipoint control unit)
videoconferencing. Desktop systems and portable set-top units can support Web-based videoconferencing. In
addition, these systems can facilitate virtual collaborations, which include file sharing and other applications.
Although desktop systems and portable set-top units are popular options, it is worth noting that similar
videoconferencing systems can be fixed permanently in a dedicated room. Dedicated virtual meeting rooms can
guarantee reliability and electrical, connectivity, and ergonomic needs.
Protocols that carry voice signals over the IP network are commonly referred to as Voice over Internet Protocols
(VoIP). VoIP, IP telephony, and/or Internet telephony route voice conversations over the Internet or through any other
IP-based network. VoIP traffic can be deployed on any IP network, including those lacking an Internet connection,
such as a local area network. Schools should consider VoIP as an alternative to traditional phone service, when
appropriate, to improve their communications. VoIP simplifies the technology infrastructure by eliminating the need
for separate cabling to support a telephone system. Since VoIP is managed with software, a more scalable system
can be maintained at a lower cost by eliminating expenses associated with removing and replacing complete phone
systems that rely mainly on hardware. VoIP can improve the overall productivity of school operations by enabling
users to attach documents to voice messages or participating in video conferences.
Implementation of VoIP requires some planning. Support personnel should clearly understand their roles regarding
VoIP infrastructure (e.g., switches, routers) vs. VoIP features (e.g., video conferencing, document sharing). Staff
should also assess the LAN and WAN infrastructure to determine any necessary adjustments or upgrades. VoIP uses
additional bandwidth; therefore, an infrastructure that can handle data may require upgrading to transmit VoIP. See
section 2.5 for additional information on using IP networks with the Virginia Education Network for Virtual
Conferencing.
3.2.4. Multiple Platforms
Schools contemplating a multiplatform environmentsuch as Windows with Linux, Mac, or UNIXshould consider
several options:
Peer-to-peer and client software file-and-printer-sharing products that do not require a server but that
can be used with a server
Windows and Mac-based server products offering server platforms that support Mac and Windows
clients, including file-and-print sharing and other services
Virtual private network (VPN) products that can put a Mac on a VPN
Cross-platform-enabling products that offer database connectivity, group calendar and scheduling,
network fax, and other functions across platforms
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As an additional note, virtual machines for Mac OS X on Intel-based Macs can support almost any X86-based
operating system, including Unix, Linux, and Windows. Running Linux and Unix on Mac hardware is not emulation
but a real version or virtualization of Linux and Unix running natively on a Mac.
For computers used to administer online SOL tests, it is important to ensure the platform is compatible with the
current version of the TestNav application. Please refer to
http://www.doe.virginia.gov/VDOE/Assessment/Online/ for the most current TestNav requirements.
3.2.5. Procurement
The purchase of technological devices and services, including hardware, software, and Web-based applications,
should be implemented around the divisions technology plan. Choosing hardware or a software application without
consideration of the divisions infrastructure, support, available bandwidth, or goals for integration may lead to
inoperability or cause undue strain on the instructional technology system. Procurement should be an important
piece of the technology plan.
Widely available hardware solutions with powerful components will increase the useful lifetime of devices. Network
hardware and workstations should be procured from major providers that use commercial-grade components with
lower failure rates and that ensure compatibility with existing systems. Over time, a consistent product base can
reduce administrative and support costs significantly, but do not exclude products that may provide the best
computing solutions. Extended on-site warranty options (one-to-three years) should also be considered when
selecting vendors.
School divisions can purchase technology equipment from the state procurement contracts on the VITA Supply Chain
Management Web page at http://www.vita.virginia.gov/procurement/contractSearch.cfm?mode=keyword.
3.2.6. Software Licensing
When a school purchases software, it acquires a user license by default; however, it is important to purchase the
most appropriate license. Generally speaking, there are three types of software licenses. A single license permits
the software to be loaded on one machine only; a backup copy often can be made (in case the original software is
damaged or lost). A multiple user license allows software to be installed on numerous machines, but only a specific
number of people can use the program at any one time. A site license either allows unlimited use of the software
throughout the school or specifies the maximum number of machines on which it can be installed. Site licenses for
educational software often permit teachers to install the software on their home computers. Note that multiple user
and site licenses may require subscriptions, which limit the number of concurrent users. Compare these options
carefully and select the best value for your school or district.
In addition, school divisions should be aware of Section 508 requirements when purchasing software. See section
4.2.3.
3.2.7. Ongoing Maintenance and Support
3.2.7.1. Support Personnel
Educators need to have confidence that the equipment and infrastructure will respond successfully. To help achieve
this goal, the 2004 Virginia General Assembly passed legislation recommended by the Board of Education to
amend the Standards of Quality (SOQ). The legislation requires a ratio of one instructional technology resource
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teacher (ITRT) and one technology support position for every 1,000 students in grades K-12. ITRT are essential for
effective technology integration, while technology support personnel help ensure the continued operation of
teaching and learning applications and administer and manage technology.
The Office of Educational Technologys Instructional Technology Resource Teacher and Technology Support Positions:
A Handbook for School Divisions (http://www.doe.virginia.gov/VDOE/Technology/) provides a framework as
division administrators fill positions and implement support services for technology integration. The handbook
addresses the roles and attributes of an instructional technology resource teacher but also includes basic
information, such as sample job descriptions; a list of knowledge, skills, and abilities; and responsibilities for
technology support personnel.
3.2.7.2. Service-Level Agreements
Several considerations are necessary when developing and negotiating service-level agreements (SLA). Technology
administrators should have a trouble-ticket or incident-tracking system that measures and assesses the past and
current performances of network-related equipment. Understanding the past performances of a network and its
related equipment can help determine future performance expectations. The details of SLA should be based partially
upon future performance expectations. SLA should include the roles and responsibilities of the division and vendor.
As the user, the division must be able to provide specific information about the system at the time of the problem.
The vendor may be able to suggest alternative solutions. Divisions need to have key vendor contact representatives;
generic contact telephone numbers may inhibit response times. The SLA should also specify the expected response
times and the consequences of any vendor that does not meet service expectations.
3.2.7.3. Replacement Cycles
For the replacement of computers, school divisionsincluding administrative officesshould consider a replacement
cycle of three years for both desktop and notebook computers. The cost of replacing computers should be included
in a regular budget schedule. Divisions should attempt to keep computers upgraded on a regular basis until
replacement is necessary. Consideration should be given to the cost of maintaining and supporting older computers
for performing simpler tasks. Since divisions may not always know when funds will be available, they should
purchase computers with as much processing power and memory as possibleallowing greater capability and
flexibility for adding new or expanded software.
3.2.7.4. Total Cost of Ownership
Total cost of ownership (TCO) estimates the direct and indirect costs of a technology investment, including, but not
limited to, computer software or hardware. A TCO analysis and assessment should consider the costs of purchases
and continued maintenance, including the training of support personnel and system users, downtime due to a failure
or outage (planned and unplanned), low performance occurrences (e.g., slow processing of data), security issues
(legal and recovery costs), disaster preparedness and recovery, and infrastructure tests. TCO analysis originated
with the Gartner Group in 1987. The Gartner Group, in partnership with the Consortium on School Networking
(CoSN), developed a TCO tool (http://classroomtco.cosn.org/gartner_intro.html) that allows educational
technology professionals to examine the client, network, and server cost of ownership.
3.3. Interoperability and SIF
The interoperability of software applications is essential when considering software purchases. Schools
Interoperability Framework (SIF) is a data-sharing specification that enables diverse applications to interact and
share data seamlessly. The main focus has been in the United States, but active work has occurred in the United
Kingdom, Australia, and other places. SIF comprises two parts: an XML (extensible markup language) specification
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for modeling educational data and an SOA (service oriented architecture) specification for sharing that data
between institutions. SIF is maintained by the Schools Interoperability Framework Association (SIFA). Virginia has
adopted the SIF Specification as a standard for statewide system interoperability.
The SIFA is a unique, nonprofit collaboration composed of more than 550 schools, districts, states, the U.S.
Department of Education, international government agencies, software vendors, and consultants who collectively
define the rules and regulations for educational software data interoperability. The SIF Specification enables diverse
applications to interact and share data efficiently, reliably, and securely, regardless of the platform hosting those
applications. Currently, more than 90 SIF-Certified software applications are available, ranging from student
information systems and grade book applications to library and transportation software. For more information on
SIF, visit http://www.sifinfo.org. Divisions are encouraged to consider purchasing SIF-Certified products to meet
their interoperability needs.
3.4. Networks (WAN/LAN)
In designing a network, it is vital to understand how switches and routers handle traffic. The financial cost of
network installation is not the primary consideration when deciding which kind of network to install. Purpose, clients,
and administration should have a bearing on the kind of network that should be implemented. Normally, the greater
the number of network users, the greater the need for security. Additionally, more users typically require more time
for network administration due to the larger number of devices, users, and related issues.
A wide area network (WAN) is a combination of local area networks (LAN) joined together. The Internet is an
example of a global WAN. Divisions can combine their school building networks together into a WAN. The
development of wireless networking solutions represents a significant evolutionary step in this arena. Devices can be
networked fully even though they are not connected physically to a computer network via cable.
The term wireless network usually refers to a wireless LAN, known as a WLAN. A WLAN can be installed as the
only network in a school or building; however, it also can extend an existing wired network to areas where wiring is
too difficult or expensive to implement or to areas located away from the main network or main building. Wireless
networks can be configured to provide the same network functionality as wired networks, ranging from simple peer-
to-peer configurations to large-scale networks accommodating hundreds of users. See Appendix B for information on
wireless protocols.
With the installation of an access point, the networks range increases to approximately 380 yards outdoors or 165
yards indoors (optimum performance within 32 yards). An access point can support up to 50 clients; however,
several access points may be needed to support numerous clients. Access points are connected via a wired LAN.
The access point can also act as a bridge, allowing the wireless network to connect to a wired network. When users
need to be mobile and still retain their network connections, the coverage provided by the access points should
overlap. As the user moves from one area of coverage to another, the network connection is transferred from one
access point to the next, without the user noticing.
Additional equipment may be required to support a wireless LAN:
Extension points extend a wireless LAN by relaying signals to an access point.
Directional antennae can share a single network between two buildings.
Network interface cards for wireless networks are more expensive than their wired counterparts. The
cost of the access points also must be considered.
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Wireless networks work at 54 Mbps, whereas wired networks normally work at 100 Mbps (Fast Ethernet)
or 1000 Mbps (Gigabit Ethernet). A new standard for wireless, 802.11n, is awaiting final certification
from IEEE. This new standard operates at speeds up to 540 Mbps and at longer distances. This data
transmission rate is dependent on the number of users, distance from the access point, and fabric of the
building (metal structures in walls may have an impact). A wireless network will be noticeably slower
when a group of users are transferring files 500 MB or larger in size. This should be considered if
multimedia applications are to be delivered over the network to a significant number of users.
Since the network range may extend beyond the walls of the building, it can be accessed from
outside. Consider the equipments security features to ensure that only valid users have access to the
network and that data is protected. Various security options include the following: configuring access
restrictions in the access points by encryption or checks on MAC addresses, forwarding all Web traffic
to a captive portal that provides for authorization, or requiring users to connect to a privileged
network using a Virtual Private Network.
Wireless networking has been implemented successfully for administering online SOL tests and is increasingly more
common for this purpose. The added flexibility of how computer workstations may be arranged in a classroom or
lab is highly desirable when attempting to maximize a secure testing environment. Specific details regarding the use
of wireless networking for administering online SOL tests are available in the Virginia Online Testing Technical
Guidelines at http://www.doe.virginia.gov/VDOE/Assessment/Online/.
For more information, review the state procurement contracts for wireless LAN infrastructure on the VITA Supply
Chain Management Web page at http://www.vita.virginia.gov/procurement/contractSearch.cfm?mode=keyword.
3.4.1. Facility
Establishing and maintaining a network infrastructure is a significant monetary investment. Guidelines for housing
and caring for servers and networking components (e.g., switches, routers) include the following:
The network components should be housed in secure climate-controlled areas; racks or cabinets can
alleviate space constraints.
Keep the room climate consistent. The temperature generally should not go below 55F or above 82F;
ideally, the temperature should be close to 68-71F (Laverty, 2003).
Remember that wiring closets should not be used to store janitorial supplies; corrosive chemicals,
equipment, and humidity can cause significant damage. Consider purchasing servers that contain
internal sensors that monitor temperature, air flow, and humidity. These servers send e-mail or paging
alarms along with audio alarms when conditions warrant.
Provide adequate space for a technician to gain easy access to the front and rear of network
equipment and servers.
3.4.2. Infrastructure
All infrastructure projects must comply with appropriate building codes. Wiring/cabling for a buildings computer
network services and telephone system infrastructure include the following:
Dedicated electrical power
Wiring with equipment racks
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Cabling with wireless devices
Connectivity (e.g., routers, switches, patch panels)
Telephone patch panel
Networked multimedia computers (servers) with 200-volt UPS, surge suppression, and printer
Surge protector for computers or built-in surge protection for circuits at the demarcation demark point
inside the building
HVAC systems that adequately control temperature and humidity
Uninterruptible power supply
An uninterruptible power supply (UPS) is an important part of a comprehensive power delivery system (Technical
Services Group, 2006). It consists of continuously recharging batteries; when a power supply interruption occurs,
the UPS ensures the system continues to operate for several minutes. This allows time for the operating system to shut
down and prevent data loss. All network equipment should be plugged into a UPS.
When selecting a UPS, consider the load rating. This is the maximum amount of load, expressed in
amps and watts, that can be supported. In addition, 30 minutes of battery backup should be provided
for file servers and systems.
3.4.2.1. Cabling and Data Transfer
Twisted pair and fiber optic are the two current cabling standards used to connect computers:
Twisted-pair cable consists of strands of copper wire. This is the industry standard in new installations.
There are several international standards for twisted-pair cable. Unshielded twisted-pair category 3
(UTP Cat 3) is used for phone wires, whereas Cat 5e is the most popular category for networking
because it can support data transmission of up to 1000 Mbps. Cat 6 and Cat 7 are also available.
Fiber-optic cable, made of high-quality glass strands, uses light pulses instead of electricity to carry
data. However, it is the most expensive form of cable and typically used only for connecting larger
networks.
A wireless infrastructure for networking the machines is also possible. The following is a salient issue to consider for
wireless networking:
For wireless technology, use the best available transmission standard (802.11a/b/g/i) and segment
the LAN as much as possible. Wireless LAN implementations should utilize the highest number of
possible and/or practical security keys, with an encryption protocol to encrypt data; security keys
should be changed from their default values. Currently, there are three encryption protocols to
consider: Wired Equivalent Privacy (WEP), WiFi Protected Access (WPA), and WPA2. WPA2 is the
latest implementation of WPA. All three protocols provide security by encrypting data over radio
waves, protecting the data as it is transmitted from one end point to another. WPA2 offers stronger
data protection and network access control than the two alternate security standards. Virtual Private
Network (VPN) software ensures proper authentication of wireless devices/users.
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For more information, review the state procurement contracts for wireless LAN infrastructure on the VITA Supply
Chain Management Web page at http://www.vita.virginia.gov/procurement/contractSearch.cfm?mode=keyword.
There are four network standards for connecting computers and data transfer via an Ethernet network. Table 3
describes these network standards. Ethernet provides a fast network at a reasonable cost. Most modern
computers are supplied with an integrated Ethernet interface or can easily accommodate an Ethernet network
interface card.
Table 3. Network Standards
3.4.2.2. Routers, Switches, Access Points, and IPv6
A router buffers and forwards packets of data across networks toward a certain destination. A switch forwards data
from one device on the network directly to the intended recipient without sending it to all other devices. Access
points extend the range of wireless networks and usually connect to a wired network to relay data between wireless
devices and wired devices.
In 2008, federal agencies will adopt a new Internet protocol architecture called Internet Protocol version 6 (IPv6).
This network layer Internet protocol (IP) standard enables electronic devices to exchange data across a packet-
switched Internetwork. It follows IPv4 as the second version of the IP to be adopted formally for general use. The
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Ethernet (10 Mbps)
Fast Ethernet (100
Mbps)
Gigabit Ethernet
(1000 Mbps)
10 Gigabit
Ethernet (10,000
Mbps)
The Ethernet standard is rarely used today due to its low data capacity. Since the late
1990s, it has been replaced increasingly by 100 Mbps and Gigabit Ethernet.
The Fast Ethernet standard supports data transfer rates of up to 100 Mbps. Fast Ethernet
is the most common Ethernet standard in computer networks today. The main topology is
called 100BASE-T. Although newer and faster than 10 Mbps Ethernet, it is essentially the
same. The 100BASE-T topology is subdivided into the following:
100BASE-TX: Uses twisted-pair copper cabling (Cat 5)
100BASE-FX: 100 Mbps Ethernet over optical fiber
Note: Most 100 Mbps network switches support both 10 and 100 Mbps
standards to ensure backward compatibility (commonly called 10/100
Network switch).
Gigabit Ethernet is the current standard that networking equipment companies endorse
for desktop computers. Its most common use is in connections between network servers
and network switches. The widely used Gigabit Ethernet is subdivided into the following:
1000BASE-T: 1 Gbps over Cat 5e or Cat 6 copper cabling
1000BASE-SX: 1 Gbps over multimode fiber (up to 550m)
1000BASE-LX: 1 Gbps over multimode fiber (up to 550m)optimized for
longer distances (up to 10km) over single-mode fiber
1000BASE-LH: 1 Gbps over single-mode fiber (up to 100km)a long-
distance solution
10 Gigabit Ethernet is considered the new choice for enterprise network infrastructures.
The 10 Gigabit Ethernet standard uses seven different media types for LAN, WAN, and
MAN (Metropolitan Area Network). It is currently specified by the supplementary
standard IEEE 802.3ae and will be incorporated into a future revision of the IEEE 802.3
standard.
Network Standards
main feature of IPv6 is the larger address space: 128 bits. IPv6 will provide additional addresses to networked
devices, including cell phones and PDAs. There are advantages and, currently, some disadvantages or challenges to
this new architecture. The increased number of addresses available for networked devices and the encryption of
data by the application running on the device allows for peer-to-peer data sharing. The challenge with data sharing
at this level is the inability of proprietary data to be checked for authorized release. As the time draws closer for the
adoption of IPv6, governments and educational institutions with networks will need to address security and other
related issues. At a minimum, school networks should have a firewall that performs some level of local blocking and
that can support IPv6.
3.4.3. Network Administration
The SOL technology initiative requires each school to have a high-speed network connection to the Internet, whether
it is provided via the division or obtained directly from an Internet service provider (ISP).
One of the factors controlling application performance on a network is the amount of available bandwidth. As more
applications and services are activated on the network, they contend for available bandwidth. Modeling and
simulation applications, video streaming, and some graphics applications demand significantly more bandwidth
than a spreadsheet file transfer. Schools using VoIP should consider the bandwidth requirements (a minimum of 512
Kbps) for this service while using the same network for SOL testing (Unuth, 2007). An application impact analysis
can help determine what impact an application will have on the network prior to deployment.
Estimating bandwidth needs for administering online SOL tests is a necessary part of preparing for online SOL
testing and for achieving School Readiness Certification as part of the Web-based SOL Technology Initiative. Details
regarding bandwidth requirements for administering online SOL tests are outlined in the Virginia Online Testing
Technical Guidelines available at http://www.doe.virginia.gov/VDOE/Assessment/Online/.
Unneeded protocols and services should be removed from workstations and servers. For example, if a server is not
being used for e-mail, the e-mail services and the SMTP and POP3 protocols should be removed. Unnecessary
protocols can slow down network communications and pose security threats.
Network servers and other software applications should not route traffic; instead, use routers, switches, or enhanced
firewalls. To alleviate bandwidth constraints, consider installing Web-caching devices. This can significantly improve
other Web-based activities where students access static content or standard HTML pages. It should be noted,
however, that this will not help testing requirements because test content cannot be cached.
Transmission Control Protocol/Internet Protocol (TCP/IP) should be the network protocol. Names for each device on
the network should follow geographical boundaries or functions. Define a schema for naming and assigning
addresses to each device on the network. Use private IP addresses, i.e., do not assign them to others on the Internet.
The Network Information Centre has reserved certain addresses that will never be registered publicly. Private IP
addresses are found in the following ranges:
10.0.0.0 to 10.255.255.255
172.16.0.0 to 172.31.255.255
192.168.0.0 to 192.168.255.255
Other recommendations include the following:
Use local DNS (domain name service) at the school and district level to improve name resolution and
manageability
Use DHCP (dynamically assigned IP addresses)
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Implement a mechanism for managing the network and capturing performance statistics. A diagram of the network
infrastructure should be developed using a copy of the building blueprints and kept up-to-date. A sample diagram is
included in Appendix C.
3.4.3.1. Logical Security/Physical Security
It is essential for school divisions to secure all facilities that maintain critical assets. Technology equipment requires
two types of security: physical and logical. Physical security prevents and provides access to actual equipment.
Logical access prevents and provides access to information stored on a network.
Technology-based asset management can supply the practices and procedures by which physical technology
components (hardware, software, and related items) are managed and tracked. Issues such as location, ownership,
usage, configuration, maintenance, and disposal may be managed electronically through appropriate software or
outsourcing. One such solution is radio-frequency identification (RFID), which relies on data storage devices, called
transponders, to transmit identifying information remotely. The device is attached to or incorporated into a product;
the signal is read with radio waves.
School divisions should consider incorporating both physical and logical security into one technology-based asset
management package. Both security types can be integrated through a dual-authentication system, which merges
physical access technologies with identity management and user authentication technologies. This system grants
users logical access to a network and applications after passing physical access. Both security types also require
outlays for new access-control systems and recurring budgets for end-user training. Physical access technologies
increasingly depend on TCP/IP networks, servers, and digital storage mediumsresources that previously have
been the domain of information technology. These technological shifts, along with budget constraints, make
convergence of these systems a consideration.
Schools should understand how their information infrastructures can be threatened. Develop a security architecture
that defends against malicious attacks, is highly adaptable, and provides a protection level that matches the value of
the information assets being protected. The architecture also should identify the basic services needed to address
security in both current and future electronic environments and the various technologies available to implement the
desired services. The following are some of the primary security categories and the supporting technologies
required to protect a schools information infrastructure:
Identificationthe process of distinguishing one user from all others; technology components include
user IDs and biometrics
Authenticationthe process of verifying the identity of the user; technology components include
encryption, secure sockets layer (SSL), public key infrastructure (PKI), certificates, and digital signatures
Authorization and Access Controlthe means of establishing and enforcing rights and privileges
allowed to users; technology components include encryption, security protocols, firewalls, virtual
private networks (VPN), and directory-based authentication and authorization
Administrationthe functions required to establish, manage, and maintain security; technology
components include domains, zones, registration authorities, key recovery, and key escrow
Auditthe process of reviewing system activities, enabling the reconstruction and examination of
events to determine if proper procedures have been followed; technology components include
vulnerability tools, monitoring and filtering tools, intrusion-detection software, backup and recovery
tools, and virus protection software
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Network-penetration testing uses tools and processes to scan a network for vulnerabilities.
Performing penetration tests regularly helps uncover network security weaknesses that make data
or equipment vulnerable to Trojan horses, denial-of-service attacks, or other intrusions.
Monitoring and filtering tools verify and monitor any networked device and send immediate
alerts via audible alarm, message, e-mail, or third-party software when a connection fails.
Intrusion-detection software completes tasks such as file-integrity checking. It is difficult to infiltrate
a system without altering a system file. A file-integrity checker computes a checksum for every
guarded file and stores this information. At a later time, the new checksum can be computed
again and tested against the stored value to determine if the file has been modified.
Backup and recovery tools schedule ongoing backups of critical files. Regular backups are vital
because it is impossible to guarantee the safety of any data that exists in only one place.
Virus protection software tools should not only scan and detect existing viruses, they should also
protect against additional infection and provide the options to clean, replace, or remove infected
files. Utilities can repair boot sectors that have become infected by viruses; this is particularly
important when the viruses cannot be removed by reformatting the hard disk.
Effective local security is critical to the successful implementation of the testing initiative and technology integration.
At a minimum, all divisions should have some type of firewall protection between their networks and the Internet.
One area of particular concern is protection against denial-of-service attacks against a divisions Internet
connection. Each division must ensure that its firewall solution and ISP protect against these types of attacks.
When implementing new technology components or new configurations of existing components (e.g., firewalls,
content filters, monitoring tools, virus protection, etc.), it is necessary to ensure compatibility with online SOL testing
software prior to administering SOL tests. Minor changes to network or workstation software and hardware can
have significant impact on the ability to successfully administer online SOL tests. Network and workstation tests for
compatibility and connectivity are highly encouraged prior to administering online SOL tests in order to avoid any
unintended consequences that could impact student SOL testing. Current recommended configurations and
guidelines for hardware and software are provided in the Virginia Online Testing Technical Guidelines at
http://www.doe.virginia.gov/VDOE/Assessment/Online/. These guidelines should be reviewed prior to each
online SOL test administration (fall, spring, and summer test administrations) and when a change in a network
environment or desktop environment is being considered and evaluated.
3.4.3.2. Data Retention (Storage and Archiving)
On December 1, 2006, a new federal law went into effect requiring schools, businesses, and other organizations to
archive all e-mails, instant messages, and other digital communications produced by employees. Preserving Paper
and Electronic School Records, an information brief published by the Virginia Department of Education, offers
suggestions on how divisions should attend to records retention and is located at
http://www.doe.virginia.gov/VDOE/Technology/OET/info_brief_records.pdf. Divisions should ensure that all data
systems can archive data based upon requirements established by the Library of Virginia. Please contact your
divisions records management specialist for additional information on the Library of Virginia requirements.
The Educational Technology Plan for Virginia: 2003-09 requires divisions, as a representative action, to maintain
networks that utilize data-recovery software. Divisions must work with technology providers to conduct periodic
security audits and develop security policies and procedures that meet their needs. Production databases should be
tested periodically for recoverability, according to requirements for their use and preservation. Divisions should
consider the backup of metadata along with data. Production databases that support mission-critical applications
20
should be recoverable to a point-in-time and point-of-failure. Databases requiring 24/7 availability should have a
high-availability strategy, such as failover, mirroring, and/or online backups.
3.4.4. Data Quality
Increasingly, educators recognize the link among effective teaching, efficient schools, and quality data. As a state
agency, the Virginia Department of Education collaborates with district data coordinators to establish procedures for
data collection and reporting. A volunteer task force of the National Forum on Education Statistics developed a
Forum Guide to Building a Culture of Quality Data for schools and school districts and is located at
http://nces.ed.gov/forum/pub_2005801.asp. The guide covers common principles that can increase the
likelihood that data will be secure, accurate, and useful. High-quality data should inform decisions about different
educational technologies and help determine the impact of technologies on teaching, learning, and administration.
All software tools or packages that create files or data stores should use a format based on an underlying open or
de facto standardor provide the capability to export to such a format. Database software implementation should
adhere with all local security, confidentiality, and privacy policies. Newly deployed database technologies should
support Java Database Connectivity and Microsoft connectivity technology, such as Open Database Connectivity or
Object Linking and Embedding Database. Production databases should be tested periodically for recoverability,
according to requirements for their use and preservation.
3.4.5. Health, Safety, Efficiency, and Ergonomics
Computers are probably the most ubiquitous type of machine in todays work and learning environments. Although
they generally are clean, quiet, and safe to use, improper interaction with and positioning of the equipment can
lead to health problems such as eyestrain, repetitive stress syndrome, and backache.
Before designing the safest and most effective ergonomic environment, determine the type of computer, purpose, and
normal usage times. If different people use the computer for a few minutes each, ergonomic design may not be the first
priority. However, for workstations where individuals may spend an hour or more at a time, a few sensible tips can help
achieve an ergonomically proper environment, such as proper positioning of the person and equipment, the use of
document holders, and regular breaks. Users should also look away occasionally from the screen and blink several
times to refresh their eyes when staring at a computer monitor for more than 15 minutes (Hedge, 2007).
Several alternatives to standard input devices and software can ease strain and offer ergonomic alternatives. These
include digital pens, voice-recognition software, keyboard control pedals, joysticks, touchpads, voice-activated mice,
eye-tracking systems, specially designed keyboards, wrist rests, and other products. Be sure to choose a research-
based product that is comfortable for long periods of use.
Table 4 shows how various environmental aspects can be organized to create the right ergonomic conditions for a
safer learning and work environment.
21
Table 4. Ergonomic Recommendations for Computer Use
3.4.6. Division Acceptable Use Policies
All Virginia public schools are required to have an educational technology plan that aligns with the Educational
Technology Plan for Virginia: 2003-09. These individual school plans must include policies defining acceptable use
of computers and the Internet. In addition, superintendents must submit divisionwide acceptable use policies
biennially to the Department of Education for compliance review. Legislation approved by the 2006 General
Assembly and signed by Governor Kaine added a requirement that each division acceptable use policy must
include an Internet safety component.
As divisions increase the integration of technology into instructional programs, they must ensure that the
technologies and devices mentioned in these guidelines comply with their acceptable use policies. The
Superintendent of Public Instruction has issued guidelines to divisions regarding Internet safety-related instructional
programs. These guidelines are available in PDF format for duplication as needed at
http://www.doe.virginia.gov/VDOE/Technology/OET/internet-safety-guidelines-resources.pdf. The Department has
issued companion documents relating to integrating Internet safety into curriculum and instruction which can be
found at http://www.doe.virginia.gov/VDOE/Technology/OET/internet-safety-guidelines.shtml. The Department
also has compiled additional resources relating to implementing the legislation which can be found at
http://www.doe.virginia.gov/VDOE/Technology/OET/internet-safety-related-resources.pdf.
22
VDU (visual
display unit)
Avoid discomfort caused
by reflective glare and
eyestrain
Protect eyes against
moisture loss
Keyboards
Prevent wrist strain, which
can develop into RSI
(repetitive strain injury)
Seating Neutral body position
Take adequate breaks regularly
Adjust the monitors contrast and brightness
Focus regularly on a distant object
Use an antiglare screen
Adjust the screen height so the top is at eye level
Position the screen in a downward viewing angle
Use a wrist rest
Type with your wrists floating above the keyboard
Keep your elbows relaxed
Keep the mouse at the same height as the keyboard
Keep your hands, wrists, and forearms in a row, straight,
and almost parallel to the floor
Keep your head and torso in line with your head, bent
forward slightly, facing towards the front and balanced
Ensure your shoulders are at ease with your upper arms,
hanging normally to the side
Ensure your elbows are close to the body and bent between
90 and 110 degrees
Support your feet with a footrest or by relaxing them on the floor
While leaning back or sitting in a vertical position, support
your back fully with a firm hold on the lumbosacral area
Ensure the seat is well padded to support your hips and thighs
Ensure your knees and hips are almost the same height, with
your feet slightly forward
Health & Safety Considerations Environment Ergonomic Recommendations
3.5. Evolving/Emerging Technology Considerations
3.5.1. Supercomputers
Supercomputers were introduced in the 1960s and designed primarily by traditional companies such as IBM and
HP. In recent years, supercomputers have been created by connecting a number of desktop machines in parallel to
harness the power of all the linked machines. Schools have started to assemble machines in small cluster formations
to create their own supercomputers. This cluster approach helps break down and run problems simultaneously.
3.5.2. Grid Computing
Grid computing is an emerging model that can perform faster operations. It takes advantage of multiple networked
computers to model a virtual architecture that distributes process execution across a parallel infrastructure. Grids use
the resources of many computers at separate sites, connected by a network (usually the Internet) to solve large-scale
computation problems, use computing resources efficiently, and conduct educational research. School systems and
other organizations should consider grid computing to utilize existing resources more efficiently or improve the
efficiency of school data processes and other functions.
3.5.3. Internet2/National LambdaRail/SEG-P
Internet2 is a nonprofit consortium of universities and corporate sponsors that work with advanced technologies to
develop future Internet applications and increased bandwidth capabilities. It is the foremost advanced networking
consortium in the United States, with an access capacity from 1.5 Mbps to 622 Mbps.
Internet2 created a private network for education and research known as the Abilene Network. It advances
Internet2s goal of facilitating and enabling the development of advanced network applications, services, and
content that enable routine collaboration on instructional, clinical, and/or research projects, services, and content.
The consortium also invested in National LambdaRail (NLR), a high-speed national computer network developed by
research institutions that runs over fiber-optic lines. National LambdaRail is the first transcontinental Ethernet network.
Led by the research and education community since 1996, NLR provides both leading-edge network capabilities
and unique partnership opportunities that facilitate the development, deployment, and use of revolutionary Internet
technologies. NLR is similar to the Abilene Network but allows for more experimentation. National LambdaRail is a
university-owned network, while the Abilene Network is a university-corporate sponsorship. This university ownership
of NLR ensures the research community unprecedented control and flexibility to meet the most advanced network
application requirements and provide the resources demanded by cutting-edge network research. The network
bandwidth of NLR is on OC192.
Any organization that subscribes to or uses Internet2 services through the Abilene gigaPoP, direct connection, or any
other route is considered an Abilene Participant. Abilene provides high-performance networking for data traffic
among participating gigaPoPs, regular members, and other organizations whose connectivity benefits U.S. higher
education. Abilene Participants fall into two categories. Sponsored participation includes two classes: Sponsored
Individual Institutions and Sponsored Educational Group. The Sponsored Educational Group Participant (SEG-P) is
allowed expanded access to Abilene for state and regional education networks through sponsorship by Internet2
university members. State and regional networks may include nonprofit and for-profit K-20 educational institutions,
museums, libraries, art galleries, or hospitals that require routine collaboration on instructional, clinical and/or
research projects, services, and content with Internet2 members or other sponsored participants.
23
As of March 2006, 35 state K-20 networks participated with SEG-P. Virginia school divisions connected to the
Internet through Network Virginia can access Internet2/NLR resources through the SEG-P program, provided the
school infrastructure has sufficient bandwidth. To participate, a minimum connection capacity of T1 should be
available directly to the network containing the individual PCs that will be accessing Internet2/NLR. See Appendix B
for educational applications.
3.6. Other Considerations
3.6.1. Teacher Involvement in Technology Planning
Research on classroom integration of information and communication technologies has found that technology, in
and of itself, does not directly change teaching or student learning (Grgoire, Bracewell, & Laferrire, 1996). One
of the necessary factors for the effective application of technology is involving teachers in technology planning.
Teachers serve as the frontline implementers of technology integration. Their buy-in to building-level and
divisionwide technology planning is essential to the successful implementation of strategies for increasing and
improving technology integration. Teacher feedback from past professional development is vital; their continual
feedback and participation in future professional development planning helps ensure the activities adequately meet
the needs of teachers. Teachers, by their positions, are part of an instructional team in a school; consequently, they
should be part of any technology planning team aiming to make a positive impact on instruction and learning. A
local technology planfully aligned with the Educational Technology Plan for Virginia: 2003-09should be
developed by a technology committee comprising those responsible for implementing the plan, including teachers.
3.6.2. Developing Technology Literacy: TSIP, Computer/Technology SOL, NETS
The development and continuing improvement of teacher technology literacy skills is necessary for technology to be
a useful tool in the instructional process. In January 1998, the Virginia Board of Education approved the Technology
Standards for Instructional Personnel (TSIP). The regulations
(http://www.doe.virginia.gov/VDOE/Compliance/TeacherED/tech.html) help ensure that instructional personnel in
Virginia master and demonstrate competency in technology consistent with the computer/technology SOL for
students.
One of the goals of Title II Part D of the No Child Left Behind Act (Enhancing Education Through Technology) is that
every student be computer literate by the end of the eighth grade. Each Virginia school division is responsible for
developing an assessment instrument to determine student computer literacy. Standards have been developed at the
state and national levels to assist in this effort. The computer/technology SOL identify and define the progressive
development of essential knowledge and skills necessary for students to access, evaluate, use, and create
information using technology. Computer/technology proficiency is not an end in itself but lays the foundation for
continuous learning and computer literacy. The focus is on learning using technology rather than learning about
technology. The standards are available in a PDF and Microsoft Word file format located at
http://www.doe.virginia.gov/VDOE/Superintendent/Sols/home.shtml.
The National Educational Technology Standards (NETS) were developed by the International Society for Technology
in Education for three levels of technology users. The NETS-A identifies knowledge and skills that every administrator
needs to know about and be able to do with technology. The NETS-T covers standards related to what teachers
should know about and be able to do with technology. The NETS-S provides standards as guidelines for planning
technology-based activities in which students achieve success in learning, communication, and life skills.
24
4. Building-Level Instructional
Technology Systems
3.6.3. Digital Conversion
On February 17, 2009, broadcast television will undergo a major change as all stations switch to digital
transmission and abandon the analog signal that has sent television signals to American homes, schools, and
businesses since the 1930s. Not since the introduction of color television in 1953 has there been such a significant
change in the technology that sends commercial and public television signals all over the country. With this new
technology, the broadcasting industry can free up valuable airwave space to provide exciting new options for
television viewers, the most anticipated of which is high-definition television (HDTV). A 2008 information brief
(VDOE, 2008) addresses additional implications for school divisions regarding digital conversion. The information
brief can be viewed at http://www.doe.virginia.gov/VDOE/Technology/OET/info_brief_digital_conversion.pdf.
Administering an effective technology infrastructure requires a working knowledge of divisionwide requirements. In
addition, building-level technology managers often are responsible for maintaining the infrastructure, procurement of
peripherals and software, and physical security. The following should guide administrators and information
technology personnel when designing and maintaining building-level instructional systems.
4.1. Computer Lab and Library Media Center
4.1.1. Computer Lab Design
A computer lab creates the potential need for specialized equipment depending upon its use as either a general
computer lab or a modeling/design lab. A general computer lab requires multiple computer workstations with
access to the building network. If space or workstations are in short supply, no more than two students should be
assigned to a workstation. A typical computer lab should accommodate anywhere from 15 to 30 workstations and
include four to six printers. A modeling/design lab may require access to specialized equipment such as computer-
controlled robots and controllers. For flexibility, labs should be designed to accommodate virtual teaming between
rooms, schools, and outside educational facilities. All lab technologies should be configured consistently with labs
found in appropriate industries (e.g., electronics, medical).
4.1.2. Library Media Center Design
The library media center may be considered a general access point for technology resources for teachers and
students. Adequate space in the circulation area should allow for outlet connections and network access for
computerized circulation systems with bar scanning capabilities and a printer. The availability of computer
25
workstations for students and teachers is necessary for electronic catalog access, client or Web-based electronic
research subscriptions, and other resources. The number of workstations depends upon available space. The
infrastructure should include cabling that allows for the addition of workstations or wireless access points. Planning
for maximum workstation configuration is essential so that voice, video, data, and power connection paths are
properly identified.
4.2. Hardware
4.2.1. Clients
Simply speaking, a client can be defined as a single computer. A number of devices can function as clients; but,
from a schools perspective, desktop computers are the most familiar type of device. Desktop computers can be
connected as clients but possess the processing power to run applications without a server. As part of the Web-
based SOL Technology Initiative, each school must achieve a maximum client ratio of five students to one computer.
Current minimum workstation requirements are documented in the Virginia Online Testing Technology Guidelines
available at http://www.doe.virginia.gov/VDOE/Assessment/Online/.
Table 5 includes recommended computer specifications for classroom instruction. Due to the ever-changing nature of
computer technology, these specifications are based upon information available at the time of publication. More
current specifications may be available. Please check periodically with computer manufacturers and the state
procurement contract documents on the VITA Supply Chain Management Web page at
http://www.vita.virginia.gov/procurement/contractSearch.cfm?mode=keyword.
26
Table 5. Current Recommended Computer Specifications for Classroom Instruction
Additional features include the following:
Easily accessible ports
Multiple USB ports
Firewire ports
27
Good
Better
Best
17-Inch Analog
Flat-Panel LCD
Monitor
19-Inch Analog
Flat-Panel LCD
Monitor
19-Inch Analog
Flat-Panel LCD
Monitor
Intel Core 2 Duo Processor E6300 (1.80GHz, 2M, 1066MHz FSB)
2.0GB DDR2 Non-ECC SDRAM, 667MHz, 2DIMM
Integrated Video, Intel GMA3000
Keyboard: USB
USB 2-Button Entry Mouse with Scroll
Boot Hard Drives:
80GB SATA 3.0Gb/s
1.44MB 3.5 Inch Floppy
Internal Audio Speaker
24X CDRW/DVD Combo
Intel Core 2 Duo Processor E6600 (2.4GHz, 2M, 1066MHz FSB)
2.0GB DDR2 Non-ECC SDRAM, 667MHz, 2DIMM
Integrated Video, Intel GMA3000
Keyboard: USB
USB 2-Button Entry Mouse with Scroll
Boot Hard Drives:
250GB SATA 3.0Gb/s
1.44MB 3.5 Inch Floppy
External Audio Speaker
24X CDRW/DVD Combo
Intel Core 2 Duo Processor E6700 (2.66GHz, 2M, 1066MHz FSB)
4.0GB DDR2 Non-ECC SDRAM, 667MHz, 2DIMM
Integrated Video, Intel GMA3000
Keyboard: USB
USB 2-Button Entry Mouse with Scroll
Boot Hard Drives:
750GB SATA 3.0Gb/s
1.44MB 3.5 Inch Floppy
External Audio Speaker
24X CDRW/DVD Combo
CLIENTS MONITOR
4.2.2. Peripheral Devices
Classroom teachers, instructional assistants, and students often will be required to use peripheral devices in
connection with teaching, learning, and classroom management. A basic knowledge of the available devices and
their functionalities can help teachers effectively integrate technology into the curricula. In addition, this information
may be useful when designing and maintaining an instructional technology system at the classroom level.
Printers
The printer choice largely is dependent on the purpose or job, as different technologies are capable of different
levels of image/text quality and print speed; some technologies are inappropriate for certain types of physical
media, such as photo paper or transparencies. Classroom printers can be attached directly to computers. Computer
labs generally share one or more printers accessed via a network; networked printers optimally have a higher print
speed than classroom printers. Special projects requiring a high degree of color resolution or high volume print
quantities may need specialty printers.
Typically, ink jet printers are appropriate for printing color-intensive graphics, and laser printers are best for printing
text documents due to their fast print speeds. However, some color ink jet printers can print fast without tearing
paper or using excessive amounts of ink.
There are several specifications to consider when assessing the image/text quality of printers. Resolution is a widely
used specification that refers to the number of dots per inch (dpi) that can be printed horizontally and vertically. A
high-resolution printer is capable of printing more detailed images and text than a printer with a lower resolution.
Print speed measures the number of pages generated per minute (ppm); however, printer manufacturers often
determine these speeds by printing basic text documents at the lowest-quality settings (draft mode) on plain paper.
Users should expect to experience half the print speed that manufacturers report.
Before making a purchase, you should also examine printed text and images. Different text fonts should be legible,
fully formed with no fuzzy edges, and crisp. The tops and bottoms of characters should be correctly aligned from
one row to the next. The letter openings (counters) should be well rounded; if not, the printer may be using too much
ink. When assessing image quality, three characteristics should be considered: color accuracy, sharpness, and
dynamic range. In assessing color accuracy, the inside areas of images should be dense and evenly shaded.
Transitions from dark to light colors (gradient) should have smooth transitions instead of distinct bands (color
banding). Images should show balanced color saturation as opposed to overly saturated colors or washed-out
areas. Image sharpness can be judged by looking for crisp outer edges with smooth corners. For the dynamic
range, there should be clear details in highlighted and shadow areas.
The cost of consumables such as ink and paper should also be considered. Typically, ink jet printers cost less than
laser printers, but ink jets contain smaller cartridges that have to be replaced more often. Therefore, the total cost of
ownership may be lower with a laser printer. The printing cost per page should be calculated in determining the
total cost of ownership. This is determined by dividing the cost of a cartridge by the number of pages it can print;
for example, if a $40 cartridge can print 800 pages, the cost per page is five cents ($40/800=.05). A
multifunctional device that provides copying, printing, scanning, and faxing capabilities may provide the lowest
overall cost of ownership by eliminating the expenses of purchasing and maintaining multiple pieces of equipment.
For more information, review the state procurement contracts for printers on the VITA Supply Chain Management
Web page at http://www.vita.virginia.gov/procurement/contractSearch.cfm?mode=keyword.
28
Monitors
Monitor specifications are described in terms of screen size and quality. The screen size refers to the diagonal
length from one corner of the monitor box to the other. A stated screen size of 17 normally results in a viewable
area of only 15.1.
Average entry-level PCs usually come with a 17 monitor, which is adequate for most general-purpose
applications.
Larger 19 or 21 monitors may be appropriate for video editing or advanced graphics work (e.g.,
multipage layout).
Teachers of students with special needs may want to consider larger monitors.
3-D displays, such as virtual reality environments, can be generated by using a 3-D display device with a computer.
There are several devices for generating 3-D displays, but the most common are LC (liquid crystal) shutter glasses
and HMD (head-mount displays). 3-D displays offer an alternative environment for students to experience and learn
a variety of subject matter via interactive simulations, models, etc.
CD and DVD Drives
CD drivesstandard on PCsread or write data on a compact disc. It is defined by its speed (e.g., 16x, 48x).
DVD drives can read both CDs and DVDs. A DVD can hold more than 25 times more data than a CD in higher-
density multilayer storage format. Educational software is available in DVD and CD formats.
Speakers, Microphones, and Headsets
Most computers come with either built-in or external speakers. External speakers can enhance the sound levels of a
computer or classroom projection device. For computers that lack built-in microphones, external microphones or USB
headsets may be used for audio input. In a computer lab setting, headsets can control sound from multiple
computers simultaneously. Inexpensive headphone splitters can allow two sets of headphones to be accessed on one
computer.
Projection Devices
Projection devices enhance teacher and student presentations in classrooms and computer labs. While classroom
projection devices can be as simple as an overhead projector or a computer-based LCD (liquid crystal display) or
DLP (digital light processing) projector, wall-mounted flat-panel screens can enhance an auditorium or lab setting.
When choosing a projection device, consider its ANSI lumens, resolution, and lamp life. For projecting detailed
data and graphics onto a 60-inch diagonal screen, a projector with 300-400 ANSI lumens and a resolution of at
least 1024 x 768 is preferred (Projector Central, 2007).
Electronic Whiteboard
An interactive whiteboard is a peripheral device that requires a computer to generate the display either directly or
via a projector. Operating directly as a large room display, the end user might use built-in software to capture notes
written on the whiteboard-like surface and/or control the computer (click and drag), markup (annotate a program),
or use optical character recognition (OCR) on the computer-generated image displayed from the whiteboard and/or
touch-screen surface.
29
The interactive whiteboard is connected to a computer through a wired medium (e.g., USB, a serial port cable) or a
wireless connection such as Bluetooth. There are different types of interactive whiteboards including
electromagnetic, infrared optical, laser, ultrasonic, and camera based. These are available with three forms of
imagery:
Front-projection whiteboards have a video projector in front of the whiteboard.
Rear-projection whiteboards have a projector located behind the whiteboard; some are self-contained,
with the projector and the whiteboard in a single cabinet.
Add-on systems attach to an existing monitor, such as a large flat-screen monitor.
Considerations for an interactive whiteboard include room design, room size, controllable lighting, and the desired
interactive features. Approved state contracts for interactive whiteboards and other peripheral devices can be
invaluable resources during the selection process. These state contracts can be reviewed on the VITA Supply Chain
Management Web page at http://www.vita.virginia.gov/procurement/contractDetail.cfm?contract_id=2804
http://www.vita.virginia.gov/procurement/contractDetail.cfm?contract_id=2806.
At the time of publication, Smart Inc., which produces a full line of interactive whiteboards, had a grant program for
K-12 entities located at http://smarterkids.org/k12/index.asp.
Scanners
Inexpensive flatbed scanners often can meet basic classroom scanning needs, such as generating student handouts.
A low-resolution scanner works well for scanning text or data; however, for accurate OCR (optical character
recognition), a high-resolution scanner and OCR software are necessary. Photographs or other detailed graphics
may require a 600 x 600 dpi (dots per inch) scanner. The higher the dpi resolution, the better the resulting image
will be. Combination flatbed/automatic document-feeder scanners with a fairly high page-per-minute feed rate may
be more appropriate for administrative use.
Cameras
Digital cameras can enhance the teaching and learning process. Two resources for guidance on the purchase of
digital cameras are Kathy Schrocks Teacher Helpers Guide to Digital GadgetsDigital Cameras and Camcorders
in the Classroom (http://school.discovery.com/schrockguide/gadgets.html) and Keith Lightbodys Digital Cameras
Enhance Education (http://www.zardec.net.au/keith/digcam.htm). In general, the purpose of the digital camera
will determine its necessary features. Professional-quality images for art or graphics classes may require cameras
that have the following: exposure controls such as aperture and shutter priority, choice of metering modes,
bracketing, and lens attachments. A camera with a resolution of seven megapixels or higher should be used to take
images that will be printed or require retouching. Always consider factors like focus control, flash modes, ease of
use, file-download format, file-storage capabilities, and compatibility with USB ports.
Personal Response System
A personal response system is also called a classroom response system or an audience response system. The system
comprises hardware and software that collect and display student input to teachers questions. The system can use
an infrared or radio-frequency signal sent to a receiver attached to a teachers computer; the necessary components
are a student keypad, receiver, computer, and software.
30
Voice Amplification Systems
Voice amplification systems have been used as assistive technologies for students with hearing impairments for
years. This technology can facilitate all facets of teaching and learning by lessening the strain on a teachers voice
and helping students remain attentive and engaged. The systems setting will determine its necessary features. The
room dimensions, the presence or lack of acoustical tiles, flooring type, the presence of large fixtures, and other
factors must be considered when choosing a voice amplification system.
Computer-Based Microscopes
Computer-based microscopes electronically collect data for analysis during inquiry-based learning. Several models
are available; the microscopes purpose will determine its type and features. Table 6 includes some guidelines.
Table 6. Guidelines for Selecting Computer-Based Microscopes
Sensors (Probes)
Sensors and probes electronically collect data as a part of inquiry-based hands-on activities in such curricula as
science, mathematics, and technology. Probes are components of probeware, which is equipment and software that
gathers and analyzes data in real time. Probeware systems interface with a computer, graphing calculator, or self-
contained measuring system. The data can be displayed as graphs, tables, meters, or values.
Table 7. Guidelines for Selecting Probes
31
Good
Better
Best
Digital, 20X-50X zoom
Digital, 20X-100X zoom, USB plug-n-play, digital image capture
Digital, 20X-500X zoom, USB plug-n-play, digital image and video capture,
LED illumination, Save file format: BMP, JPG, AVI
MICROSCOPES
Good
Better
Best
Temperature sensor with range of -35 to +135C; displays degrees in C, K,
and F
Multimeasure sensor with temperature range of -10 to +50C; sound level
range of 40-90 dBA; light range of 0-5000 lux
Multimeasure sensor including probeware system with temperature range of -35
to +135C; selectable light ranges of 0-100, 0-10,000, and 0-150,000 lux;
sound level of 50-100 dbA, voltage 24 V, and sound maximum sample rate of
200 Hz
PROBES
4.2.3. Assistive Technology/Web Accessibility
Section 508 of the Rehabilitation Act of 1973, as amended (29 U.S.C. 794d), guarantees federal employees with
disabilities comparable access to information and data as employees who are not individuals with disabilities,
unless an undue burden would be imposed on the agency. This is a mandate for federal agencies that develop,
procure, maintain, or use electronic and information technology. School divisions are not required to comply with
Section 508 standards. However, the standards were developed to ensure technology accessibility to the public;
therefore, divisions should be knowledgeable of the standards as part of their responsibility to meet the needs of
education stakeholders and the general public. See Appendix A for additional information on Section 508
standards.
The Code of Virginia (Title 2.2 Administration of Government, Chapter 35 Information Technology Access Act,
2.2-35002.2-3503) provides information on the Commonwealths policy addressing information technology
access. The Code defines access to mean the ability to receive, use, and manipulate data and operation controls
included in information technology.
Assistive technology consists of any technologies that help students read, write, speak, see, get around, move, or
play. Educational and assistive technologies give students with disabilities greater possibilities to master content and
organize and control their behavior. Assistive technologies offer adaptations and modifications to help students with
disabilities participate in the general education curriculum to varying degrees. The following list addresses some of
the most common issues people with motor disabilities face; note that many more types of technologies existthis is
just a sampling:
It is often easier for a person with a motor disability to operate a trackball mouse than a standard mouse.
For example, it is easier to manipulate a head wand or mouth stick with a trackball mouse. Someone with
hand tremors also may find this kind of mouse more useful because once the cursor is moved to the right
location, there is less danger of moving it accidentally while trying to click on the mouse button. In addition,
people with hand tremors potentially could manipulate the trackball mouse with their feet.
Due to its simplicity and low cost, the mouth stick is one of the most popular assistive technologies
(though the word technology may be a bit of an overstatement). In many cases, a rubber tip at the end
of the mouth stick gives the tip better traction; a plastic or rubber feature at the other end is inserted
into the mouth. People without use of their hands could maneuver a mouth stick to type and perhaps
manipulate a trackball mouse, depending on their control of the mouth stick and patience level.
A head wand is similar to a mouth stick, except the stick is strapped to the head. Head movements
make the head wand type characters, navigate through Web documents, etc. Fatigue can be an issue
when a lot of keystrokes are required.
People with very limited mobility can use a single-switch access. For this tool, a switch is placed to the
side of a persons head. The person can control the computer by moving his or her head and clicking
the switch. Special software on the computer interprets the clicking action and allows the user to
navigate through the operating system, Web pages, and other environments. Some software facilitates
typing by using an auto-complete feature that tries to guess what the person is typing and offers
choices of different words.
An adaptive keyboard can be useful for people who lack reliable muscle control in their hands. Some
adaptive keyboards have raised, rather than lowered, areas between the keys, which allow people to
slide their fingers into the correct position. A person with tremors or spastic movements could benefit
from this type of keyboard. Keyboard overlays can achieve the same results. In some cases, adaptive
32
keyboards come with specialized software with word-completion technology, allowing the person to
type with fewer keystrokes; this is significant since typing can be rather laborious.
Eye-tracking devices allow individuals with limited or no control over their hand movements to navigate
through the Web with only eye movements. Special software allows the person to type and may
include word-completion technology to speed up the process. These systems can be expensiveusually
several thousand dollarsso they are less common than less-sophisticated devices such as mouth sticks
and head wands.
Touch screens allow users to interact with computers by touching the display screens. They often
project infrared light beams across the screen surface. When a persons touch interrupts the beams, an
electronic signal identifies the location on the screen. Software interprets the signal and performs the
required operation.
Several typical pieces of computer equipment also can assist people with disabilities, including headphones with
stereo output and volume controls; a digital microphone, which allows students to control their input and interact
with voice recognition software; and scanners, which should be used with scan- and read-type software. Note: It
should not be assumed that assistive technologies and additional computer equipment will be compatible or
allowable for online SOL testing. Inquiries should be directed to the Virginia Department of Educations Office of Test
Administration, Scoring, and Reporting at (804) 225-2107 or via e-mail at student_assessment@doe.virginia.gov.
In addition, Web accessibility is important when considering assistive technologies. Web accessibility refers to a
wide range of user agent devices, not just standard Web browsers. This is especially important for people with
visual impairments. To access standard Web browsers, some users require special software or devices, such as a
voice-activated browser function, touch screen, or simplified language interface. Design for accessibility is a
subcategory of good design for usability.
Web accessibility allows people with disabilities to perceive, understand, navigate, interact with, and contribute to
the Web. These tools also benefit older people with changing abilities. Web accessibility encompasses all
disabilities that affect Web access, including visual, auditory, physical, speech, cognitive, and neurological
disabilities. When developing and setting up access to online resources, schools should allow for resources by
individuals with disabilities from school and home.
Organizations, companies, and consultants increasingly offer Web site accessibility audits. These types of system
testing identify accessibility problems and provide guidance on correcting these issues. There are several options for
auditing Web site accessibility:
Automated tools can identify some of the problems.
Technical reviewers who are knowledgeable in Web design technologies and accessibility can review
a representative selection of pages and provide detailed feedback.
User testing, usually overseen by technical experts, involves setting tasks for ordinary users to carry out
on the Web site and reviewing the resulting problems.
Each of these methods has strengths and weaknesses:
Automated tools can process many pages in a relatively short length of time but can identify only a
limited number of accessibility problems.
A technical expert review can identify many problems, but the process is time consuming; plus, many
Web sites are too large to allow for a review of every page.
33
User testing combines elements of usability and accessibility testing and helps identify problems that
might otherwise be overlooked; however, it needs to be used knowledgeably to avoid basing design
decisions on one users preferences.
Ideally, Web site accessibility audits require a combination of methods.
Web Content Accessibility Guidelines 2.0 (WCAG 2.0) (http://www.w3.org/TR/WCAG20/)
offers various recommendations for making Web content more accessible. These guidelines make content accessible
to a wider range of people, including those with blindness and low vision, deafness and hearing loss, learning
disabilities, cognitive limitations, limited movement, speech difficulties, photosensitivity, and combinations of these.
Following these guidelines will make Web content more accessible to the vast majority of people, including older users.
These guidelines, however, cannot address the needs of all people with disabilities. WCAG 2.0 success criteria are
written as testable statements that are not technology specific. Separate documents provide additional guidance
about specific technologies and general information about interpreting the success criteria. WebXACT is a free,
online service that tests single Web pages for quality, accessibility, and privacy issues. This service, known also as
Bobby, is a comprehensive tool designed to aid Webmasters in creating standard compliant and increasingly
accessible Web sites. Bobby tests Web pages using guidelines set in the Web Access Initiative (WAI) established
by W3CWorld Wide Web Consortiumand Section 508 guidelines. Appendix A provides additional
information on Web accessibility.
Another consideration is Universal designthe development of products and environments that can be used by as
many people as possible without the need for adaptation or specialized design. It allows students to access content
using their strongest learning modality; for example, text can be adapted in print and digitally for a lower reading
level with graphics that add clarity or the text could be read aloud via a computer. For additional information on
Universal design, go to www.cast.org.
4.3. Software
4.3.1. Educational Software
Educational software helps teachers and students in any learning environment maximize the power of the computer.
Hundreds of educational software titles are available, but not all are suitable for school use. Most educational
software can be divided into two categories.
Content-free software is the more flexible of the two categories. It allows teachers and students to create their own
content, such as word-processing and graphics programs, that support the users creativity. Table 8 lists a series of
tasks that could be adapted to open-ended software.
Table 8. Content-Free Software Tasks and Software
34
Writing
Writing a musical score
Editing a digital
photograph
Brainstorming, essay
planning
Word-processing or desktop-publishing program (e.g., Word,
Textease)
Score-arranging software (e.g., Sibelius)
Image-editing software (e.g., PhotoShop)
Concept-mapping software (e.g., Inspiration)
SUGGESTED SOFTWARE TYPE TASK
Reinforcing basic
number concepts
Exploring electrical
concepts
Retrieving information
Drill-and-practice mathematics program (e.g., Millie's Math
House)
Science simulation program (e.g., Exploring Science)
Multimedia encyclopedia (e.g., Encarta)
SUGGESTED SOFTWARE TYPE TASK
Content-rich software typically comprises multimedia content (e.g., graphics, video, sound, animation) presented in
a very structured way. Content-rich software ranges from teaching basic number concepts and explaining complex
mathematical equations to analyzing strategic military movements during World War II. Table 9 lists a series of tasks
that could be adapted to content-rich software.
Table 9. Content-Rich Software Tasks and Software
4.3.2. Hosted Applications
Hosted office applications may offer several benefits over standard software packages. Some applications provide
a stand-alone service such as a single word-processing or presentation application. Application service providers
(ASP) may offer an entire suite of hosted office applications integrated among their own services.
Because the applications and documents often are hosted remotely, divisions will not need to invest in additional
hardware for storage and servers or human resources to install, patch, maintain, and update software. Some hosted
office applications are free or cheaper than licensed software packages, which is a cost savings for divisions
working with limited technology budgets. Providers of hosted applications do not always offer technical support for
installations, patches, maintenance, and application updates. Online forums, wikis, or blogs may be available to
assist with hosted applications, but divisions should carefully assess the skill levels of support personnel before
selecting hosted applications.
Divisions should look for hosted office applications that can keep the same look and feel as traditional software
packages and incorporate the basic functions to create, import, and edit documents. Online spreadsheets may offer
basic-to-intermediate formula functions, and word processors may contain common formatting and layout options
but provide fewer fonts. Some applications provide a spell checker but not a thesaurus or language translator.
4.4. Other Considerations
4.4.1. Technology Advisory Committee
Every school should have a technology advisory committee, cochaired by the schools ITRT and library media
specialist. It should include a representative sample of all school stakeholders including grade levels and academic
departments. To assist with goals and objectives, the committee should develop a planning timeline, spelling out
clear accomplishments. The roles and responsibilities of the cochair and individual members should be documented
carefully. Suggested roles and responsibilities should include the following:
Role of the Committee
Ensure that technology planning aligns with school and division goals.
Promote initiatives, communicate expectations, and evaluate plan effectiveness.
Make recommendations to the principal for distributing media center and technology funding.
Assess professional development needs and make recommendations for training opportunities.
Serve as peer coaches and media/technology goodwill ambassadors.
35
5. Classroom and Media Center
Instructional Technology Systems
Responsibilities of the Chair (Cochairs)
Attend grade level departmental or meetings to become knowledgeable about the school curriculum
and instructional initiatives.
Keep up-to-date on available resources, equipment, and trends.
Plan and prepare for committee meetings and provide agendas.
Provide the committee with relevant resources and information for consideration or discussion based
on current standard selection tools.
Follow through on any recommendations, directives, or decisions reached by the committee.
Responsibilities of Individual Members
Provide leadership in implementing and adapting plans and monitor planning processes and results.
Seek input from teachers and students.
Participate in the decision making and other work of the committee.
Support the decisions and actions of the committee.
Keep faculty informed of actions and recommendations of the committee.
Assist the ITRT and library media specialists with public relations efforts.
Teachers are the front line of technology integration in our schools. Incorporating technological tools can help
educators meet the goal of Educational Technology Guidelines: Designing and Maintaining Instructional Technology
Systems, which helps ensure student success by effectively integrating technological tools into teaching, learning,
and school management. A basic knowledge of the tools available and their interoperability can help classroom
teachers, instructional assistants, and resource personnel meet the needs of their students. The following information
should help design and maintain a classroom instructional system that supports technology integration into teaching,
learning, and classroom management.
5.1. Classrooms
5.1.1. General Classroom Schematics/Design
When designing a classroom environment conducive to effective technology use, consider the purpose and use of
the room. For example, the layout of an elementary classroom with a pod of five computers will differ substantially
from a high school that utilizes a laptop cart. Additionally, the size and layout of a legacy room will dictate the
number of possible design scenarios. Electricity and connectivity needs will limit the possibilities; a standard
personal computer requires at least two 110-volt electrical connections and an Ethernet connection. The following
are possible schematics for classroom computer use:
36
Pods: Grouping computers within the regular classroom can be an effective use of technology. Each
workstation should be a minimum of 30 inches wide to allow for a full-size keyboard; if the students work
regularly in partners or groups, more space will be needed. When possible, spread the computer stations
around all four walls of the classroom to allow collaborative work and encourage learning centers.
Desktop: Placing one personal computer at each desk is essential when privacy and distractibility are
issues, such as with online assessments. This is a common computer lab design. In legacy rooms, electricity
and connectivity issues often force the desks to be arranged along the walls, which results in students sitting
with their backs to the instructor. In rooms designed specifically for computer use, a tiered classroom design
allows for more teacher/student interaction. In addition, cables or wires are generally run discreetly (e.g.,
not across aisles).
Laptop Carts: Portable computer carts add a multifunctional component to regular classrooms; teachers and
students can determine the arrangement that suits the lesson needs. Students can work in groups or
individually; computers can be arranged in a standard classroom design or in workstations. This schematic
requires a wireless access point suitable for multiple connections. Laptop carts have been highly successful
for administering online SOL tests.
Individual schools must decide the optimal classroom designs for their technology. They also must consider
proximity, placement, and lighting, including the following decisions:
Computer placement: A standard keyboard requires approximately 30 inches of space; more may be
necessary if the desk also will be used as a workspace. All screens should be placed approximately 30
inches from the users eyes. While flat-panel screens require little additional depth, more space must be
allowed for CRT monitors. A 15-19-inch CRT monitor requires about 30 additional inches of depth; 21-inch
CRTs require 36 inches.
Desk Placement: Aisles between desks should have a minimum width of approximately 36 inches; for
wheelchair access, 42 inches is preferable. Staggering desk rows increases width and accessibility. Desks
should be placed parallel to windows, when possible, to reduce screen glare. Suitable chairs should be
chosen with ergonomics in mind; those with height adjustability and a broad seat and back are ideal.
Printers and Other Peripherals: The location of printers, projectors, VCRs, printer paper, and other
miscellaneous supplies must be considered. Space for free-standing or built-in units must be planned.
5.1.2. Working with ITRT
The working relationship between teachers and ITRT is one of the most significant of all the relationships in a
school. This relationship, when developed effectively, can have an immediate impact on classroom instruction and
student performance through the further integration of technology. For this relationship to be effective and have a
positive impact on classroom instruction and student performance, several factors must be implemented properly.
One of the most important issues is for the ITRT to understand their roles and responsibilities clearly and
communicate them to teachers. The Office of Educational Technologys Instructional Technology Resource Teacher
and Technology Support Positions Handbook (http://www.doe.virginia.gov/VDOE/Technology/) provides
additional guidance on factors that foster a successful working relationship among teachers, administrators, and
other school personnel. Effective communication among these individuals can help ensure a maximum positive
impact on teaching, learning, and classroom management.
5.2. Evolving/Emerging Technology Considerations
Today, advances in technology and technological applications occur almost more quickly than can be documented.
Not only are new products and services available on a daily basis, innovative educators and thought leaders
37
continue to find new ways to apply existing technologies to teaching, learning, and school management. The
following is an overview of devices and applications that may be valuable to educators when designing and
maintaining classroom instructional systems.
5.2.1. PDA
Personal digital assistants (PDA) are handheld devices that can serve different functions. Many PDAs can access the
Internet or intranet via WiFi, Bluetooth, or wireless wide or local area networks. Software may be downloaded to
support functionality; these devices may be used for a wide range of applications, including digital note taking,
electronic textbooks, and file sharing. Some school systems have begun to use PDAs as administrative tools or
integrate them into classroom learning.
The supported applications and type of connection will determine bandwidth requirements for the devices
(Roseberry, 2007). The use of PDAs as classroom or administrative tools should be considered when designing a
wireless network.
5.2.2. Podcasting/Streaming
Podcasting distributes multimedia files, such as audio or video programs, over the Internet using syndication feeds
for playback on mobile devices and personal computers. Streaming refers to media that is consumed (heard or
viewed) while being delivered. Streaming is more a property of the delivery system than the media itself. The
distinction usually is applied to media distributed over computer networks. Podcasting, streaming, and other Internet-
related technologies that send large files (e.g., audio, video, or graphics) have classroom applications. When used
on the school network, they need to be evaluated for bandwidth consumption.
5.2.3. Bluetooth
Bluetooth allows wireless personal networks to connect and exchange information among devices such as mobile
phones, laptops, printers, and digital cameras over a secure short-range radio frequency (Johnson, 2006). Bluetooth
works when two or more devices are in proximity (100 meters or less) to one another and do not require high
bandwidth. Other than the device, there is no cost for using Bluetooth technology.
Bluetooth technology has been incorporated into classrooms as a secure communication between teacher and
student or administrator. Educators can transfer data and image files wirelessly among devices like laptops, mobile
phones, PDAs, whiteboards, and printers. When designing a wireless network or selecting peripherals, Bluetooth
applications should be considered. More information on the specifications and applications is available at
www.bluetooth.com.
5.2.4. Videoconferencing/Virtual Field Trips
A videoconference uses audio- and video-telecommunications technology to bring people together from different
locations for face-to-face interaction or collaboration. A videoconference can involve people in two sites (point to
point) or several sites (multipoint). Videoconferencing has gained popularity because it employs key elements of
face-to-face interactions while saving time and money. Additionally, a number of vendors provide solutions that
allow students to take virtual field trips to places that were previously out of reach of educators and students using
videoconferencing technology.
Videoconferencing offers exciting learning opportunities for schools. The purpose or projected use of the
videoconference will determine its connectivity needs.
38
5.2.5. Mobile Phones
The use of mobile phones in education and learning is in its infancy. The main advantage of this technology is
portability, which possesses learning benefits outside the classroom. While communication capabilities and
multimedia applications are major factors in purchasing a mobile phone, there are other key facets:
UsabilityThe handset should be easy to use and the display large enough for readability.
Battery lifeConsider the life span of the battery and the cost of the charger.
SecurityLook for features that discourage theft; examine recommendations and strategies for security.
Filtering capabilitiesEnsure that illegal and harmful content is not accessible from any school-
designated mobile phone.
MonitoringReview function to determine that phones are used for their intended purposes.
Additional softwareThe nature and cost of specialized software will determine whether mobile
devices can be converged with other hardware devices. This also has an impact on transmitting to
students via mobile devices.
Policy IssuesConsider whether all functions of mobile phones are appropriate in schools. For
example, mobile phones are not allowed during the administration of SOL tests and could result in test
security violations.
The management of students mobile phone use is a timely issue and must be incorporated into schools Internet
safety guidelines and acceptable use policies. Mobile phone issues include the following:
Bullying through text messaging
Theft on school grounds
Cheating on examinations
Inappropriate adult contact
Illegal use (e.g., downloading, creating, or sending pornographic images)
Possible health side effects from over use
5.3. Tools
Several existing tools help divisions and teachers assess educational technology professional development needs
and student technology literacy levels. A self-assessment conducted alone or with coworkers by grade level or
academic department can help teachers recognize their technology-related professional development needs.
Existing tools also can aid teachers in integrating technology into content areas. Note that the inclusion of the
following assessment tools does not imply an endorsement by the Virginia Department of Education.
39
5.3.1. TechPOINT
TechPOINT has developed a three-part suite of resources for educators. Its Proficiency Assessments located at
http://www.techpt.org/assessments.php can assist with identifying the necessary level of educational technology
professional development for teachers. TechPOINT Surveys located at http://www.techpt.org/surveys.php can help
divisions determine the attitudes of administrators, teachers, and students toward technology. Another product,
TechPOINT Professional Development, located at http://www.techpt.org/pd.php features a combination of online
and face-to-face modules.
5.3.2. LoTI
Levels of Technology Implementation (LoTI), developed in 1994 by Dr. Christopher Moersch, is a scale that measures
genuine classroom technology use. The LoTI Framework (http://www.drchrismoersch.com/loti.html) breaks down
the levels that focus on technology as an interactive learning tool. The goal is not to use technology on individual
tasks (e.g., typing a research paper with a word processor, creating a multimedia presentation, surfing the Internet)
but to integrate technology to support meaningful problem-solving, performance-based assessment practices and
experiential learning.
5.3.3. Technology Integration Matrix
The Technology Integration Matrix (TIM) (http://fcit.usf.edu/matrix/index.html) demonstrates how to use technology
to enhance learning for K-12 students. The TIM aids divisions in evaluating the level of classroom technology
integration and provides teachers with models of how technology can be integrated into instruction.
5.3.4. Technology Sparks
Technology Sparks (http://www.doe.virginia.gov/VDOE/Technology/OET/technology_sparks.pdf) is designed to
ignite creativity in teachers and ITRT who aim to integrate the computer/technology SOL with content SOL. A few
apt content SOL are showcased as examples of technology integration strategies for each grade level and subject
area in grades six through eight.
40
6.1. Appendix A: Assistive Technology/Web Accessibility
All Web sites were available as of 10 February 2008.
AbilityHub Assistive Technology Solutions (home page)
http://www.abilityhub.com/
ABLEDATA (home page)
http://www.abledata.com/
Burgstahler, S., Universal design: Process, principles, and applications, University of Washington.
http://www.washington.edu/doit/Brochures/Programs/ud.html
Microsoft, Assistive technology products
http://www.microsoft.com/enable/at/default.aspx
Rehabilitation Engineering & Assistive Technology Society of North America (RESNA), Assistive technology
http://www.resna.org/ProfResources/Publications/ATJournal.php
rehabtool.com (home page)
http://www.rehabtool.com/
Section 508: Section 508 standards
http://www.section508.gov/index.cfm?FuseAction=Content&ID=12
T/TAC Online (home page)
http://ttaconline.org/
Virginia Department of Education, Division of Special Education and Student Services, Assistive technology
http://www.doe.virginia.gov/VDOE/sped/AssistiveTechnology.pdf
Virginia Information Technologies Agency:
Information technology accessibility standard (2005)
http://www.vita.virginia.gov/uploadedFiles/Library/AccessibilityStandard_GOV103-00_Eff_11-04-05.pdf
I.T. accessibility toolkit (N.d.)
http://www.vita.virginia.gov/uploadedFiles/Library/Accessibility/VITAAccessibilityToolkitOverview.pdf
Technology assistance for individuals with disabilities (1992)
http://www.vita.virginia.gov/uploadedFiles/Library/p92_1.pdf
41
6. Appendixes
Web site guideline (2005)
http://www.vita.virginia.gov/uploadedFiles/Library/WebSiteGuideline_GOV107-00_1Eff_11-04-05.pdf
Web site policy (2005)
http://www.vita.virginia.gov/uploadedFiles/Library/WebSitePolicy_GOV105-00_Eff_12-08-02.pdf
Web site standard (2007)
http://www.vita.virginia.gov/uploadedFiles/Library/WebSiteStandard_ITRM_GOV106-01.pdf
W3C:
Web Accessibility Initiative (WAI)
http://www.w3.org/WAI/
Web content accessibility guidelines 2.0
http://www.w3.org/TR/WCAG20/
WebAIM, Motor disabilities: Assistive technologies
http://www.webaim.org/articles/motor/assistive.php
42
43
33,600 bps
56,000 bps
64,000 bps
128,000 bps
256,000 bps
640,000 bps
768,000 bps
33.6 K
56 K
64 K
128 K
256 K
640 K
768 K
T1, DS1
T3, DS3
OC3
OC9
OC12
OC48
OC192
1.5 Mbps
45 Mbps
156 Mbps
467 Mbps
622 Mbps
2.5 Gbps (4 OC12s)
639 Gbps (4 OC48s)
CONNECTIONS CAPACITY CONNECTIONS CAPACITY
6.2. Appendix B: Educational Applications & Wireless Protocols
IEEE 802.11 (Wi-Fi)
The IEEE (Institute of Electrical and Electronic Engineers) formed a group to develop a wireless equipment standard.
The 802.11 standard specifies that the upper layers of the OSI model cannot be modified and that WLAN must be
implemented on the physical and data link layers.
(Sampalli, 2005)
IEEE 802.15 (Bluetooth)
(Sampalli, 2005)
Connection Speed and Capacity Chart
1997
1999
1999
2003
Expected in 2009
IEEE 802.11
IEEE 802.11a
IEEE 802.11b
IEEE 802.11g
IEEE 802.11n
2.4 GHz
5 GHz
2.4 GHz
2.4 GHz
2.4 GHz
1, 2 Mbps
6, 9, 12, 18, 24, 36, 48, 54 Mbps
5.5, 11 Mbps
6, 9, 12, 18, 24, 36, 48, 54 Mbps
540 Mbps
RELEASE DATE FREQUENCY BANDWITH PROTOCOL
1999 IEEE 802.15 2.4 GHz 1 Mbps
RELEASE DATE FREQUENCY BANDWITH PROTOCOL
44
6.3. Appendix C: Network Diagram
7.1. Glossary
Bandwidth The rate of data transfer, measured in bit/s
Biometrics The study of methods for uniquely recognizing humans based upon one or more unique
physical or behavioral characteristics
Bluetooth A device that allows wireless personal networks to connect and exchange information
among devices such as mobile phones, laptops, printers, and digital cameras over a
secure short-range radio frequency
Client A user; a piece of software that accesses services from a server
Codec Videoconferencing device that digitizes and compresses incoming and outgoing video
signals
Failover The capability to switch over automatically to a standby system or server without human
intervention
IPv6 A network layer IP standard used by electronic devices to exchange data across a packet-
switched Internetwork
LAN Local area network
Metadata Information (data) about a particular content (data)
Mirror A direct copy of a data set
Radio Frequency An electronic identification method that relies on data storage devices called transponders
Identification (RFID) to transmit identifying information remotely
Repetitive Stress A condition caused by overuse of the computer, guitar, knife, or any device that demands
Syndrome repetitive motions, which can affect muscles, tendons, and nerves in the arms and upper
back
Schools A data-sharing specification for schools that enables diverse applications to interact and
Interoperability share data seamlessly
Framework (SIF)
45
7. Resources
Shareable Content A group of standards and specifications for Web-based learning
Object Reference
Model (SCORM)
Total Cost of An estimate of the direct and indirect costs of a technology investment
Ownership (TCO)
Uninterruptible Power A constantly charging battery backup
Supply (UPS)
Voice over Internet The routing of voice conversations over the Internet or through any other IP-based network
Protocol (VoIP)
WAN Wide area network, often a collection of linked local area networks
Whiteboard A two-dimensional interactive display device that interacts with a computer desktop and
projector
Wireless Encryption A scheme designed to secure wireless networks and provide confidentiality comparable to
Protocol (WEP) a traditional wired network
WLAN Wireless local area network
46
7.2. Additional Sources
All Web sites were available as of 10 February 2008.
Infrastructure and Hardware
Jay, M., Taylor, S., & CoSN K-12 Open Technology Initiative, CoSN compendium 2007 executive summary: K-12
interoperability, open standards and best practices.
http://www.cosn.org/resources/compendium/2007Summaries/k12interoperability.pdf
National Centre for Technology in Education (home page)
http://www.ncte.ie/
Virginia Information Technologies Agency, Enterprise technical architecture standard
http://www.vita.virginia.gov/uploadedFiles/Library/ETAStandard225-00.pdf
Classroom Design
CBT Supply, SMARTDesk classroom design archives
http://www.smartdesks.com/design-archive.asp
National Clearinghouse for Educational Facilities, Classroom design
http://www.edfacilities.org/rl/classroom_design.cfm
Theroux, P., Enhance learning with technology
http://www.enhancelearning.ca
Workspace Resources, Computer classroom design: The issues facing designers of computer classrooms
http://www.workspace-resources.com/education/cicdesi1.htm
Uninterruptible Power Supply
Kerchner, C. F., UPSUninterruptible power system waveforms: Is a sine wave necessary?
http://www.kerchner.com/electrical/sinewave.htm
Wikipedia, Uninterruptible power supply
http://en.wikipedia.org/wiki/Uninterruptible_power_supply#_note-4
Projection Devices
Lightbody, K. Data projectors in schools
http://www.zardec.net.au/keith/project.htm
47
Scanners
Marty, C., Scanning with students: Using scanners in your classroom
http://www.my-ecoach.com/online/webresourcelist.php?rlid=4619#3
Microscopes, Computer-Based
Davidson, M. W., Anatomy of the QX3 microscope
http://micro.magnet.fsu.edu/optics/intelplay/intelanatomy.html
Sensors (Probes)
National Science Resource Center, Guide to probeware and computer applications for STC/MS
http://www.nsrconline.org/curriculum_resources/Probeware_Guides.html
Problemware Group, Probeware: A definition
1
http://www.concord.org/work/software/ccprobeware/probeware_overview.pdf
Personal Response System
Bruff, D., Classroom response systems
http://www.vanderbilt.edu/cft/resources/teaching_resources/technology/crs.htm
48
7.3. References
All Web sites were available as of 10 February 2008.
Grgoire, R., Bracewell, R., & Laferrire, T. (1996). The contribution of new technologies to learning and teaching
in elementary and secondary schools. N.p.: Laval University and McGill University.
http://www.tact.fse.ulaval.ca/fr/html/apport/impact96.html.
Hedge, A. (2007, March 16). Ergonomic guidelines for arranging a computer workstation10 steps for users.
Cornell University Ergonomics Web. http://ergo.human.cornell.edu/ergoguide.html.
Johnson, S. (2006). Java in a teacup: Bluetooth. ACM Queue.
http://acmqueue.org/modules.php?searchterm=bluetooth&pa=showpage&pid=383&name=Content&page=2.
Laverty, D. (2003). Recommended server room temperature. OpenXtra.
http://www.openxtra.co.uk/articles/recommended-server-room-temperature.php.
Projector Central. (2007). Buyers guide to business projectors: Resolution. N.p.: Author.
http://www.projectorcentral.com/buyers2.htm.
Roseberry, C. (2007). Before you buy a PDA. About.com.
http://mobileoffice.about.com/cs/pdas/bb/buypda.htm.
Sampalli, S. (2005, November 21-22). How safe is your wireless network? Current challenges in wireless security.
Paper presented at the 3
rd
Annual IT Security Conference, MISA (Municipal Information Systems Association),
Mississauga, ON, Canada.
Technical Services Group. (2006). Uninterruptible power supply guidelines. Palo Alto: Stanford University.
http://www-facilities.stanford.edu/tsg/ups_guidelines.html.
TKO. (2003). Video conferencing. N.p.: Author. http://www.video-conferencing.com/.
Unuth, N. (2007). VoIP and bandwidthHow much bandwidth do I need for VoIP? About.com.
http://voip.about.com/od/requirements/a/bandwidth.htm.
Virginia Department of Education [VDOE]. (2008, January). Implications of digital conversion for Virginias schools.
Richmond: Author. http://www.doe.virginia.gov/VDOE/Technology/OET/info_brief_digital_conversion.pdf.
Virginia Department of Education. (2003). Educational technology plan for Virginia: 2003-09. Richmond: Author.
http://www.doe.virginia.gov/VDOE/Technology/plan2003-09.pdf.
Virginia Department of Education. (2001). SOL technology initiative architectural guidelines for high school
readiness. Richmond: Author.
http://www.doe.virginia.gov/VDOE/Technology/soltech/docs/archguide.pdf
49
www.doe.virginia.gov/VDOE/Technology
2008 Commonwealth of Virginia Department of Education
The Virginia Department of Education does not discriminate on the basis of race,
color, national origin, sex, age, or disability in employment or provisions of service.