The Schools Broadband Programme

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1 The Information and Guidance for Schools Principals Seminars Oct/Nov 2004 This document is designed to be placed in the ICT Planning and Advice for Schools folder which is already in all schools.

2 Table of Contents Introduction 124 The Benefits of the Programme 125 The Schools Broadband Network 126 The broadband router 127 The school computer network (local area network - LAN) 127 Centrally Managed Services 128 The Service Desk 129 Joining the 130 Lighting minds with broadband - the educational benefits 132 Guidelines in relation to the schools broadband programme Installation notes for different broadband technologies Situating the broadband router within the school Connecting the school to the broadband router Distributing broadband throughout the school the school computer network (local area network LAN) Virus management Content filtering Internet acceptable use policy (AUP)

3 Introduction The roll out of broadband to schools is a crucial strand in the Department of Education and Science s strategy of integrating ICT into teaching and learning. To this end, the Department of Education and Science, the Department of Communications, Marine and Natural Resources, together with the Telecommunications and Internet Federation agreed a joint 18 million programme to fund the provision of broadband to all schools. NCTE will play a key role in supporting and advising schools during all stages of project implementation. Schools will be provided with a broadband connection to the Internet which allows faster access to online resources. The connection will be an "always-on" connection thereby eliminating worries about usage time and telecom charges. A broadband connection in a school facilitates quick access to the Internet, allows faster searching and locating of websites and relevant educational content. These features, combined with the "always-on" nature of the connection, enable greater use of the Internet as a learning and teaching resource. The provision of a Schools Broadband Network, which all schools will be invited to join, will give a number of centrally managed services such as content filtering, firewall protection, secure with anti-virus and spam controls. The programme provides new possibilities and opportunities for communication and collaboration between teachers, pupils, Irish schools and schools throughout the world. The first schools are expected to be connected early in 2005 and it is planned to have all schools connected by the end of The educational benefits of using ICT in schools, and in particular the new learning and teaching possibilities presented to schools when the Schools Broadband Network is installed, are discussed in the article Lighting minds with broadband by Jerome Morrissey, Director of the NCTE. 124

4 The Benefits of the Programme In joining this programme schools will benefit from the following: High speed Internet access enabling multi-user access to the Internet at any one time, facilitating access to rich multimedia content including, images, music, video clips, etc. With broadband, the time to download such material is much shorter than with lower speed connections to the Internet. Permanent always-on Internet access throughout the school day, and at evenings and weekends. With broadband there is no need to dial-up each time one wants to go online. Schools can spend as much time as they need online free from worry of Internet charges. Centrally managed services: The first services to be available to schools will be secure with integrated anti-virus and spam control, content filtering and firewall protection. Other services will be planned and supported in response to schools needs. Reduced risk of inappropriate content reaching the school from online sources. The content filtering solution which is to be deployed centrally in the Schools Broadband Network will constantly monitor online content and seek to eliminate all known inappropriate content that attempts to reach the school. Enhanced and improved communications: Schools will be provided initially with secure accounts for the school and for all teachers. This should facilitate an improvement in interschool communication and e- twinning of schools. addresses for students, though not provided initially, will be considered at a later date. Service Desk: The Service Desk will be a central point of contact providing schools with information, advice and support in relation to the programme and the Schools Broadband Network. Schools will be able to contact the Service Desk by phone and throughout the day. 125

5 The Schools Broadband Network The Schools Broadband Network will consist of a high quality network for schools which will provide always-on high-speed access to the Internet, in addition to a number of centrally managed services. Figure 1. The Schools Broadband Network Internet Schools Broadband Network Access Links provided by Broadband Service Providers Centrally Managed Services hosted by HEAnet Secure - Virus Control - Spam Management Controlled Internet Access - Content Filtering Security Services - Firewall Other Applications Connected to all ~4050 Schools Satellite Wireless DSL Leased Line Router Schools need a LAN in place to benefit from broadband Router situated within the school building Networked School Other The Schools Broadband Network is illustrated in Figure 1 above. The connection to the Internet and the centrally managed services will be provided by HEAnet, Ireland s National Education and Research Network, which is the provider of Broadband Internet services to Irish universities and other third level educational institutions. Each school will be connected to the network via a high-speed broadband router (provided to the school and housed in the school) and a broadband access link. The routers and access links will be provided and installed in each school by Broadband Service Providers under contract from the Department of Education and Science. A number of different broadband access link technologies including DSL, leased line, cable, satellite and wireless may be used to ensure that all schools throughout Ireland will be connected, regardless of their location. The particular technology used to connect a specific school will depend on a number of factors including school size, location, and the broadband technologies available locally. In any event the school will be assigned the appropriate technology in line with the awarded tender. The minimum bandwidth to be provided will be 512 kilobits per second. 126

6 Details of the installation requirements for the above technologies have been included in "Installation notes for different Broadband Technologies". The Broadband Router The broadband router is the device or box to which schools will connect in order to gain always-on access to the Schools Broadband Network and hence the Internet. This router will be provided and installed in the school and needs to be situated in a suitable location. Note: each school will need to consider, well in advance of the installation date, where they would like the router to be situated. This is important, as the router needs to be situated in a secure and suitable location where it can be easily connected to the school LAN. For details on where to locate the router please refer to the guideline on "Situating the Broadband Router within the School". Once the Broadband Service Provider installs, tests and verifies a working connection to the Schools Broadband Network, the school needs to connect their local area network (LAN) to the broadband router. The schools LAN will then need to be reconfigured to access the Internet via the router. For details on the steps involved please refer to the guideline on"connecting the School to the Broadband Router". If the school does not have a LAN in place, a single computer (with a working network card installed) can still be connected directly to the broadband router via a Cat5e network cable. The computer will need to be reconfigured to access the Internet via the router. The school computer network (local area network - LAN) In order to maximise access to online resources and the use of applications such as it is necessary to bring this capability to every computer in the school. A priority for each school is that it is appropriately networked to avail of the full advantages of broadband within each classroom and in every learning environment. Schools should review their ICT plan to include distributing broadband throughout the school, via the school computer network or LAN. To do so schools should review "Distributing Broadband throughout the school the school computer network (local area network LAN)". 127

7 Centrally Managed Services Initially the centrally managed services will include: Controlled Internet access via content and website filtering which will restrict and hence control the websites that can be accessed by schools. Security Services including a centrally controlled firewall for all schools. Centrally hosted secure with integrated anti-virus and spam control As the Schools Broadband Network evolves a growing range of educational services will be made available. Controlled Internet access via content filtering The centrally based filtering service will block inappropriate websites and web content. It is planned to implement and maintain a high quality filtering system for schools. A tendering process has been initiated to select this filtering system. This, however, does not preclude schools from having their own filtering system where a school wants to further refine online access within the school. A guideline on content filtering has been included. Security Services including a centrally controlled firewall With a connection to the Internet, especially an always-on connection, it is essential to protect a computer from unauthorised access and potential damage, due to virus and other possible hazards. This is done by using a firewall which detects and prevents unauthorised access to the computer from the Internet. The centrally controlled firewall will guard a school against unauthorised access attacks from their link to the Internet via the Schools Broadband Network. However, it will not protect a school where they also access the Internet using other links. While the Schools Broadband Network will aim to protect schools from risks arising from accessing the Internet via the Schools Broadband Network connection, schools are recommended to constantly review their own security procedures. To assist schools in this review a guideline on virus management has been included. Centrally hosted secure with integrated anti-virus and spam control A new secure service at the.edu.ie domain name will be made available to schools at launch. Schools will be initially provided with secure addresses for all teachers with an additional number of addresses for the school. addresses for students, though not provided initially, will be considered for provision at a later time. 128

8 Table 1: Additional addresses allocated per type of school Description Guideline Number of Students Additional addresses per school Very Large Post-Primary > 1, Large Post-Primary Medium Post-Primary Small Post-Primary < Large Primary Medium Primary Small Primary Very Small Primary < 50 5 The number of additional addresses allocated per type of school is shown in Table 1 above. Schools will decide how they use the additional allocated addresses. Anti-virus and spam control software will constantly monitor this centrally hosted service in a bid to eliminate viruses and spam reaching individual accounts. The Service Desk The Service Desk is a central point of contact which will provide schools with information, advice and support in relation to the programme and the Schools Broadband Network. Figure 2 Communications to and from the Service Desk Support by and telephone between schools and the Service Desk ICT Advisory Service Schools Service Desk NCTE HEAnet Broadband Service Providers Communication between the schools and the Service Desk is shown in Figure 2 above. Schools will be able to contact the Service Desk by phone or . The Service Desk will provide technical support and assistance to schools in relation to the on-going provision of broadband Internet access and the centrally managed services. Where the Service Desk is not able to resolve a broadband issue directly it will escalate the issue to the relevant support party: NCTE, HEAnet or the Broadband Service 129

9 Providers. The Service Desk will monitor and ensure that such broadband issues are resolved. The Service Desk will only support broadband related issues and will not be in a position to provide technical support for computers, and other equipment such as printers in the school. Joining the Schools Broadband Programme The following section describes the process of joining the Schools Broadband Programme, getting ready for broadband and getting connected to the Schools Broadband Network. This process, shown in Figure 3, is explained in detail below. September 2004 Schools receive letter from NCTE inviting them to apply for inclusion in the Schools Broadband Programme. Schools complete and post the application form back to NCTE. October 2004 On behalf of NCTE, each Education Centre through the ICT Advisory Service holds Broadband Seminars for principals. These seminars provide principals with detailed information in relation to the, how to participate in the programme and what the benefits are. The seminars will also provide guidance on how schools get ready for broadband installation. October, November 2004 During this phase schools prepare for broadband by performing the following tasks: Schools review the information provided in the broadband information pack in addition to reviewing their ICT plan. Particular emphasis needs to be placed on how broadband will be distributed throughout the school. Schools revisit the ICT Planning section in the "ICT Planning and Advice for Schools" folder. Schools should review "Distributing Broadband throughout the school the school computer network (local area network- LAN)". Though it will not be possible to finalise the location of the broadband router and other equipment before the installation date, schools should consider the possible options and refer to the guideline on"situating the Broadband Router within the School". Schools review their Internet Acceptable Use Policy (AUP) and other Internet security requirements. Guidelines on Internet AUP and Virus Management are included. Further information is also available in the booklet "Be Wise on the Net" published by NCTE and available online at 130

10 November, December 2004 Schools receive a broadband registration form from NCTE which will include the formal terms and conditions governing the Schools Broadband Network. Schools review the terms and conditions as these must be accepted by the school before registration can take place. Schools complete the registration form and post it back to NCTE. Installation of broadband in a particular school cannot occur until the registration form for that particular school is returned to NCTE. A school will only be allowed to connect to the Schools Broadband Network after it has a suitable Internet AUP in place, and after this fact has been confirmed by the school principal to NCTE by returning the broadband registration form as part of the registration process. Early 2005 A forecast schedule of the dates when schools are to be connected will be available. Schools can find out their scheduled date by contacting the Service Desk. Broadband Service Providers contact schools directly in advance of the installation date to coordinate access to the school. The Broadband Service Provider will install, test and demonstrate a working connection to the school. The school must verify this working connection by signing off a form provided by the Broadband Service Provider who will return the form to NCTE. 131

11 Figure 3 The September 2004 October 2004 Application to join the Schools Broadband Programme Broadband Seminars for Principals NCTE sends letter and application form to all Schools Principals attend Broadband Seminars School completes and posts application form to NCTE November 2004 School prepares for Broadband School reviews its ICT Plan School considers how Broadband will be distributed around the school School begin identifying ideal secure location for the Broadband Router School reviews their AUP and other Security requirements Registration for the Schools Broadband Programme NCTE sends registration form with Terms and Conditions to all Schools School reviews Terms and Conditions School completes and posts registation form to NCTE January 2005 Service Desk in place Broadband Service Provider connects the School School facilitates access to Provider and suggests where to locate the Router Provider installs Broadband Equipment and demonstrates the working system School signs off working system Provider returns signed-off Form to NCTE School with an AUP in place may start using the Schools Broadband Network December 2005 All Schools Up and Running on the Schools Broadband Network 132

12 Lighting minds with broadband Jerome Morrissey Director The Irish people have shown an extraordinary disposition towards education over the centuries. Consistent support for several kinds of educational institutions, from hedge schools to church schools, led to Ireland having the very first national system of popular education in the English-speaking world in Teachers had to deal with pupils of all ages and abilities and regularly taught subjects such as maths, literature and the classics right up to junior certificate levels. It s a common misconception that rote learning was the norm. Rather, the model was that the teacher would read a lesson from a textbook or give a talk, question the pupils on the content and encourage pupils to ask questions. By 1833 The Commissioners for Education developed graded, integrated and structured series of textbooks in literacy, geography, science, maths, philosophy and literature. These high quality texts were widely used in Ireland and quickly became the books of choice in the UK and in the rest of the English-speaking world. Thus, Ireland continued its long tradition of exporting scholarship and learning. One can draw strands of an analogy between the potential and possibilities presented in 1833 (the new Irish education system and those knowledge-laden textbooks) and the exciting options presented to us today to enliven and enrich, even revolutionise, learning and teaching due to the arrival of the knowledge-laden Internet. The Curriculum The broad sweep of today's primary school curriculum embodies an educational philosophy which provides a balanced and enriching experience to our students. A new curriculum at first level champions a constructivist, pupil-centred approach to learning. The arts and culture are juxtaposed with science, mathematics and the humanities. Teaching methodologies favour inter-disciplinary and team-driven project work. The teacher s objective is to make the learning experienced a creative, interactive and, as far as is feasible for this age group, a self-directed activity. The availability of alwayson Internet in every classroom would provide the rich resources to help bring about these very significant changes in the learning process. 133

13 In common with many countries, the second level curriculum is organised around rigid subject disciplines. Learning is compartmentalised and an individual pursuit with the emphasis on mastering and memorising great chunks of "knowledge" for the leaving certificate examination. The challenge for second level education is to refocus on facilitating collaborative and inter-disciplinary learning environments which foster creativity, experiential learning and a spirit of enterprise. The direction of curriculum development proposals just published is towards skills and their relationship to knowledge content. The skills of learning how to learn, information processing and critical thinking are emphasised. Good level of ICT infrastructure in schools and easy access to Internet resources in classrooms are critical to achieving this transformation in the learning experience. Role of ICT in learning It is widely recognised that universal access to ICT will contribute to economic development and will improve citizens' lives. The Internet provides instant access to vast amounts of information in multi-media formats and has major applications in health care, in e-government and in protecting the environment. ICT has been identified as a key tool to meet other development goals, including the Millennium Development goals. ICT has a key role in education and its availability in every school is pivotal in ensuring that all school leavers have a range of ICT skills and accomplishments to equip them for living in the knowledge society. Teachers and students will utilise ICT not only to enhance the delivery of the curriculum but to create new learning methodologies and experiences. Combining traditional teaching methods with e-learning can immediately bring subject matter to life. Online materials provide an imaginative mix of text and picture, video and audio and complex concepts, tasks, experiments and processes can be understood through high quality simulations. ICT and broadband access in schools has an unique potential to mediate science subjects virtual labs and simulations combined with practical ICT-enabled fieldwork can make these subjects exciting and highly participative. ICT capacity building in science is central to the well-being of the knowledge economy in Ireland. Use of ICT in science can influence students choice of subjects. E-twinning and cross cultural collaboration Some schools have already established partnerships and collaborations with schools in different parts of the world through the Internet and . e-twinning of schools and video conference links offer imaginative ways of learning from and with others from very different cultures. Video conferencing provides an immediacy 134

14 and intimacy which can stimulate and engage even the most reluctant learner. Existing examples of Internet and video linked projects include live links / and data exchange activities between schools and NASA scientists and astronomers; between schools and scientists working in the Antarctic and online cultural exchanges including shared online musical compositions. The possibilities for cross-cultural communication and collaboration are overwhelming and are only limited by one s imagination. Of course, none of this is possible without the availability of an ICT infrastructure in schools including the provision of broadband-delivered Internet services. Digital Divide Lack of access to ICT is creating new social divisions in our society and, in particular, among our young people. It is essential to provide equitable access to ICT in all our schools to ensure that all students are prepared to for active participation in the knowledge society. The digital divide is about those who do not have the skills to use ICT effectively. Ensuring greater access to the use of digital technologies in the classroom should form a key part of the strategy to alleviate educational disadvantage and to provide for special education in an inclusive environment. Scoilnet and school websites The advent of broadband would enable Scoilnet to become a compelling capacity resource for the curriculum and would facilitate and encourage schools, teachers and students to get involved in both collaborative and individualized learning and in participating in online communities. School websites, with locally generated content, would become local learning environments and be part of a wider virtual learning environment (VLE) The need for broadband in schools Schools need access to an ICT infrastructure with high levels of connectivity at affordable prices. The always-on nature of broadband connections allows teachers and students to use the Internet more easily as an everyday teaching, learning and research resource in the classroom. This level of provision already exists in almost all EU states including accession countries. Ireland is significantly behind in relation to the level of connectivity in schools. All Irish schools are connected to the Internet but only at very low bandwidths i.e. dial-up PSTN or ISDN which do not support multi-user access or numerous other features regarded as standard. Lack of broadband also means that a limited number of computers can be connected to the Internet simultaneously. This severely restricts students access. A high quality infrastructure is essential to deliver to the classroom the vast array of rich educational resources available; to enable the communications potential of the Internet in learning and teaching contexts to be exploited and in enabling the development of an e-learning environment. Broadband is 135

15 required in Irish schools in order to provide access to the Internet at a quality level which has become the norm in schools throughout the EU. In summary, broadband delivered Internet services are an important educational resource for the following reasons: it provides access to a comprehensive source of information and an educational resource which can be used in teaching and learning it is an increasingly rich source of educational content, much of which is interactive and multi-media in nature and which can be delivered directly to the classroom it can enhance the learning experience and allows for collaboration and communications between schools across the world it enables the acquisition of digital literacy skills which are a prerequisite to effective participation in The Ireland of today as we develop our knowledge economy it facilitates the inclusion of schools otherwise marginalised because of geographical location and enables e-twinning nationally, within the EU and worldwide it allows video conferencing /streaming video and other multimedia applications it enables the development of online learning environments (VLE) with online resources to support teaching and learning the Internet empowers learners, who have more choice of content and personal flexibility of access which helps to acquire a lifelong learning disposition it provides the structure to facilitate online professional development for teachers it can be utilized to build and operate reporting and assessment systems it provides the platform on which to run school administration systems, finance and management systems. The future of learning Learning with the assistance of digital media can be and will be very different to the prevailing model and to the present experience of schooling. In his book, "Growing up Digital", Don Tapscott discusses this shift to new learning environments and identifies the salient characteristics of the emerging interactive learning experience. In summary they are: 1. From linear to hypermedia learning 2. From instruction to construction 3. From teacher-centred to learner-centred 4. From absorbing material to learning how to navigate and how to learn 5. From school to life-long learning 6. From one-size-fits-all to customised learning 136

16 7. From learning as torture to learning as fun 8. From the teacher as transmitter to the teacher as facilitator The old paradigm typified by the omniscient teacher doling out information to be memorised by students is rapidly withering. Present curriculae already encompass many of the key shifts in the learning experience identified by Tapscott. ICT is central to achieving this leap forward. Teacher professional development in the integration of ICT in teaching and the availability of relevant online learning resources and tools are also critically important constituents. The learner Young people have an affinity with ICT and actively engage with it daily. This engagement is highly interactive and individual as when playing computer games an industry with a global turn-over of 15 billion in Young people exploit and push the boundaries of ICT to adapt and mainstream new usages, e.g. text messaging. The communications and entertainments media used are increasingly "visual" and multi-format. We must find ways to legitimise this experience by building learning environments which utilise interactive ICT resources and which facilitate the development of independent learning skills. The International Telecommunication Union provides the following quote as a definition of information literate people: " those who have learned how to learn. They know how to learn because they know how knowledge is organized, how to find information and how to use information so that others can learn from them. They are people prepared for lifelong learning because they can always find the information needed for any task or decision at hand." The lack of broadband services to schools would maintain significant barriers to ensuring that school leavers were "information literate". 137

17 Guidelines in relation to the Schools Broadband Programme Guideline 1 Installation notes for different Broadband Technologies A number of different broadband access link technologies will be used to provide broadband connections to schools. An overview of these technologies is given here along with applicable installation notes. Note however that, it will not be possible to inform schools of the type of access link that will be used to connect their school until early 2005, however in all cases a router will be used to connect to the Schools Broadband Network. These installation notes should be read in conjunction with the guidelines on"connecting the School to the Broadband Router" and "Situating the Broadband Router within the School". The geographical location of the school and the broadband technologies available locally will, in most cases, determine what type of access link is used. In general, it is expected that most urban schools will be connected using DSL, leased line, cable or wireless. However, where these technologies are not available in more rural areas it is likely that schools will be connected using a satellite connection. Note: All internally and externally installed equipment, needs to be securely situated where it cannot easily be interfered with or damaged. Possible locations for externally mounted equipment such as satellite dishes or wireless aerials might be a school roof or other difficult to access area. DSL Often when the term broadband is used in the media, the actual underlying technology being referred to is DSL or Digital Subscriber Line. Many of the country s telephone exchanges are being upgraded with DSL technology to enable broadband to be delivered over ordinary telephone lines. However, even when the telephone exchange is DSL enabled, some telephone lines on the exchange may not be of sufficient quality or the distance from the exchange may be too great to deliver broadband. Notes on DSL installation: It is expected that broadband DSL will be installed on an existing telephone line in the school. As broadband Internet access and voice calls can take place on the same line, this will not affect existing services such as making or receiving telephone calls. A "splitter" box will be connected to the telephone line with separate cables connecting to the broadband router and to the school s existing phone system. With DSL, due to limitations on the technology, the distance between the splitter box to the broadband router cannot exceed approximately 20 metres. 138

18 Leased line A leased line is a high speed fixed line connection to the Internet that requires a special type of dedicated line. Leased lines are typically used by larger businesses in more urban areas that require higher than normal broadband speeds or in locations where DSL is not available. Notes on Leased Line installation: Broadband over leased line will terminate on a leased line termination unit. A cable will connect the unit to the broadband router. Cable The most common use of "cable" in Ireland is "cable TV" which offers a number of television channels on a cable run into homes. Cable TV companies can also provide broadband Internet connections; however, this service is limited to some of the larger cities and towns. Notes on "Cable" installation: Broadband over "cable" will terminate on a "cable" line termination unit. A cable will connect the unit to the broadband router. Wireless Wireless broadband does not require a physical connection; the signal is carried by radio waves. An aerial is located on the customer s premises, and is used to connect to the local broadband wireless service provider. The service is based on "line of sight", which means that there can be no obstacles between the customer s aerial and the wireless service provider s mast. Wireless broadband is a relatively new technology and is mainly available only in lager urban centres. Notes on Wireless installation: Broadband wireless access will require an external aerial to be installed, which will need to be mounted on a high point such as the roof of the school, so as to have a line of sight to the mast from the broadband wireless provider. The installation technician will be best placed to advise on this location. The aerial will connect to a box referred to as an outdoor unit (ODU). A cable of approx metres will connect the ODU to an indoor unit (IDU). A further cable will connect the IDU to the broadband router. Satellite Satellite is a specific form of wireless communication, where a satellite dish is used as the aerial at the customer s location, and signals travel large distances into space to a satellite, and are re-transmitted back to earth. Satellite is the only broadband service which is available everywhere in Ireland, and hence may be used to connect schools where other technologies are not available. 139

19 Notes on Satellite installation: Broadband satellite access will require an external satellite dish, similar to a satellite TV dish, to be installed. This will need to be mounted on a high secure point such as a school wall, and will be aligned carefully by the installing technician to point towards a specific satellite in space. The installation technician will be best placed to advise on this location. The satellite dish will connect to a box referred to as an outdoor unit (ODU). A cable of approx metres will connect the ODU to a satellite indoor unit (IDU). A further cable will connect the IDU to the broadband router. Guideline 2 Situating the Broadband Router within the School "The broadband router must be situated in a secure and suitable location in the school to ensure that it can operate effectively and is protected from unauthorised use". The broadband router is a valuable item of ICT equipment and essential to accessing the Schools Broadband Network, and as such it needs to be securely situated and it needs to be protected from unauthorised access and use. This guideline should be read in conjunction with "Installation notes for different Broadband Technologies". Bearing in mind the installation requirements of the different broadband technologies, mainly in terms of cable length restrictions, the school should consider possible locations for the router and broadband equipment. When the installation technician arrives to install broadband, the school should ensure that the schools preferred options are made known to the Broadband Service Provider s installer. The installer will aim to accommodate the school s chosen location. However, the school may need to exhibit flexibility if the broadband technology used to connect the school necessitates the router and other equipment to be situated elsewhere in the school. General Requirements: The location where it is planned to situate the broadband router should be secure i.e. lockable, clean and dry. The new broadband equipment will need to have two dedicated 220V standard power sockets provided close to (ie within two metres of) where the equipment is to be situated. If a permanent power outlet is not available at the time of installation, a temporary 220V power should be made available, via an extension lead etc, so that the router can be installed and tested. As soon as possible after the installation is complete this temporary power needs to be replaced with a permanent power outlet. 140

20 It may make sense to locate the router in a secure location that is currently being used for other school ICT equipment, if that area satisfies these general requirements. For larger schools a location that is central within the school may also have advantages in terms of efficiencies of cable networking distances. If the school has an existing ICT cabinet, consideration should be given to housing the router there. To provide added protection to the router, schools should consider purchasing a floor or wall mounted cabinet designed for housing routers and other ICT networking equipment. This will help protect the router in areas where it might otherwise be exposed. If a school local area network (LAN) already exists the broadband router could be situated close to the network, ideally within the cabinet with existing networking equipment. Within the designated room the router needs to be situated in an area where it will not be interfered with, and where it meets with other school requirements in terms of Health and Safety etc. Routers should be kept away from radiators, windows and should not experience extremities of heat. Objects should not be placed on the router and dust should not be allowed to accumulate on and around the unit. Some routers may have an integrated fan for ventilation purposes. To ensure effective clearance for ventilation purposes a distance of cm should be allowed both at the front and at the back of the router. Guideline 3 Connecting the School to the Broadband Router The new broadband router will be installed and tested in the school by the Broadband Service Provider. Once this has taken place, the networked computers within the school (i.e. the local area network - LAN) needs to be connected to the broadband router. Where a school does not have a LAN in place, a single computer (with a network card) can be connected directly to the broadband router via a Cat5e network cable and the computer reconfigured to access the Internet via the router. It is necessary that the following tasks are performed by someone who is very familiar with the setup of the networked computers within the school (i.e. the LAN setup), and who has the appropriate passwords to access the network. This may be a school staff member or a competent local IT technician/company who is already familiar with the school set-up. 141

21 The following steps should be carried out only after the router has been successfully installed and connected to the Schools Broadband Network. Step 1: Physically disconnect the old modem or router from the school LAN. Step 2: Physically connect the school LAN to the new broadband router. Step 3: Reconfigure the school computers or school server to access the Internet via the new broadband router. The first step is relatively straightforward; however, the level of complexity involved in the second and third steps depends on the setup and type of network in the school. Note: A more detailed downloadable guideline which will include different network configurations will be provided on the NCTE website once the Schools Broadband Network is in place. Physically connect the school computer network (LAN) to the new broadband router. Where the school LAN is within a short distance of the new broadband router, a short length of Cat5e networking cable will connect them effectively. However, where the school LAN is not close to the new broadband router, additional networking may be required to connect them. Reconfigure the school computers or school server to access the Internet via the new broadband router. The networked school computers have to date been configured to access the Internet via an existing shared modem or router. This step is required so that the networked school computers will now access the Internet via the new broadband router. There are 2 main types of network configuration namely: 1. Peer to Peer Networks, which are relatively simple networks without a Server. Every computer on the peer to peer network that requires access to the Internet may need their Internet option settings changed to point to to the new broadband router. 2. Client Server Networks, where a school server is used. In the case of a client server network the Internet gateway settings on the school server should be updated to point to the new broadband router. 142

22 Guideline 4 Distributing Broadband throughout the school the school computer network (local area network LAN) For effective distribution of broadband throughout a school a high-quality local area network (LAN) within the school is required. Fast Internet access can be distributed to classrooms and other areas within the school by using a high-quality LAN. Schools can then more fully avail of the benefits of the. Creating a school s LAN will also enable shared access to peripherals such as printers and scanners. What is a local area network (LAN)? A computer network is a collection of computers, printers and other equipment, which are connected together so that they can communicate with each other. Special Cat5e network cables usually link the computers together, although wireless networks - which use radio waves as the mode of communication - are becoming increasingly common. A local computer network in a school is known as a local area network or LAN. All of the devices connected together to create this network may be located within a single room, spread out over several classrooms or spread out over several buildings. Why schools need a high-quality LAN? In order to distribute broadband Internet access from the broadband router to the computers within the school it is necessary to have a LAN. This LAN needs to be of a sufficient quality to ensure the effective distribution of broadband. Networking Guidelines Useful networking guidelines are available in the networking section of the NCTE website at More information on networks can also be found in the ICT Advice Sheets located online and in the ICT Planning and Advice for Schools folder which is available in every school. A course on Network Management is also available, along with other relevant ICT Training Courses, for more information contact the ICT Advisory Service or visit 143

23 Guideline 5 Virus Management Virus Management is an important on-going essential task to be carried out on all computers in a school. Computer Viruses are explained in Advice Sheet 8 and while the Schools Broadband Network will have security features targeted at online use, it cannot protect a school against locally introduced virus infection e.g. via a floppy disk. Schools are advised to have up-to-date reputable anti-virus software installed on every computer in the school and someone skilled in using this software. Note: Anti-virus software must be kept up-to-date for it to be effective (see below). The following is a checklist with regards proper virus management: The anti-virus software on a computer needs to be updated with regards the latest viruses daily and when a virus alert is issued. It depends on the anti-virus software and the computer how this can be done, e.g. via the Internet, via a LAN server, or manually. It is important that schools are continuously protected against newer viruses as they emerge. The anti-virus software used should include a facility to automatically scan all removable media such as floppy disks, ZIP disks, CDs, DVDs, etc. when put into a computer. It should NOT be possible for a user to remove the anti-virus software from a computer or change its settings without authorisation. This is normally implemented by using usergroups/passwords. It is important that passwords are not freely made available; ideally one or a group of people should be responsible for virus protection. One or a group of people should be skilled in installing and maintaining the anti-virus software and procedures in a school. If there is a server on the local area network, the anti-virus software used ideally should have a facility where it can be centrally administered and where possible each computer connected to the server can be automatically updated. Procedures should be established to ensure that the anti-virus software is kept up-to-date on all computers. Virus alerts should not be ignored. Procedures should be established to ensure that a full virus scan is performed on every computer on a regular basis. This process can be scheduled but can not happen when the machine is switched off. Also, as this process can take some time depending on the computer, always running it at start-up or when the computer is in use may not be viable. Certain programs on the computer such as Windows itself, Internet Explorer, Outlook, Office, etc. can be used to spread viruses. Facilities are available to download critical updates to these products. It is important that these critical updates are downloaded and applied to the school s computers. Again this should be scheduled to be done automatically where possible or manually were necessary but may require staggering so all computers are not updating at the same time. 144

24 The service provided by the Schools Broadband Network will incorporate virus and spam management on all s. Other providers may incorporate virus and spam management for a fee. can also be configured to be checked by most anti-virus software. Procedures should be established to deal with suspect virus infection and removal. It is recommended that schools have someone familiar with the removal of viruses. It is important to find out the source of the infection to prevent re-infection. Establish guidelines for using the computers to prevent virus infection. E.g. attachments, downloading files from the Internet. Ensure backup procedures are in place to ensure that a computer can be reset should it be infected with a virus and have to be wiped clean. The following procedures are recommended: 1. Procedures to ensure that all computers in the school have up-to-date antivirus software configured to protect them against the latest viruses. 2. Procedures to ensure that all computers in the school are scanned for viruses on a regular basis. 3. Procedures to ensure that the latest critical updates from Microsoft and other operating system providers are on all computers in the school. 4. Procedures to deal with virus infection should it happen. 5. Backup procedures so computers can be restored after a virus infection. 6. Guidelines for computer use to prevent virus infection. 7. Procedures for constantly communicating to users the importance of vigilance; the guidelines to prevent virus infection; and keeping users up to date with virus alerts whenever new viruses/worms are discovered. 145

25 Guideline 6 Content Filtering Content Filtering will be provided centrally as a service on the Schools Broadband Network. This, however, does not preclude schools from having their own filtering system where a school wants to further refine online access within the school. The following are some content filtering general guidelines. Filtering is a term generally used to describe a way of limiting the content of web pages, s, chat rooms and other electronic forums to which users may be exposed. Filtering tools usually carry out the task of content filtering and may be included as part of a web browser, e.g. Microsoft Internet Explorer includes an ICRA content filter. Some filtering tools also allow access to certain programs on the computer itself to be controlled. Central to the debate on protecting children from inappropriate material on the Internet is the effectiveness of filtering tools. Although filtering reduces the risk of accessing inappropriate material to some degree, it should only be considered as part of a wider strategy to promote online safety. Relying primarily on filtering may place students in a position of greater vulnerability if the filtering tool fails to function effectively. Many teachers believe that fostering a culture of responsible use of the Internet is preferable and is in itself a valuable educational experience. How does Filtering Work? In general, filtering operates using a set of criteria against which it judges whether Internet content is acceptable or not. For instance, the criteria could be a list of forbidden words, which the tool seeks to identify on a web page or chat room. If the forbidden words are detected the filtering tool blocks access to that location. Filters operate by using one or a combination of the following: White lists or allow lists: Here, a list of websites that are perceived as appropriate is complied and it is only possible to view these websites. Black lists or deny lists: This filter provides access to all sites on the Internet other than those contained in the black list. Due to the unregulated and changing nature of websites on the Internet, this type of system requires constant updating to be effective. Keyword matches: Here, the filter blocks sites which contain predetermined words or phrases that are considered inappropriate. It also removes offending words from a web page before being displayed. However, as it is a text-based system it runs the risk of not blocking inappropriate images. Rating Systems: They generally operate using "labels" to identify inappropriate material according to specific categories; e.g. nudity, language, chat, violence, etc. These systems work under a set of protocols or standards known as PICS (Platform for Internet Content Selection). Two popular rating systems are: ICRA (Internet Content Rating Association), which is an international, self-governing 146