Differences between revisions 14 and 15
Revision 14 as of 2015-05-12 20:30:22
Size: 54466
Editor: ?PetterReinholdtsen
Comment:
Revision 15 as of 2015-05-17 07:24:17
Size: 67455
Editor: ?PetterReinholdtsen
Comment:
Deletions are marked like this. Additions are marked like this.
Line 221: Line 221:
||'''Organisational part'''||'''Tasks'''||
||
'''Reference group'''||shall represent users of the system. They will advise on measures to promote a good and everyday ICT solution for schools.||
||
'''Steering group'''||whose mission is to ensure the project has enough resources and that project management get carried out the rollout according to the plans. The group will consist of skilled professionals who are well acquainted with project implementation, system solutions, and the use of ICT tools in schools.||
||
'''The project'''||has the task of building the solution. The project usually consists of many sub-projects, which deliver their part of the solution.||
<table>
<tbody>
<tr class="odd">
<td align="left">
'''Organisational part'''
</td>
<td align="left">
'''Tasks'''
</td>
</tr>
<tr class="even">
<td align="left">
'''Reference group'''
</td>
<td align="left">
shall represent users of the system. They will advise on measures to promote a good and everyday ICT solution for schools.
</td>
</tr>
<tr class="odd">
<td align="left">
'''Steering group'''
</td>
<td align="left">
whose mission is to ensure the project has enough resources and that project management get carried out the rollout according to the plans. The group will consist of skilled professionals who are well acquainted with project implementation, system solutions, and the use of ICT tools in schools.
</td>
</tr>
<tr class="even">
<td align="left">
'''The project'''
</td>
<td align="left">
has the task of building the solution. The project usually consists of many sub-projects, which deliver their part of the solution.
</td>
</tr>
</tbody>
</table>
Line 239: Line 263:
||Objective for students:||Each student group (formerly called classes) should have access to at least five computers, plus the school should have a computer room with a minimum of 15 PCs. In addition the school needs some special equipment for video editing, special education and reading/writing.||
||
Objective for teachers:||All teachers should have access to a computer in their daily work at school.||
<table>
<tbody>
<tr class="odd">
<td align="left">
Objective for students:
</td>
<td align="left">
Each student group (formerly called classes) should have access to at least five computers, plus the school should have a computer room with a minimum of 15 PCs. In addition the school needs some special equipment for video editing, special education and reading/writing.
</td>
</tr>
<tr class="even">
<td align="left">
Objective for teachers:
</td>
<td align="left">
All teachers should have access to a computer in their daily work at school.
</td>
</tr>
</tbody>
</table>
Line 244: Line 282:
||||Status per 01.06.05||Need 2008||||||||||
||||Server status||Clients||Laptops||File servers + thin client server:||Clients||Laptops||
||Holumskogen||1||25||5||2||68||15||
||Ulverud||1||35||5||2||111||15||
||Slattum||1||44||8||2||87||15||
||Rotnes||1||35||5||2||80||15||
||Sørli||1||31||5||2||60||15||
||Kirkeby||1||31||5||2||94||15||
||Hagen||1||7||5||1||46||15||
||Li||2||70||5||2||130||30||
||Nittedal||1||55||20||2||110||30||
||Hakadal||1||45||5||2||52||30||
||Sum||11||378||68||29||838||195||
<table>
<tbody>
<tr class="odd">
<td align="left"></td>
<td align="left">Status per 01.06.05
</td>
<td align="left">Need 2008
</td>
<td align="left"></td>
<td align="left"></td>
<td align="left"></td>
<td align="left"></td>
</tr>
<tr class="even">
<td align="left"></td>
<td align="left">Server status
</td>
<td align="left">Clients
</td>
<td align="left">Laptops
</td>
<td align="left">File servers + thin client server:
</td>
<td align="left">Clients
</td>
<td align="left">Laptops
</td>
</tr>
<tr class="odd">
<td align="left">Holumskogen
</td>
<td align="left">1
</td>
<td align="left">25
</td>
<td align="left">5
</td>
<td align="left">2
</td>
<td align="left">68
</td>
<td align="left">15
</td>
</tr>
<tr class="even">
<td align="left">Ulverud
</td>
<td align="left">1
</td>
<td align="left">35
</td>
<td align="left">5
</td>
<td align="left">2
</td>
<td align="left">111
</td>
<td align="left">15
</td>
</tr>
<tr class="odd">
<td align="left">Slattum
</td>
<td align="left">1
</td>
<td align="left">44
</td>
<td align="left">8
</td>
<td align="left">2
</td>
<td align="left">87
</td>
<td align="left">15
</td>
</tr>
<tr class="even">
<td align="left">Rotnes
</td>
<td align="left">1
</td>
<td align="left">35
</td>
<td align="left">5
</td>
<td align="left">2
</td>
<td align="left">80
</td>
<td align="left">15
</td>
</tr>
<tr class="odd">
<td align="left">Sørli
</td>
<td align="left">1
</td>
<td align="left">31
</td>
<td align="left">5
</td>
<td align="left">2
</td>
<td align="left">60
</td>
<td align="left">15
</td>
</tr>
<tr class="even">
<td align="left">Kirkeby
</td>
<td align="left">1
</td>
<td align="left">31
</td>
<td align="left">5
</td>
<td align="left">2
</td>
<td align="left">94
</td>
<td align="left">15
</td>
</tr>
<tr class="odd">
<td align="left">Hagen
</td>
<td align="left">1
</td>
<td align="left">7
</td>
<td align="left">5
</td>
<td align="left">1
</td>
<td align="left">46
</td>
<td align="left">15
</td>
</tr>
<tr class="even">
<td align="left">Li
</td>
<td align="left">2
</td>
<td align="left">70
</td>
<td align="left">5
</td>
<td align="left">2
</td>
<td align="left">130
</td>
<td align="left">30
</td>
</tr>
<tr class="odd">
<td align="left">Nittedal
</td>
<td align="left">1
</td>
<td align="left">55
</td>
<td align="left">20
</td>
<td align="left">2
</td>
<td align="left">110
</td>
<td align="left">30
</td>
</tr>
<tr class="even">
<td align="left">Hakadal
</td>
<td align="left">1
</td>
<td align="left">45
</td>
<td align="left">5
</td>
<td align="left">2
</td>
<td align="left">52
</td>
<td align="left">30
</td>
</tr>
<tr class="odd">
<td align="left">Sum
</td>
<td align="left">11
</td>
<td align="left">378
</td>
<td align="left">68
</td>
<td align="left">29
</td>
<td align="left">838
</td>
<td align="left">195
</td>
</tr>
</tbody>
</table>
Line 284: Line 515:
||'''2006'''||'''2007'''||'''2008'''||'''Total'''||
||Thin clients and diskless workstations||130,000||130,000||130,000||322,000||
||Servers||||500,000||500,000||1,000,000||
||Monitors||80,000||80,000||80,000||230,000||
||Laptops||340,000||340,000||340,000||1,020,000||
||Other: switches, cables,||150,000||150,000||150,000||450,000||
||Power plug/electric courses||290,000||290,000||290,000||870,000||
||Tables/chairs||190,000||190,000||190,000||570,000||
||Increased resource, operations||||||||700,000||
||Licence costs on portable machines||40,000||40,000||40,000||120,000||
||Broadband agreements||100,000||100,000||100,000||300,000||
||Sum||||||||5,582,000||
<table>
<tbody>
<tr class="odd">
<td align="left">'''2006'''
</td>
<td align="left">'''2007'''
</td>
<td align="left">'''2008'''
</td>
<td align="left">'''Total'''
</td>
</tr>
<tr class="even">
<td align="left">Thin clients and diskless workstations
</td>
<td align="left">130,000
</td>
<td align="left">130,000
</td>
<td align="left">130,000
</td>
<td align="left">322,000
</td>
</tr>
<tr class="odd">
<td align="left">Servers
</td>
<td align="left"></td>
<td align="left">500,000
</td>
<td align="left">500,000
</td>
<td align="left">1,000,000
</td>
</tr>
<tr class="even">
<td align="left">Monitors
</td>
<td align="left">80,000
</td>
<td align="left">80,000
</td>
<td align="left">80,000
</td>
<td align="left">230,000
</td>
</tr>
<tr class="odd">
<td align="left">Laptops
</td>
<td align="left">340,000
</td>
<td align="left">340,000
</td>
<td align="left">340,000
</td>
<td align="left">1,020,000
</td>
</tr>
<tr class="even">
<td align="left">Other: switches, cables,
</td>
<td align="left">150,000
</td>
<td align="left">150,000
</td>
<td align="left">150,000
</td>
<td align="left">450,000
</td>
</tr>
<tr class="odd">
<td align="left">Power plug/electric courses
</td>
<td align="left">290,000
</td>
<td align="left">290,000
</td>
<td align="left">290,000
</td>
<td align="left">870,000
</td>
</tr>
<tr class="even">
<td align="left">Tables/chairs
</td>
<td align="left">190,000
</td>
<td align="left">190,000
</td>
<td align="left">190,000
</td>
<td align="left">570,000
</td>
</tr>
<tr class="odd">
<td align="left">Increased resource, operations
</td>
<td align="left"></td>
<td align="left"></td>
<td align="left"></td>
<td align="left">700,000
</td>
</tr>
<tr class="even">
<td align="left">Licence costs on portable machines
</td>
<td align="left">40,000
</td>
<td align="left">40,000
</td>
<td align="left">40,000
</td>
<td align="left">120,000
</td>
</tr>
<tr class="odd">
<td align="left">Broadband agreements
</td>
<td align="left">100,000
</td>
<td align="left">100,000
</td>
<td align="left">100,000
</td>
<td align="left">300,000
</td>
</tr>
<tr class="even">
<td align="left">Sum
</td>
<td align="left"></td>
<td align="left"></td>
<td align="left"></td>
<td align="left">5,582,000
</td>
</tr>
</tbody>
</table>
Line 330: Line 688:
||cost||Total cost||
||||||
||Alternative 1||Thin clients||140,000||||
||Monitors||100,000||||
||Laptops||640,000||||
||Other: switches, cables,||80,000||||
||Tables, chairs||140,000||||
||Power outlet/cabling||400,000||||
||License costs||40,000||||
||Total||||1,540,000||
||Additional for flatscreen||200,000||||
||Totally with LCD||||1,740,000||
<table>
<tbody>
<tr class="odd">
<td align="left">cost
</td>
<td align="left">Total cost
</td>
</tr>
<tr class="even">
<td align="left"></td>
<td align="left"></td>
</tr>
<tr class="odd">
<td align="left">Alternative 1
</td>
<td align="left">Thin clients
</td>
<td align="left">140,000
</td>
<td align="left"></td>
</tr>
<tr class="even">
<td align="left">Monitors
</td>
<td align="left">100,000
</td>
<td align="left"></td>
</tr>
<tr class="odd">
<td align="left">Laptops
</td>
<td align="left">640,000
</td>
<td align="left"></td>
</tr>
<tr class="even">
<td align="left">Other: switches, cables,
</td>
<td align="left">80,000
</td>
<td align="left"></td>
</tr>
<tr class="odd">
<td align="left">Tables, chairs
</td>
<td align="left">140,000
</td>
<td align="left"></td>
</tr>
<tr class="even">
<td align="left">Power outlet/cabling
</td>
<td align="left">400,000
</td>
<td align="left"></td>
</tr>
<tr class="odd">
<td align="left">License costs
</td>
<td align="left">40,000
</td>
<td align="left"></td>
</tr>
<tr class="even">
<td align="left">Total
</td>
<td align="left"></td>
<td align="left">1,540,000
</td>
</tr>
<tr class="odd">
<td align="left">Additional for flatscreen
</td>
<td align="left">200,000
</td>
<td align="left"></td>
</tr>
<tr class="even">
<td align="left">Totally with LCD
</td>
<td align="left"></td>
<td align="left">1,740,000
</td>
</tr>
</tbody>
</table>
Line 351: Line 783:
||cost||Total cost||
||||||
||Alternative 2||Laptops||2,128,000||||
||Wireless switches etc.||80,000||||
||Power plug||75,000||||
||License cost||117,000||||
||||2,400,000||
<table>
<tbody>
<tr class="odd">
<td align="left">cost
</td>
<td align="left">Total cost
</td>
</tr>
<tr class="even">
<td align="left"></td>
<td align="left"></td>
</tr>
<tr class="odd">
<td align="left">Alternative 2
</td>
<td align="left">Laptops
</td>
<td align="left">2,128,000
</td>
<td align="left"></td>
</tr>
<tr class="even">
<td align="left">Wireless switches etc.
</td>
<td align="left">80,000
</td>
<td align="left"></td>
</tr>
<tr class="odd">
<td align="left">Power plug
</td>
<td align="left">75,000
</td>
<td align="left"></td>
</tr>
<tr class="even">
<td align="left">License cost
</td>
<td align="left">117,000
</td>
<td align="left"></td>
</tr>
<tr class="odd">
<td align="left"></td>
<td align="left">2,400,000
</td>
</tr>
</tbody>
</table>
Line 367: Line 841:
||'''Number'''||'''Article'''||'''Cost'''||
||
600||Thin clients or diskless workstations including all infrastructure||5,582,000||
||
200||Thin clients or diskless workstations with flatscreen and all infrastructure||1,740,000||
||
'''800 client machines in total'''||'''Total'''||'''7,322,000'''||
<table>
<tbody>
<tr class="odd">
<td align="left">
'''Number'''
</td>
<td align="left">
'''Article'''
</td>
<td align="left">
'''Cost'''
</td>
</tr>
<tr class="even">
<td align="left">
600
</td>
<td align="left">
Thin clients or diskless workstations including all infrastructure
</td>
<td align="left">
5,582,000
</td>
</tr>
<tr class="odd">
<td align="left">
200
</td>
<td align="left">
Thin clients or diskless workstations with flatscreen and all infrastructure
</td>
<td align="left">
1,740,000
</td>
</tr>
<tr class="even">
<td align="left">
'''800 client machines in total'''
</td>
<td align="left">
'''Total'''
</td>
<td align="left">
'''7,322,000'''
</td>
</tr>
</tbody>
</table>
Line 383: Line 889:
||'''General measures to improve the operation of clients and servers'''||'''Thin or diskless clients against local servers''''''Lockdown of thick clients''''''Local server machines'''||'''Remote operation''''''Centralisation of some functions''''''Local server machines'''||'''Server machines regionally/nationally''''''Centralisation of all operations'''||
||
'''Capacity on the schools' network'''||Low bandwidth (ISDN)||Medium bandwidth (ADSL and the like)||High bandwidth (fiber and the like)||
<table>
<tbody>
<tr class="odd">
<td align="left">
'''General measures to improve the operation of clients and servers'''
</td>
<td align="left">
'''Thin or diskless clients against local servers'''

'''Lockdown of thick clients'''

'''Local server machines'''
</td>
<td align="left">
'''Remote operation'''

'''Centralisation of some functions'''

'''Local server machines'''
</td>
<td align="left">
'''Server machines regionally/nationally'''

'''Centralisation of all operations'''
</td>
</tr>
<tr class="even">
<td align="left">
'''Capacity on the schools' network'''
</td>
<td align="left">
Low bandwidth (ISDN)
</td>
<td align="left">
Medium bandwidth (ADSL and the like)
</td>
<td align="left">
High bandwidth (fiber and the like)
</td>
</tr>
</tbody>
</table>
Line 416: Line 954:
||||Product||Price example:||
||Digital learning platform||It`s learning||3300,- NOK per school per year||
||||School network||Free||
<table>
<tbody>
<tr class="odd">
<td align="left"></td>
<td align="left">Product
</td>
<td align="left">Price example:
</td>
</tr>
<tr class="even">
<td align="left">Digital learning platform
</td>
<td align="left">It`s learning
</td>
<td align="left">3300,- NOK per school per year
</td>
</tr>
<tr class="odd">
<td align="left"></td>
<td align="left">School network
</td>
<td align="left">Free
</td>
</tr>
</tbody>
</table>
Line 433: Line 994:
||Services||Description||Local||Central||
||Apache||Webserver allows all users to create a website||||||
||CUPS||Print server. The aim is that it will also manage print quotas||||||
||DHCP||Automatic connection of computers in the network||||||
||DNS||Name server||||||
||LDAP||Directory server containing user data for logon, file sharing and group information||||||
||LTSP||Thin client server||||||
||NFS||Network file system||||||
||NTP||Clock server so that all machines have the correct time||||||
||SMTP/IMAP over SSL||Email to everyone locally at the school||||||
||SSH||Remote control over encrypted connection||||||
||Squid||Cache for web sites (to save bandwidth)||||||
||Webmin||System management via the web browser||||||
||User administration||Simplified user administration||||||
||Backup||Backup (should be done on a separate machine)||||||
||SMB||Samba for connecting Windows-computers||||||
||cfengine||Automatic control of the system setup||||||
||Host and service monitoring||Monitoring the health of the server machine||||||
||Appletalk||Connecting Macs||||||
||SQL-server||Supplied (not set up)||||||
<table>
<tbody>
<tr class="odd">
<td align="left">Services
</td>
<td align="left">Description
</td>
<td align="left">Local
</td>
<td align="left">Central
</td>
</tr>
<tr class="even">
<td align="left">Apache
</td>
<td align="left">Webserver allows all users to create a website
</td>
<td align="left"></td>
<td align="left"></td>
</tr>
<tr class="odd">
<td align="left">CUPS
</td>
<td align="left">Print server. The aim is that it will also manage print quotas
</td>
<td align="left"></td>
<td align="left"></td>
</tr>
<tr class="even">
<td align="left">DHCP
</td>
<td align="left">Automatic connection of computers in the network
</td>
<td align="left"></td>
<td align="left"></td>
</tr>
<tr class="odd">
<td align="left">DNS
</td>
<td align="left">Name server
</td>
<td align="left"></td>
<td align="left"></td>
</tr>
<tr class="even">
<td align="left">LDAP
</td>
<td align="left">Directory server containing user data for logon, file sharing and group information
</td>
<td align="left"></td>
<td align="left"></td>
</tr>
<tr class="odd">
<td align="left">LTSP
</td>
<td align="left">Thin client server
</td>
<td align="left"></td>
<td align="left"></td>
</tr>
<tr class="even">
<td align="left">NFS
</td>
<td align="left">Network file system
</td>
<td align="left"></td>
<td align="left"></td>
</tr>
<tr class="odd">
<td align="left">NTP
</td>
<td align="left">Clock server so that all machines have the correct time
</td>
<td align="left"></td>
<td align="left"></td>
</tr>
<tr class="even">
<td align="left">SMTP/IMAP over SSL
</td>
<td align="left">Email to everyone locally at the school
</td>
<td align="left"></td>
<td align="left"></td>
</tr>
<tr class="odd">
<td align="left">SSH
</td>
<td align="left">Remote control over encrypted connection
</td>
<td align="left"></td>
<td align="left"></td>
</tr>
<tr class="even">
<td align="left">Squid
</td>
<td align="left">Cache for web sites (to save bandwidth)
</td>
<td align="left"></td>
<td align="left"></td>
</tr>
<tr class="odd">
<td align="left">Webmin
</td>
<td align="left">System management via the web browser
</td>
<td align="left"></td>
<td align="left"></td>
</tr>
<tr class="even">
<td align="left">User administration
</td>
<td align="left">Simplified user administration
</td>
<td align="left"></td>
<td align="left"></td>
</tr>
<tr class="odd">
<td align="left">Backup
</td>
<td align="left">Backup (should be done on a separate machine)
</td>
<td align="left"></td>
<td align="left"></td>
</tr>
<tr class="even">
<td align="left">SMB
</td>
<td align="left">Samba for connecting Windows-computers
</td>
<td align="left"></td>
<td align="left"></td>
</tr>
<tr class="odd">
<td align="left">cfengine
</td>
<td align="left">Automatic control of the system setup
</td>
<td align="left"></td>
<td align="left"></td>
</tr>
<tr class="even">
<td align="left">Host and service monitoring
</td>
<td align="left">Monitoring the health of the server machine
</td>
<td align="left"></td>
<td align="left"></td>
</tr>
<tr class="odd">
<td align="left">Appletalk
</td>
<td align="left">Connecting Macs
</td>
<td align="left"></td>
<td align="left"></td>
</tr>
<tr class="even">
<td align="left">SQL-server
</td>
<td align="left">Supplied (not set up)
</td>
<td align="left"></td>
<td align="left"></td>
</tr>
</tbody>
</table>
Line 528: Line 1235:
||Investments||Servers||The number of clients/portables||Users||Stipulated resource needs in 2008||Today's real resource:||
||Today's need 2005:||11||506||More than 3000||4.6 FTEs (man-year)||2,1 FTEs||
||||
||Pupils in 2008||29||1033||More than 3000||6,9 FTEs||||
<table>
<tbody>
<tr class="odd">
<td align="left">Investments
</td>
<td align="left">Servers
</td>
<td align="left">The number of clients/portables
</td>
<td align="left">Users
</td>
<td align="left">Stipulated resource needs in 2008
</td>
<td align="left">Today's real resource:
</td>
</tr>
<tr class="even">
<td align="left">Today's need 2005:
</td>
<td align="left">11
</td>
<td align="left">506
</td>
<td align="left">More than 3000
</td>
<td align="left">4.6 FTEs (man-year)
</td>
<td align="left">2,1 FTEs
</td>
</tr>
<tr class="odd">
<td align="left"></td>
</tr>
<tr class="even">
<td align="left">Pupils in 2008
</td>
<td align="left">29
</td>
<td align="left">1033
</td>
<td align="left">More than 3000
</td>
<td align="left">6,9 FTEs
</td>
<td align="left"></td>
</tr>
</tbody>
</table>
Line 535: Line 1286:
||Alternative 1||280||266||4,3 FTEs||||
||Alternative 2 (laptop)||266||266||5,9 FTEs*||||
<table>
<tbody>
<tr class="odd">
<td align="left">Alternative 1
</td>
<td align="left">280
</td>
<td align="left">266
</td>
<td align="left">4,3 FTEs
</td>
<td align="left"></td>
</tr>
<tr class="even">
<td align="left">Alternative 2 (laptop)
</td>
<td align="left">266
</td>
<td align="left">266
</td>
<td align="left">5,9 FTEs*
</td>
<td align="left"></td>
</tr>
</tbody>
</table>
Line 542: Line 1317:
||'''''Year'''''||'''''Number of PCs'''''||'''''Central operator'''''||'''''ICT guide for the entire municipality'''''||'''''ICT-contact at each schools (average)'''''||'''''In total'''''||
||2005||506||1/2 FTE||1/2 FTE||8,5 % FTE(3:30 hours per week)||2,1 FTEs||
||'''2005'''||||||'''Personnel costs for operations*'''||'''NOK 980 910,-'''||
||2008||1333||1 position||1/2 FTE||100 % FTE(26 hours per week)||11,5 FTE||
||'''2008'''||||||'''Personnel costs for operations*'''||'''NOK 5 400 00,-'''||
<table>
<tbody>
<tr class="odd">
<td align="left">'''''Year'''''
</td>
<td align="left">'''''Number of PCs'''''
</td>
<td align="left">'''''Central operator'''''
</td>
<td align="left">'''''ICT guide for the entire municipality'''''
</td>
<td align="left">'''''ICT-contact at each schools (average)'''''
</td>
<td align="left">'''''In total'''''
</td>
</tr>
<tr class="even">
<td align="left">2005
</td>
<td align="left">506
</td>
<td align="left">1/2 FTE
</td>
<td align="left">1/2 FTE
</td>
<td align="left">8,5 % FTE

(3:30 hours per week)
</td>
<td align="left">2,1 FTEs
</td>
</tr>
<tr class="odd">
<td align="left">'''2005'''
</td>
<td align="left"></td>
<td align="left"></td>
<td align="left">'''Personnel costs for operations*'''
</td>
<td align="left">'''NOK 980 910,-'''
</td>
</tr>
<tr class="even">
<td align="left">2008
</td>
<td align="left">1333
</td>
<td align="left">1 position
</td>
<td align="left">1/2 FTE
</td>
<td align="left">100 % FTE

(26 hours per week)
</td>
<td align="left">11,5 FTE
</td>
</tr>
<tr class="odd">
<td align="left">'''2008'''
</td>
<td align="left"></td>
<td align="left"></td>
<td align="left">'''Personnel costs for operations*'''
</td>
<td align="left">'''NOK 5 400 00,-'''
</td>
</tr>
</tbody>
</table>
Line 552: Line 1392:
||'''''Year'''''||'''''Number of PCs'''''||'''''Central operator'''''||'''''ICT guide for the entire municipality'''''||'''''ICT-contact at each schools (average)'''''||'''''In total'''''||
||
2008||1333||1 + 4/5 FTE*||1/2 FTE||100 % FTE(26 hours per week)||12,8 FTEs||
||
'''2008'''||||||'''Personnel costs for operations*'''||'''NOK 6,000,000.-'''||
<table>
<tbody>
<tr class="odd">
<td align="left">
'''''Year'''''
</td>
<td align="left">
'''''Number of PCs'''''
</td>
<td align="left">
'''''Central operator'''''
</td>
<td align="left">
'''''ICT guide for the entire municipality'''''
</td>
<td align="left">
'''''ICT-contact at each schools (average)'''''
</td>
<td align="left">
'''''In total'''''
</td>
</tr>
<tr class="even">
<td align="left">
2008
</td>
<td align="left">
1333
</td>
<td align="left">
1 + 4/5 FTE*
</td>
<td align="left">
1/2 FTE
</td>
<td align="left">
100 % FTE

(26 hours per week)
</td>
<td align="left">
12,8 FTEs
</td>
</tr>
<tr class="odd">
<td align="left">
'''2008'''
</td>
<td align="left"></td>
<td align="left"></td>
<td align="left">
'''Personnel costs for operations*'''
</td>
<td align="left">
'''NOK 6,000,000.-'''
</td>
</tr>
</tbody>
</table>
Line 568: Line 1449:
||'''Alternatives'''||'''Cost over 3 years'''||
||
Option 1: Development of 800 clients||NOK 7,322,000.-||
||
Option 2: Portable to all teachers + Option 1.||NOK 12,000,000.-||
<table>
<tbody>
<tr class="odd">
<td align="left">
'''Alternatives'''
</td>
<td align="left">
'''Cost over 3 years'''
</td>
</tr>
<tr class="even">
<td align="left">
Option 1: Development of 800 clients
</td>
<td align="left">
NOK 7,322,000.-
</td>
</tr>
<tr class="odd">
<td align="left">
Option 2: Portable to all teachers + Option 1.
</td>
<td align="left">
NOK 12,000,000.-
</td>
</tr>
</tbody>
</table>
Line 574: Line 1474:
||'''Alternatives'''||'''Yearly costs'''||
||
Alternative 0. Administrating 506 client machine||NOK 1,000,000.-||
||
Option 1. Increases with 800 to 1300 PCs||NOK 5,400,000.-||
||
Option 2. Portable to to all teachers*||NOK 6,000,000.-||
||
Option 3. Portable room layout*||NOK 8,000,000.-||
<table>
<tbody>
<tr class="odd">
<td align="left">
'''Alternatives'''
</td>
<td align="left">
'''Yearly costs'''
</td>
</tr>
<tr class="even">
<td align="left">
Alternative 0. Administrating 506 client machine
</td>
<td align="left">
NOK 1,000,000.-
</td>
</tr>
<tr class="odd">
<td align="left">
Option 1. Increases with 800 to 1300 PCs
</td>
<td align="left">
NOK 5,400,000.-
</td>
</tr>
<tr class="even">
<td align="left">
Option 2. Portable to to all teachers*
</td>
<td align="left">
NOK 6,000,000.-
</td>
</tr>
<tr class="odd">
<td align="left">
Option 3. Portable room layout*
</td>
<td align="left">
NOK 8,000,000.-
</td>
</tr>
</tbody>
</table>
Line 586: Line 1515:
||'''Type of cost'''||'''Amount'''||
||
Of this is operation of 1300 client computers:||NOK 2,000,000.-||
||
Annual investment in three years:||NOK 2 440 667,-||
||
Support for educational use of ICT tools:||NOK 3,400,000.-||
||
Annual cost for Option 1 with investment and operations:||NOK 7,841,000.-||
<table>
<tbody>
<tr class="odd">
<td align="left">
'''Type of cost'''
</td>
<td align="left">
'''Amount'''
</td>
</tr>
<tr class="even">
<td align="left">
Of this is operation of 1300 client computers:
</td>
<td align="left">
NOK 2,000,000.-
</td>
</tr>
<tr class="odd">
<td align="left">
Annual investment in three years:
</td>
<td align="left">
NOK 2 440 667,-
</td>
</tr>
<tr class="even">
<td align="left">
Support for educational use of ICT tools:
</td>
<td align="left">
NOK 3,400,000.-
</td>
</tr>
<tr class="odd">
<td align="left">
Annual cost for Option 1 with investment and operations:
</td>
<td align="left">
NOK 7,841,000.-
</td>
</tr>
</tbody>
</table>

ICT Infrastructure Management

This part of the operational documentation is to a greater extent about technology. The other chapters about service support and service delivery, is about work processes and procedures. Infrastructure management, about planning, design, deployment, and ongoing maintenance of ICT systems. The purpose is to provide ICT solutions adapted to the organisation's needs, which can be operated over time to a cost one can afford.

Good planning, administration, and management are the key to ensure a well-developed ICT service, and that the service can be adapted to changing organisational needs over time. It is about using resources well and having skills and competences required to offer a good ICT service.

Although with a good developed infrastructure, one must expect 60-70% of the cost to the operation, ie service support and service delivery. Anyway, infrastructure constitutes around 20-30% of the total costs, and one must take this part just as seriously as operations. The infrastructure chosen also affects largely what the operation will cost and what systems are able to deliver.

Most people associate infrastructure with roads, water and sewage, and power supply. Building a house requires infrastructure in place if we are to have a certain housing standard. In the computer world infrastructure is often associated with the data network. This was in the 1980s. Over the next two decades infrastructure extended to networks, computers, software and maintenance. So in this part of the documentation is all network hardware and significant portions of the software part of the infrastructure.

Even here we focus on practical planning and implementation. We have gathered concrete planning data from different municipalities with good ICT plans by budget reductions and procurement. We go through design and planning, deployment process, operation process and support. It is important to keep in mind the difference in operational terms of what Service Desk does with, for example. support, and the support operations does via, for example. network cables to school. It are basically four processes that recur at infrastructure management:

<ol style="list-style-type: decimal;"> <li><p>Design and planning process</p> <p>Development and maintenance of ICT strategies and processes for deployment and implementation of appropriate solutions in the ICT infrastructure of the organisation.</p></li> <li><p>Deployment process</p> <p>Concerns implementation and deployment of activities and / or ICT solutions designed and planned with a minimum of disruption to the organisation</p></li> <li><p>Operating process</p> <p>All activities and initiatives to deliver and/or maintain the desired use of ICT infrastructure.</p></li> <li><p>Technical support process</p> <p>The development of knowledge for evaluation, support and quality assurance of all current and future infrastructure solutions.</p></li></ol>

Design and planning

Design and planning is about providing pervasive strategic guidelines for the development and installation of an ICT infrastructure to the institution's needs. It applies not only to infrastructure networks, computers, and applications. Also basic processes must be in place to get the technology to work. It applies to both Service Desk and processes for service management.

To avoid scheduling, or to cut corners, are of great risk. Therefore it is often wise to spend a little more time and effort on planning, which will reduce risk and provide significant benefits during the implementation. Most projects strand due to lack of planning. To put in place an ITIL process in the organisation is entirely dependent on the preparation and planning, and effective use of people, processes, and products (tools and technology).

It is very important to communicate with and talk to every part of the organisation while planning ITIL. In Norway this is regulated the workers law

  • Employees and their representatives should be kept informed of systems used in the planning and execution of the work. They should be given the necessary training to be familiar with these systems, and take part in designing them.

The objective is to deliver the right ICT solutions for your organisation. These must be easy to maintain and adapted to the school's needs. The solution must be reasonable a long time, also when the systems expands. During a design and planning process should one relate generally to a steering group and a reference group. A good project ensures to have skilled people in the steering group and people who contribute to the reference group. A good planner is clever to use these groups and other employees to bring up the good solutions.

We created a check list over activities and deliveries in a infrastructure project.

Feedback

  • Plan to schools, both curricula and activity plans
  • Existing ICT strategies
  • Expectations to operational services
  • Current ICT systems and operations management

Processes

  • go through all the suggestions and documents
  • look at others performing design- and planning activities
  • making and maintaining ICT plans and decisions
  • making and maintaining ICT architecture
  • making and maintaining the ICT strategy

Deliveries

  • ICT-strategy
  • ICT decisions (with justification)
  • IT plans
  • the entire IT architecture
  • Design and planning of processes and procedures
  • organisational structure and framework
  • Design, planning standards and decisions
  • SWOT analysis (Strengths, Weaknesses, Opportunities, Threats)
  • user cases and usability studies
  • Requirement lists and tender documents
  • Project plans
  • Technical drawings, plans and maps
  • Comments and feedback

As you can see extensive planning is carried out for an infrastructure project. An ICT project for schools in the municipality can quickly reach several million NOK (hundreds of thousands pounds) should one deliver 500-1000 computers with power, computer networks and software. With such amounts, it is important to have good and feasible plans with realistic budgets.

There are several examples of municipalities have underestimated the need for funding for ICT in schools. They have installed lots of nice equipment remaining unused. May be software is missing. The network may be of poor quality or it lacks power connectors. The municipality gets too fast an additional expense of 2 million NOK (around 165 000 pounds) if 800 machines in 10 schools should have computer network and power connectors.

Good development plans are made to avoid surprises. Plans are also made to ensure a proper level of ambition with a realistic budget.

Deployment

Definition:

  • Concern implementation and deployment of activities and/or ICT solutions designed and planned with a minimum of disruption for the organisation

In the plan project one will have made up status for what schools have of equipment, and how much is available. From this, create a plan to roll out new equipment, or replacing equipment at each school, and at the central operating service.

This is about placing the equipment where it is to be used. PCs to be set at the tables and connected to the computer network with a network cable. The contact is set in the electric outlet. The screen should be connect and you should put network cables in the correct switches.

The term rollout is used both for placing the equipment, and for installing software and setup on many machines. One could call it rolling out software for release management. But the word rollout is short and fine, although one should emphasise for you are talking about hardware or software, which requires totally different procedures.

Rollout management is about implementing what has been planned and designed in the release process. Getting out the equipment where it should be is often harder than we think, and takes considerable time. This is because many parties are involved either to deliver the equipment, or being among the many to receive it. In a way you could say that rollout is the same as a wheel bolt that holds the vehicle wheel in place on the shaft.

It is totally dependent on much coordination to get everything in place. One must make good tactical planning, which involves both change management and project management. One must make sure that the roll out is associated with the design and planning process.

One danger may often occur by underestimating how deployment affects existing systems. Taking in use new solutions or upgrades will affect or change the organisation. Work routines are changed and one gets new ways to solve tasks.

In school all the change means introducing ICT tools in school subjects. This is new and different for teachers. Many are unfamiliar with how the equipment can be used in teaching. At the same time an operating and maintenance service be in place to give schools a safe and stable ICT solution. This leads to changes in the organisation, which must be planned and requires resources. Therefore it is important to take this into consideration both under planning and rollout..

Roles during rollout

To build an IT infrastructure can be likened to building a house. When building a house one has readily need an architect, builder, owner, masons, carpenters, plumbers, electricians and one or more supervisors (foremen). This is also the deployment of infrastructure. We have summed up the roles recommended as part of the operating standards ITIL.

  • Owner of the rollout process - is responsible for the deployment process, and that it happens in a good and efficient manner.
  • Project manager for the rollout - is responsible for developing appropriate plans for deployment of the ICT solution and to direct rollout on day-to-day basis.
  • Coordinator for the rollout - is responsible for coordinating rollout activities. Coordinator shall ensure that project attain the objectives and acceptance requirements applying to the solution and ensure an orderly handover.
  • Rollout analyst - responsible for ensuring appropriate setting in the places to which the equipment will stand. Shall verify that the equipment and premises are suitable for the standards, tests and deploying agreed upon..
  • Employees in the rollout team - are responsible for the ICT solution and working environment, and support the acceptance and test processes.

As we see rollout touches many parts of the organisation. Technically are configurations and versions of software and equipment affected. Also influenced are the process of change and how work is done at the service.

One must think a bit before seeing to that people get the tasks these roles proposes. Even if one has a full in a rollout project to several hundred thousand pounds may a person has multiple roles. But it is not sure it is necessary to give the same person multiple roles, because in a rollout project it is demanding to follow up both suppliers and receivers of the equipment.

For minor upgrades and adjustments roles may soon be too many. For example, one need not to have a project manager to place a new server, or replace a switch. This is part of the infrastructure, but is very close to the operation and maintenance. The important thing here is to distinguish between a rollout in infrastructure, and operational services. Operating department will not take over the equipment before it operates as agreed. In other words, you have a transfer document where one acknowledges that the equipment is delivered as agreed.

Operations

Definition:

  • The development of knowledge for evaluation, support and quality assurance of all current and future infrastructure solutions.

Operation of the equipment is about having tools and machines in place as the basis for delivering the agreed upon ICT services. Operation of the equipment has a strong focus on technology. This supports all other activities being done with ICT systems. Often operations are seen as support tucked away in an office in the end of the corridor. As a hygiene service" .First when something goes wrong, operations personnel are contacted. A good operational service is still crucial for ICT tools to work properly. Without good operation one accepts the loss of time and that tasks cannot be solved. For example can a school get problems when using tests done with ICT tools.

One may ask whether one needs operation. Needing people to operate in today's high tech world? Is there no one who has found a way to solve operational tasks automatically? Why should you have people in operation? The answer is usually that balancing between what is done automatically, and what people have to monitor An important realization is that most people want someone to talk to when a problem occurs. They want the error should be fixed, and they want feedback that everything goes smoothly. This type of error correction is not particularly easy to replace with machines.

A good operations department chooses to automate where possible. Simultaneously one need people to monitor and keep control of the automated solutions. The automation must be further developed. There are also situations where automation is insufficient. Equipment breaks, and applications crashes. You need someone who is handy and can rectify errors, or obtain substitute for what cannot be repaired.

A disorganised operations service makes a lot of working time with the firefighting and manual procedures which could have been avoided with automation. Spending time automation may soon pay off because you may release time. This is time to be used to improve our support, provide more services and raise the quality for users. To get a permanent fix of errors may sometimes people have to delay upgrades or remove services for temporary repair. This is to make time to fix the problems properly without taking any time of monitoring the system manually.

Operation is largely about preventing errors, or correct equipment with reported errors. One is often not entirely familiar with causes of an error. One must troubleshoot to find the fault. Good operations employees have flair. They use past experience to uncover errors. Then they go almost right on problem solution and correct the error.

Configuration item

A configuration element called Configuration Item (CI). It is part of an infrastructure. A configuration item often describe a wish for change or a question. May be to put in place a new service, or make adjustments to the services you already have in production. Often it is a question of upgrading some equipment, or obtain something new.

Configuration Item is an important part of configuration management when it comes to the equipment and infrastructure. Often manages configuration item if systems shall:

  • be run
  • be shut down
  • end
  • start
  • be interrupted
  • be removed

Technical support

Technical support shall ensure we have people with the right skills to support services provided in the computer network, a well as the people who work at the Service Desk. As part of the technical support one should have in depth documentation with technical advice. The advice should provide information, guidance and examples of rollout activities, and for the support and maintenance of all parts of the ICT service. To achieve this, the staff know, or be able to obtain information about the technologies, processes and documentation. As seen from the list technical support consists of a series of activities that must be made:

  • Research and development of the related new technology.
  • Third line service for technical support to incident reports from the Service Desk and the general handling of problems.
  • Delivery management - technical support are lacking depth knowledge or understanding of the technology in use and need technical support from others.
  • Coherence of design and planning. Especially in support and documentation. For example, when preparing tender documents.
  • Coherence of deployment of new system versions, and acceptance in the operating environment.
  • Analysis, interpretation and distribution of information from reports and logs.
  • Tactical assembly of improvements in the quality of the ICT service delivered.

Design and planning

As an example of how infrastructure can be made, we have taken significant portions of the ICT plan for schools in Nittedal 2005-2008. We have made some adjustments, so it becomes more general, and can more easily can be copied by others.

  • Background for the plan
  • Expectations for ICT tools and services
  • Competency needs
  • Investments
  • Objectives
  • Students and teachers
  • Status and objectives
  • Costs
  • Other purchase options
  • Software, learning platforms, and services
  • Software and learning platforms
  • Online services
  • Use of resources
  • Centralized operations and roles
  • Operation and support costs
  • Recommendation
  • Attachment

Background for the plan

In its "Programme for Digital Competence 2004-2008" sets the Ministry of Education and Research objectives for the use of digital technology in the Norwegian school. "By 2008 we will have an infrastructure, an organisation and a culture that makes our school system to one of the world leaders when it comes to development and educational use of ICT in teaching and learning." they said.

Being able to use digital tools is defined as a basic skill for all 13 school years. Pupils development of basic skills are to be given priority in all subjects. The new curricula will mean that students must increasingly make use of digital tools when learning. Pupils should be able to use the same technology in their works, which form the basis for the final assessment, as they use when learning. When the examination is carried out using digital tools, this provides better coherence between the learning process and the final assessment.

A national survey shows computers to a limited extent are included in the subjects in primary school and computers are used little of the pupils at school. (Skolenes digitale tilstand 2003, ITU, feb. 2004)

This plan builds on "Competence Plan for schools in Nittedal (2005-2008)" and is a concretising of the national competence curriculum objectives for digital knowledge into Nittedal's schools. In addition, this is a plan for investment and resource requirements associated with the operation of our Linux network.

Expectations for ICT tools and services

We have different objectives for different groups in the school and to the different aspects of ICT commitments. Short formulated are our targets:

  • Getting increased use of ICT both for students and teachers by increasing physical access to ICT equipment.
  • Be tools oriented, and therefore emphasise the use of ICT tools in the school's subjects.
  • Give full access to educational software for everything from music forming and use of the Internet to write a paper, simulations and games.
  • Be thrifty and utilise the financial resources we have in the best possible way.

Through these main objectives we will achieve:

  • Teachers get a good working tool and communication tool in the work.
  • Students get opportunity to be personal users of ICT and use ICT as a natural tool in school life.
  • The school will be physically able to fulfill various aspects of the curriculum related to ICT.
  • Operating and maintenance costs are not greater than the school budget can tolerate.

Competency needs

To build and maintain the infrastructure you need a collaboration between many different professionals. As an example, we show what equipment areas you need expertise. This is equipment areas are included as part of the infrastructure in a regular school.

  • Network infrastructure with local area network (LAN) and area network (WAN). Mostly it is easy to obtain switches and other network equipment. This is off the shelf. But the equipment must be set up for the planned architecture designed for centralized operations. This is a job for professionals. The municipality building department must approve the changes made.
  • Power supply (230V/110V) supporting client computers, servers and network equipment. Many schools have not installed outlets for all computers to be placed in classrooms, computer labs or the library. It is a job for professionals to plan a power grid with enough sockets, and follow given regulations. The municipality building department must approve the changes made.
  • Servers and clients support a greater variety of network services and end-user applications. To obtain the right equipment is a considerable job. It is about finding equipment with appropriate capacity, good quality, decent guarantee schemes, and low prices.
  • Machine setup and systems for monitoring hardware. To be sure that all equipment is running, it is normally accompanied with remote monitoring systems. That way you can have an overview of the health status of the equipment in a centralized operations center.
  • Designing appropriate environment or room for placement of equipment that needs cooling. Computers and network electronics emit considerable heat. First recently, manufacturers of equipment have addressed the ever-increasing power consumption. Therefore, one must sometimes ensure excess heat to be transported away. Such cooling systems need to be installed by professionals.
  • Knowledge of different performance requirements for software. A program for video editing must run on a workstation with >1.5 Ghz processor and much memory. Other programs may easily be used on a thin client. One must have relatively good knowledge of what can be expected of different types of client machines to choose the right mix of equipment. This requires insight into how computers are intended to be used in the different subjects and in different rooms of the school.

  • Installation and setup of optional equipment such as printers, video projectors, computer boards and the like. To set up accessories may quickly take considerable time. For example video cannons are expected screwed into the ceiling, and one must draw both screen cables and power. Printers must have a network point and be connected to the network. This type of installation usually requires professionals to both installation and setup.

Besides the different professionals needed to build the infrastructure, you will addition need:

  • Owner of the deployment process - is responsible for the deployment process, and that it happens in a good and efficient manner. This may be the steering group.
  • Project manager for the rollout - is responsible for developing appropriate plans for deployment of the ICT solution and to direct rollout on day-to-day basis.
  • Coordinator for the rollout - responsible for coordinating deployment activities. Coordinator shall ensure the project fulfils the objectives and acceptance requirements that apply to the solution, and ensure an orderly handover. This may be an assistant to the project.
  • Deployment analyst - responsible for ensuring an appropriate environment at the locations where the equipment will stand. Shall verify that the equipment and premises are suitable for the agreed standards, tests and deployment. This may be an assistant to the project, with the task to report deviations from plans to the steering group.
  • Employees in the rollout team - responsible for ICT solution and the working environment, and support for acceptance and test processes. This is employees who participate in one or more subprojects.

Organisationally, this will look like this

<table> <tbody> <tr class="odd"> <td align="left">Organisational part </td> <td align="left">Tasks </td> </tr> <tr class="even"> <td align="left">Reference group </td> <td align="left">shall represent users of the system. They will advise on measures to promote a good and everyday ICT solution for schools. </td> </tr> <tr class="odd"> <td align="left">Steering group </td> <td align="left">whose mission is to ensure the project has enough resources and that project management get carried out the rollout according to the plans. The group will consist of skilled professionals who are well acquainted with project implementation, system solutions, and the use of ICT tools in schools. </td> </tr> <tr class="even"> <td align="left">The project </td> <td align="left">has the task of building the solution. The project usually consists of many sub-projects, which deliver their part of the solution. </td> </tr> </tbody> </table>

Investments

To meet a new curriculum schools must have sufficient computers available for their students and staff. This investment plan has included the actual costs of increased fleet at schools to reach national objectives. Minimum of equipment is a client machine or pc per fourth student. Probably it will in a few years be added further requirements for more equipment, so we add up to a PC workplace for the third student. All teachers should have access to a computer in their daily work at school.

Today the school net consists of servers and thin clients at the schools, and a shared server for backup in the municipality. Since we can use used computers as client machines in our network, are not the users' computers the most expensive (we buy used equipment and receives donated equipment from industry). The major costs lie in increased need for power outlets in classrooms, and possibly an increase in electricity prices in the schools.

Since the number of concurrent users increases will also give an increase in support and operational costs. There will also be a need for tables and chairs for the new PC workplaces. In addition, all schools received a fixed expense to a broadband connection. Furthermore, we highlight the total cost doubling the equipment.

Status for pc coverage 01.06.2005 is:

  1. 8.9 students per computer in primary schools
  2. 4.4 students per computer in secondary schools.

<table> <tbody> <tr class="odd"> <td align="left">Objective for students: </td> <td align="left">Each student group (formerly called classes) should have access to at least five computers, plus the school should have a computer room with a minimum of 15 PCs. In addition the school needs some special equipment for video editing, special education and reading/writing. </td> </tr> <tr class="even"> <td align="left">Objective for teachers: </td> <td align="left">All teachers should have access to a computer in their daily work at school. </td> </tr> </tbody> </table>

Total number of machines:

<table> <tbody> <tr class="odd"> <td align="left"></td> <td align="left">Status per 01.06.05 </td> <td align="left">Need 2008 </td> <td align="left"></td> <td align="left"></td> <td align="left"></td> <td align="left"></td> </tr> <tr class="even"> <td align="left"></td> <td align="left">Server status </td> <td align="left">Clients </td> <td align="left">Laptops </td> <td align="left">File servers + thin client server: </td> <td align="left">Clients </td> <td align="left">Laptops </td> </tr> <tr class="odd"> <td align="left">Holumskogen </td> <td align="left">1 </td> <td align="left">25 </td> <td align="left">5 </td> <td align="left">2 </td> <td align="left">68 </td> <td align="left">15 </td> </tr> <tr class="even"> <td align="left">Ulverud </td> <td align="left">1 </td> <td align="left">35 </td> <td align="left">5 </td> <td align="left">2 </td> <td align="left">111 </td> <td align="left">15 </td> </tr> <tr class="odd"> <td align="left">Slattum </td> <td align="left">1 </td> <td align="left">44 </td> <td align="left">8 </td> <td align="left">2 </td> <td align="left">87 </td> <td align="left">15 </td> </tr> <tr class="even"> <td align="left">Rotnes </td> <td align="left">1 </td> <td align="left">35 </td> <td align="left">5 </td> <td align="left">2 </td> <td align="left">80 </td> <td align="left">15 </td> </tr> <tr class="odd"> <td align="left">Sørli </td> <td align="left">1 </td> <td align="left">31 </td> <td align="left">5 </td> <td align="left">2 </td> <td align="left">60 </td> <td align="left">15 </td> </tr> <tr class="even"> <td align="left">Kirkeby </td> <td align="left">1 </td> <td align="left">31 </td> <td align="left">5 </td> <td align="left">2 </td> <td align="left">94 </td> <td align="left">15 </td> </tr> <tr class="odd"> <td align="left">Hagen </td> <td align="left">1 </td> <td align="left">7 </td> <td align="left">5 </td> <td align="left">1 </td> <td align="left">46 </td> <td align="left">15 </td> </tr> <tr class="even"> <td align="left">Li </td> <td align="left">2 </td> <td align="left">70 </td> <td align="left">5 </td> <td align="left">2 </td> <td align="left">130 </td> <td align="left">30 </td> </tr> <tr class="odd"> <td align="left">Nittedal </td> <td align="left">1 </td> <td align="left">55 </td> <td align="left">20 </td> <td align="left">2 </td> <td align="left">110 </td> <td align="left">30 </td> </tr> <tr class="even"> <td align="left">Hakadal </td> <td align="left">1 </td> <td align="left">45 </td> <td align="left">5 </td> <td align="left">2 </td> <td align="left">52 </td> <td align="left">30 </td> </tr> <tr class="odd"> <td align="left">Sum </td> <td align="left">11 </td> <td align="left">378 </td> <td align="left">68 </td> <td align="left">29 </td> <td align="left">838 </td> <td align="left">195 </td> </tr> </tbody> </table>

We envisage a combination of thin clients, diskless clients and laptops. Schools should have an infrastructure making it possible to roll out thin clients in every classroom. Here students can write, calculate, using the internet and make presentations. In addition the school will have the opportunity to lend laptops to different groups. In this way students get close to full PC coverage in certain work situations. The laptops are connected to servers in wireless networks. In this way teaching becomes more flexible.

Pupils

We recommend an investment providing at least one client computer per third student, something the government has stated its goal of ICT tools in schools. To achieve this we need closer to a doubling of the number of client machines.

Status and objectives

To reach our target we need to increase the machine park from 506 to 1033 machines. This is an increase of just under 600 machines. (thin clients, diskless clients and notebooks).

Costs

We have counted with these prices, which may b e subject to price change:

  • Thin Client: 700 NOK, per pcs
  • Server: ca. 50,000, per pcs
  • Monitors: 500, per pcs
  • Portables: 8,000, per pcs
  • Power Plug 750
  • Table/chair: 700, -
  • Increased resource here means increased number of hours to ICT contacts on schools. Here it is considered an hourly rate per. teacher at NOK 270,- (22,5 £) - per hour, or NOK 467.100,- a year. It is also considered somewhat increased resource to central operations for the municipality. We expect under a position to centralized operations of over 1,000 client machines. In addition, ICT contact at each school, training and ICT coordinator.
  • Licence costs. Today, we can install Linux on laptops when it is made arrangements for communication with the school's existing network. Thus we avoid the rent of Microsoft products such as Windows and Office. School Rates for rental of Microsoft program costs as much as all computers over a period of 5-6 years.
  • Broadband agreement, all schools have broadband connection. Price depends on the individual school agreement.

Newer used equipment has more performance than the machines that were available for 3-4 years ago. Have the users machines 256 MB of memory and 800 MHz processor these fit as diskless clients. This simplifies support for using the CD / DVD player, audio, USB stick and similar.

<table> <tbody> <tr class="odd"> <td align="left">2006 </td> <td align="left">2007 </td> <td align="left">2008 </td> <td align="left">Total </td> </tr> <tr class="even"> <td align="left">Thin clients and diskless workstations </td> <td align="left">130,000 </td> <td align="left">130,000 </td> <td align="left">130,000 </td> <td align="left">322,000 </td> </tr> <tr class="odd"> <td align="left">Servers </td> <td align="left"></td> <td align="left">500,000 </td> <td align="left">500,000 </td> <td align="left">1,000,000 </td> </tr> <tr class="even"> <td align="left">Monitors </td> <td align="left">80,000 </td> <td align="left">80,000 </td> <td align="left">80,000 </td> <td align="left">230,000 </td> </tr> <tr class="odd"> <td align="left">Laptops </td> <td align="left">340,000 </td> <td align="left">340,000 </td> <td align="left">340,000 </td> <td align="left">1,020,000 </td> </tr> <tr class="even"> <td align="left">Other: switches, cables, </td> <td align="left">150,000 </td> <td align="left">150,000 </td> <td align="left">150,000 </td> <td align="left">450,000 </td> </tr> <tr class="odd"> <td align="left">Power plug/electric courses </td> <td align="left">290,000 </td> <td align="left">290,000 </td> <td align="left">290,000 </td> <td align="left">870,000 </td> </tr> <tr class="even"> <td align="left">Tables/chairs </td> <td align="left">190,000 </td> <td align="left">190,000 </td> <td align="left">190,000 </td> <td align="left">570,000 </td> </tr> <tr class="odd"> <td align="left">Increased resource, operations </td> <td align="left"></td> <td align="left"></td> <td align="left"></td> <td align="left">700,000 </td> </tr> <tr class="even"> <td align="left">Licence costs on portable machines </td> <td align="left">40,000 </td> <td align="left">40,000 </td> <td align="left">40,000 </td> <td align="left">120,000 </td> </tr> <tr class="odd"> <td align="left">Broadband agreements </td> <td align="left">100,000 </td> <td align="left">100,000 </td> <td align="left">100,000 </td> <td align="left">300,000 </td> </tr> <tr class="even"> <td align="left">Sum </td> <td align="left"></td> <td align="left"></td> <td align="left"></td> <td align="left">5,582,000 </td> </tr> </tbody> </table>

Other purchase options

There has been a growing interest from both politicians, parents and teachers to go over to laptops in secondary schools. Portables and wireless network will give schools a completely different flexibility in room layout and teaching.

The problem with only focusing on laptops is:

  • We have to buy Microsoft licenses in addition to the machines.
  • The machines have a lifespan of approximately 3 years. Meaning that the municipality receives an annual expenditure to cover new classes in secondary schools.
  • Increased insurance costs
  • A greater need for power outlets when all laptops must have access to electricity.
  • Increased need for resource to schools ICT-contact
  • Doubling of central operating costs of preparing the disk images etc. for laptops, and maintenance of locally installed system on 266 additional portables.

Roughly this option a price tag for a total 12 million NOK, just over 1 million pounds. (This does not include insurance costs)

Teachers

Each teacher should have access to a client machine at the school.

Status and objectives

Status: Schools today has approximately 65 PCs divided among approximately 266 employees. This gives a pc coverage on 4 teachers per PC.

We want to give advantage to the teachers in Nittedal. The new curriculum sets high requirements for teachers ICT skills. It will be necessary to ensure that all teachers in Nittedal have access to a computer. Today's teacher plans and implements teaching on and with data. They document and report, write weekly plans, work plans, annual plans and IEPs. More and more teachers use e-mail for contact home/school.

Schools have already arranged to buy computers to their staff. This has led to the number of computers varies from school to school. We wish that all teachers should have access to a computer in their work.

Here we outline two options to achieve full PC coverage for teachers in Nittedal.

Costs

Option 1: Thin clients in combination with portables. This will give each teacher access to a thin client + that 3.3 teachers share access to one laptop.

<table> <tbody> <tr class="odd"> <td align="left">cost </td> <td align="left">Total cost </td> </tr> <tr class="even"> <td align="left"></td> <td align="left"></td> </tr> <tr class="odd"> <td align="left">Alternative 1 </td> <td align="left">Thin clients </td> <td align="left">140,000 </td> <td align="left"></td> </tr> <tr class="even"> <td align="left">Monitors </td> <td align="left">100,000 </td> <td align="left"></td> </tr> <tr class="odd"> <td align="left">Laptops </td> <td align="left">640,000 </td> <td align="left"></td> </tr> <tr class="even"> <td align="left">Other: switches, cables, </td> <td align="left">80,000 </td> <td align="left"></td> </tr> <tr class="odd"> <td align="left">Tables, chairs </td> <td align="left">140,000 </td> <td align="left"></td> </tr> <tr class="even"> <td align="left">Power outlet/cabling </td> <td align="left">400,000 </td> <td align="left"></td> </tr> <tr class="odd"> <td align="left">License costs </td> <td align="left">40,000 </td> <td align="left"></td> </tr> <tr class="even"> <td align="left">Total </td> <td align="left"></td> <td align="left">1,540,000 </td> </tr> <tr class="odd"> <td align="left">Additional for flatscreen </td> <td align="left">200,000 </td> <td align="left"></td> </tr> <tr class="even"> <td align="left">Totally with LCD </td> <td align="left"></td> <td align="left">1,740,000 </td> </tr> </tbody> </table>

The advantage of the thin clients to teachers are the low cost of procurement. We can also expect a longer lifetime of the thin clients compared to laptops.

But reused equipment are often without flatscreen. Cabinet to client machines can be large, giving space shortage in the workplace for teachers. Should we obtain a flatscreen to all teachers, one must triple the cost of going from 500, - NOK ( 43 £ ) to 1500, - NOK. The total cost would increase by 200,000 NOK. Overall equipment to teachers cost 1.74 million NOK ( 150,000 £ ).

Other purchase options

Option 2: Portables to all teachers

<table> <tbody> <tr class="odd"> <td align="left">cost </td> <td align="left">Total cost </td> </tr> <tr class="even"> <td align="left"></td> <td align="left"></td> </tr> <tr class="odd"> <td align="left">Alternative 2 </td> <td align="left">Laptops </td> <td align="left">2,128,000 </td> <td align="left"></td> </tr> <tr class="even"> <td align="left">Wireless switches etc. </td> <td align="left">80,000 </td> <td align="left"></td> </tr> <tr class="odd"> <td align="left">Power plug </td> <td align="left">75,000 </td> <td align="left"></td> </tr> <tr class="even"> <td align="left">License cost </td> <td align="left">117,000 </td> <td align="left"></td> </tr> <tr class="odd"> <td align="left"></td> <td align="left">2,400,000 </td> </tr> </tbody> </table>

The problem we see is the actual location of the thin clients. Teachers have little work desks often in large common rooms. A thin client per teacher with old type monitors will create a space problem in all schools. The problem is greatly reduced if one chooses flatscreens.

The advantage of portables are that they require little space. Teachers can easily bring their work home. The disadvantage is the lifespan of a portable, around half compared with stationary equipment. It is reasonable to assume that the maintenance of the laptop is twice as expensive as desktop PCs, and three to four times more costly to operate than the thin or diskless clients.

In the period 2005 to 2008 we put up the following recommendation for an IT infrastructure at the schools.

<table> <tbody> <tr class="odd"> <td align="left">Number </td> <td align="left">Article </td> <td align="left">Cost </td> </tr> <tr class="even"> <td align="left">600 </td> <td align="left">Thin clients or diskless workstations including all infrastructure </td> <td align="left">5,582,000 </td> </tr> <tr class="odd"> <td align="left">200 </td> <td align="left">Thin clients or diskless workstations with flatscreen and all infrastructure </td> <td align="left">1,740,000 </td> </tr> <tr class="even"> <td align="left">800 client machines in total </td> <td align="left">Total </td> <td align="left">7,322,000 </td> </tr> </tbody> </table>

Software, learning platforms, and services

Where software runs, depends on infrastructure and capacity of the network. It's fine to operate all installations on schools from a central location, for example from ICT services in the municipality or a centrally located operation.

One must take into account that network capacity to schools can provide limits to how much schools can download at the same time, or where it is most optimal to place servers if you want full functionality of the equipment. There is a big difference whether a single teacher downloads a film from for example NRK, or about 30 students doing this simultaneously. If the shool has 1.5 Mbit/s broadband capacity, it is not possible for 30 simultaneous users to download the movie directly from NRK. Then you must have buffers in place at the school.

Check list centralisation

UNINETT ABC has made a document with recommendations <<FootNote(Recommendations of UNINETT ABC: http://www.uninettabc.no/?p=veiledning&amp;sub=annet )>> related to the centralisation of ICT operations. It gives advice about the placement of servers and which operational tasks that may be centralised from the available capacity of the bandwidth to the school.

<table> <tbody> <tr class="odd"> <td align="left">General measures to improve the operation of clients and servers </td> <td align="left">Thin or diskless clients against local servers

Lockdown of thick clients

Local server machines </td> <td align="left">Remote operation

Centralisation of some functions

Local server machines </td> <td align="left">Server machines regionally/nationally

Centralisation of all operations </td> </tr> <tr class="even"> <td align="left">Capacity on the schools' network </td> <td align="left">Low bandwidth (ISDN) </td> <td align="left">Medium bandwidth (ADSL and the like) </td> <td align="left">High bandwidth (fiber and the like) </td> </tr> </tbody> </table>

Software

In the new curriculum (L2006) is the use of digital tools highlighted as one of the "basic skills". We wish that the use of ICT should not only include teaching, but increasingly be an educational and administrative tools to support learning activity, new forms of learning and provide easy access to knowledge. Making experience with the use of digital learning platforms, is one of the objectives of competence plan. The aim was that one or more schools tried out this in 2006.

Research shows limited use computer equipment to learning in school. Data usage has stagnated and in some subjects gone back research shows (ITU Monitor 2005). The use of ICT in schools is often individualized, students learn to become consumers. One has learning methods that prevent the sharing of knowledge in school. Few teachers use ICT daily. Internet and text-related services are the most important forms of computer use in schools.

Simply said, teachers focus too much on teachers using tools for office administrative work such as MS Office or OpenOffice.org. What they ought to focus on was the use of simulations, editing pictures, audio and video communication on the Internet, and games.

Home use is often quite different. At home students are producers and use ICT mostly collective and communicative. They put together and send each other pictures, exchanging content, using the major opportunities for recording, editing and sharing of movies which is possible with today's computers with broadband. Children and young people also play video games more at home than at school (ITU Monitor 2005).

Scientists say that video games are one of the main leisure activities of children and young people are concerned. Every fourth child playing every day (Youth Agency 2006). Video games are a social activity. In the wake of the games occurs both virtual and physical community, from playing together on consoles to participate in gatherings where young can play.

An important task is that the school development contributes to update general education perspective in the general part of the curriculum. Allowing digital judgement or digital education developed in relation to steps and learning strategies, as stated by the national Research and Resource Centre for ICT in education.

To get all the equipment more in use, requires considerable effort by the teacher. They must be continually educated in new forms of learning to use the new ICT tool in their teaching. There must be more emphasis on the youth's actual use of media and forms of communication. It is not enough to provide a learning platform and e-mail. You should have the tools fully support the new forms of media use.

To achieve this, the equipment must be adapted to the software and online services teachers and students use in their schoolwork. The browser is arguably the most important program students use in learning. Many will also be surprised that office program OpenOffice.org or MS Office is very relevant in lower grades. Then it is simple program to write a paper, drawings, communication, simulations and music forming apply. So what is important in the choice of software is to provide good access to the Internet and support for active learning using ICT tools relevant the school subjects.

With diskless clients you get full support for multimedia, film and USB stick and more. The advantage of thin clients are getting reusing from as far back as 1995. At that time the machines did not have capacity to video. The USB standard was not fully developed. Computers from 2000 and later usually have a much higher capacity. Such machines can fine show clips video from NRK, DVDs, and one can play games.

The advantage of diskless clients is they provide the same performance as so-called thick clients or computers with most of the software installed locally. At the same time one get the same low operating costs with diskless clients as with thin clients. This is because all the software managed central server machine.

Today it comes over 50 the school relevant programs in Skolelinux. In addition, browser, email client and OpenOffice.org with 8 different office applications. This is much more than what comes with Microsoft which mostly offers browser, e-mail and 5 current office tools.

With Debian Edu, it is also relatively easy to customize menus for the various stages of education so that we can reduce the number of educational programs. Especially since some applications are introduced in 4th-5th grade. While programs may be popular at first or second stages of education will be too easy when students have gotten older and learned more. In addition, there is an increasing number of educational programs on the Internet. This is software working on any platform. So you can use the programs at home on Apple or Windows, and the school's Debian Edu. Students handle this just fine.

Learning platforms

Various digital learning platforms are found on the market. Some cost money, others are free. Common for all are offering teachers and students an area where they can share and store documents, send and receive information.

<table> <tbody> <tr class="odd"> <td align="left"></td> <td align="left">Product </td> <td align="left">Price example: </td> </tr> <tr class="even"> <td align="left">Digital learning platform </td> <td align="left">It`s learning </td> <td align="left">3300,- NOK per school per year </td> </tr> <tr class="odd"> <td align="left"></td> <td align="left">School network </td> <td align="left">Free </td> </tr> </tbody> </table>

Online services

Regardless of bandwidth following functions can be centralized:

  • Configuration management, i.e. having oversight and control of the configuration of machines, networks, applications and services
  • Program management, i.e. having oversight and control of access to, usage and performance of applications and services
  • Updates and patching
  • User administration, preferably with a FEIDE compatible user management system (BAS)
  • Licence administration
  • Monitoring and measurement

Checklist for services that can be centralized or replicated. For example can backup be centralized. The same applies to the user database with a central directory server (LDAP) with replication to each school.

<table> <tbody> <tr class="odd"> <td align="left">Services </td> <td align="left">Description </td> <td align="left">Local </td> <td align="left">Central </td> </tr> <tr class="even"> <td align="left">Apache </td> <td align="left">Webserver allows all users to create a website </td> <td align="left"></td> <td align="left"></td> </tr> <tr class="odd"> <td align="left">CUPS </td> <td align="left">Print server. The aim is that it will also manage print quotas </td> <td align="left"></td> <td align="left"></td> </tr> <tr class="even"> <td align="left">DHCP </td> <td align="left">Automatic connection of computers in the network </td> <td align="left"></td> <td align="left"></td> </tr> <tr class="odd"> <td align="left">DNS </td> <td align="left">Name server </td> <td align="left"></td> <td align="left"></td> </tr> <tr class="even"> <td align="left">LDAP </td> <td align="left">Directory server containing user data for logon, file sharing and group information </td> <td align="left"></td> <td align="left"></td> </tr> <tr class="odd"> <td align="left">LTSP </td> <td align="left">Thin client server </td> <td align="left"></td> <td align="left"></td> </tr> <tr class="even"> <td align="left">NFS </td> <td align="left">Network file system </td> <td align="left"></td> <td align="left"></td> </tr> <tr class="odd"> <td align="left">NTP </td> <td align="left">Clock server so that all machines have the correct time </td> <td align="left"></td> <td align="left"></td> </tr> <tr class="even"> <td align="left">SMTP/IMAP over SSL </td> <td align="left">Email to everyone locally at the school </td> <td align="left"></td> <td align="left"></td> </tr> <tr class="odd"> <td align="left">SSH </td> <td align="left">Remote control over encrypted connection </td> <td align="left"></td> <td align="left"></td> </tr> <tr class="even"> <td align="left">Squid </td> <td align="left">Cache for web sites (to save bandwidth) </td> <td align="left"></td> <td align="left"></td> </tr> <tr class="odd"> <td align="left">Webmin </td> <td align="left">System management via the web browser </td> <td align="left"></td> <td align="left"></td> </tr> <tr class="even"> <td align="left">User administration </td> <td align="left">Simplified user administration </td> <td align="left"></td> <td align="left"></td> </tr> <tr class="odd"> <td align="left">Backup </td> <td align="left">Backup (should be done on a separate machine) </td> <td align="left"></td> <td align="left"></td> </tr> <tr class="even"> <td align="left">SMB </td> <td align="left">Samba for connecting Windows-computers </td> <td align="left"></td> <td align="left"></td> </tr> <tr class="odd"> <td align="left">cfengine </td> <td align="left">Automatic control of the system setup </td> <td align="left"></td> <td align="left"></td> </tr> <tr class="even"> <td align="left">Host and service monitoring </td> <td align="left">Monitoring the health of the server machine </td> <td align="left"></td> <td align="left"></td> </tr> <tr class="odd"> <td align="left">Appletalk </td> <td align="left">Connecting Macs </td> <td align="left"></td> <td align="left"></td> </tr> <tr class="even"> <td align="left">SQL-server </td> <td align="left">Supplied (not set up) </td> <td align="left"></td> <td align="left"></td> </tr> </tbody> </table>

Use of resources to operations

For the daily operation of the schools computers each school has an ICT contact. ICT contacts have from 2 to 4 hours allocated to this work pr. week. In addition, the municipality has an ICT tutor in 50% position working with, among other things, competence and operations. The operation of the Linux network would gradually be transferred to the municipal ICT service in the school year 2005-2006.

On behalf of Debian Edu, Kapp næringshage (business park) made a calculation program which stipulates the use of resources for ICT in schools. Today we operate schools network with over 3000 users of 2.1 FTEs. (Schools ICT contacts has allocated a total of 1.6 FTEs for their work, and 0.5 FTEs in the municipality). When Kapp næringshage calculates our resource requirements on operation stipulates the current needs to be 4.6 FTEs. This shows that the school has managed much with few resources.

Increased resources must primarily be placed in schools, because the schools ICT contacts are getting busier when the number of pcs go up. Increased number of pcs means increased use, and increased need for guidance in educational use of ICT tools.

The maintenance will increase in relation to multiple simultaneous users, but the machine maintenance will increase almost linearly with respect to the number of machines. We want to focus more on the educational use of the equipment, and that most of the increase is inserted on the use of ICT tools in school subjects.

There will also be a somewhat greater need for increased resources on the municipality's ICT service, but because. economies of scale, the increase here will be small.

Today it is difficult for schools to prioritize hours to an ICT contact. Both because money for this must be taken from an already stressful school finance, and because schools have lacked guidance on what and how much ICT contacts at schools will perform.

Roles to operations

The duties of ICT contact at each school:

  • Oversee the school's server room.
  • To be the school's contact at the municipality - report errors and outages.
  • Perform simple maintenance tasks such as replacing mice and keyboards, upgrading thin clients, and simple patching.
  • To be the school's superuser - to advise colleagues about: the user interface, e-mail, video projectors and relevant applications.
  • Participate in ICT gatherings.
  • Create and administrate local users.
  • Perform simple maintenance of printers.
  • Create and manage email accounts.
  • Facilitate the use of ICT in teaching.
  • Perform simple commands and operations under guidance of a ICT-tutor.

From experience, we calculate these tasks to a minimum of 4 hours a week job for a school with 50 thin or diskless clients on a school. Has the school a smaller number of machines reduces the number of hours a bit. With increased number of machines, for example. 150 machines, requires the local ICT contact at each school around a 30% position to easy technical maintenance.

If the school can't set aside a sufficient number of hours to the ICT contact, must duties in the work list above be removed, and the opposite if the school may use more hours.

Tasks beyond this, for example updating a website, be instructor (beyond normal collegial guidance), must be agreed individually for compensation/taking time off.

ICT supervisor recommends the following tasks for ICT and ICT service supervisor.

Operations:

  • Mentor ICT contacts by telephone and e-mail.
  • Visit the school for troubleshooting defects and errors on computers, printers and servers.
  • Make joint purchases of computer equipment and enter into joint agreements etc.
  • Backups.
  • Continuous updating of software on school servers.
  • Procurement of equipment and software with tenders in the market.

Competence

  • Develop the competence plan.
  • Provide the schools with courses in the educational use of ICT.
  • Operations course.
  • Training of ICT contacts in schools.
  • Introduction to user interface and standard programs for teachers.

How much of central operating resources being required, depends much on which client types you have selected. Operation of workstations is almost twice as expensive for the operation of diskless clients.

Operation and support costs

The definition of operating costs:

  • All activities and initiatives to deliver and/or maintain the desired use of ICT infrastructure.

We have described what is a realistic operating environment, considering a moderate level of service with proactive operation. The Norwegian "Program for digital kompetanse" is the basis for our assessments.

Proactive operation is to discover and rectify errors before they touch the users. An example of proactive operation is to update laptops with new disk images once a week. When teachers log in the morning the day after, all the machines are reset so the school will have it.

Operations get messages about defects in the system before it goes wrong for users. Defects are rectified and bugs fixed before users notice anything. A system example that provides messages used to proactive operation is disk store. They can notify when a hard disk is defective, or if the disk cache is full. Operations can also get information if the computer network is available, or whether processes must be terminated when users logs out.

  • Advantage: One achieves very high stability of the system, supposed one has access to the right tools and the right skills. It becomes easier to maintain multiple types of computers because they know if they work or fall out and can replace faulty equipment. Disadvantage 1: Requires higher technical expertise. Higher costs of establishing and managing operations. Disadvantage 2: Proactive operation is more costly than reactive operation if one does not count the loss of working hours for equipment that is defective. What you focus on depends on what the consequences are if the system is down. It is difficult to calculate the loss of teaching when ICT tools do not work. Are you dependent on the pupils and teachers to have little downtime, one must invest in high uptime.

When we expand the fleet at schools this must have an impact on both ICT contacts' working resource and municipal ICT service for schools.

To quantify the need, we have estimated increased resource requirements in some of our investment options:

<table> <tbody> <tr class="odd"> <td align="left">Investments </td> <td align="left">Servers </td> <td align="left">The number of clients/portables </td> <td align="left">Users </td> <td align="left">Stipulated resource needs in 2008 </td> <td align="left">Today's real resource: </td> </tr> <tr class="even"> <td align="left">Today's need 2005: </td> <td align="left">11 </td> <td align="left">506 </td> <td align="left">More than 3000 </td> <td align="left">4.6 FTEs (man-year) </td> <td align="left">2,1 FTEs </td> </tr> <tr class="odd"> <td align="left"></td> </tr> <tr class="even"> <td align="left">Pupils in 2008 </td> <td align="left">29 </td> <td align="left">1033 </td> <td align="left">More than 3000 </td> <td align="left">6,9 FTEs </td> <td align="left"></td> </tr> </tbody> </table>

Teachers in 2008

<table> <tbody> <tr class="odd"> <td align="left">Alternative 1 </td> <td align="left">280 </td> <td align="left">266 </td> <td align="left">4,3 FTEs </td> <td align="left"></td> </tr> <tr class="even"> <td align="left">Alternative 2 (laptop) </td> <td align="left">266 </td> <td align="left">266 </td> <td align="left">5,9 FTEs* </td> <td align="left"></td> </tr> </tbody> </table>

  • ) Additional FTEs for maintenance of 266 laptops

Costs for operation of all computers for students and teachers. We expect from Option 1 with the thin clients for students and teachers, and some laptops.

<table> <tbody> <tr class="odd"> <td align="left">Year </td> <td align="left">Number of PCs </td> <td align="left">Central operator </td> <td align="left">ICT guide for the entire municipality </td> <td align="left">ICT-contact at each schools (average) </td> <td align="left">In total </td> </tr> <tr class="even"> <td align="left">2005 </td> <td align="left">506 </td> <td align="left">1/2 FTE </td> <td align="left">1/2 FTE </td> <td align="left">8,5 % FTE

(3:30 hours per week) </td> <td align="left">2,1 FTEs </td> </tr> <tr class="odd"> <td align="left">2005 </td> <td align="left"></td> <td align="left"></td> <td align="left">Personnel costs for operations* </td> <td align="left">NOK 980 910,- </td> </tr> <tr class="even"> <td align="left">2008 </td> <td align="left">1333 </td> <td align="left">1 position </td> <td align="left">1/2 FTE </td> <td align="left">100 % FTE

(26 hours per week) </td> <td align="left">11,5 FTE </td> </tr> <tr class="odd"> <td align="left">2008 </td> <td align="left"></td> <td align="left"></td> <td align="left">Personnel costs for operations* </td> <td align="left">NOK 5 400 00,- </td> </tr> </tbody> </table>

  • ) NOK 270, - per teacher hour 1730 hours a year. ICT contact at each school uses 75% of the time on pedagogical support.

Alternative 2 with laptops for every teacher:

<table> <tbody> <tr class="odd"> <td align="left">Year </td> <td align="left">Number of PCs </td> <td align="left">Central operator </td> <td align="left">ICT guide for the entire municipality </td> <td align="left">ICT-contact at each schools (average) </td> <td align="left">In total </td> </tr> <tr class="even"> <td align="left">2008 </td> <td align="left">1333 </td> <td align="left">1 + 4/5 FTE* </td> <td align="left">1/2 FTE </td> <td align="left">100 % FTE

(26 hours per week) </td> <td align="left">12,8 FTEs </td> </tr> <tr class="odd"> <td align="left">2008 </td> <td align="left"></td> <td align="left"></td> <td align="left">Personnel costs for operations* </td> <td align="left">NOK 6,000,000.- </td> </tr> </tbody> </table>

  • ) An additional position for maintenance of laptops.

Training costs for students and teachers is roughly the same with Windows and Linux, the surveys done in schools in Norway and the UK show. This is because the training is related to the use by end user programs in everyday school life.

  • Usually, at a school with 300 students and teachers only one or two persons need training in operating computer systems. This refer to both an ICT contact at school, and an operator in the municipality.

We included additional training costs for Linux. When all teachers have one day going through the Linux desktop option, the transition to the new system goes easier for those who think they only can Windows. The cost for displays like LærerIKT and similar are not fitted in, as we have done in the cost overview from the municipalities in this survey.

Summary of the options

To achieve the objective of one computer per third student and one pc per teacher Option 1 is recommended. This option requires over 800 additional computers compared to current coverage of 506 client machines. Overall, we will then get just over 1300 client computers with emphasis on thin and diskless clients. Some machines will also be portable to provide additional flexibility in everyday school life.

<table> <tbody> <tr class="odd"> <td align="left">Alternatives </td> <td align="left">Cost over 3 years </td> </tr> <tr class="even"> <td align="left">Option 1: Development of 800 clients </td> <td align="left">NOK 7,322,000.- </td> </tr> <tr class="odd"> <td align="left">Option 2: Portable to all teachers + Option 1. </td> <td align="left">NOK 12,000,000.- </td> </tr> </tbody> </table>

Operating costs:

<table> <tbody> <tr class="odd"> <td align="left">Alternatives </td> <td align="left">Yearly costs </td> </tr> <tr class="even"> <td align="left">Alternative 0. Administrating 506 client machine </td> <td align="left">NOK 1,000,000.- </td> </tr> <tr class="odd"> <td align="left">Option 1. Increases with 800 to 1300 PCs </td> <td align="left">NOK 5,400,000.- </td> </tr> <tr class="even"> <td align="left">Option 2. Portable to to all teachers* </td> <td align="left">NOK 6,000,000.- </td> </tr> <tr class="odd"> <td align="left">Option 3. Portable room layout* </td> <td align="left">NOK 8,000,000.- </td> </tr> </tbody> </table>

The large increase in operating expenses from current option 0 to option 1 due investment in ICT contact at schools. This increases from 10% to a full 100% FTE. The maintenance ICT contacts do today is around 10% FTE. This will probably increase to 20% with a doubling of the number of client machines. On increase to a full-time position, 80% will be used to support the educational use of ICT tools in school subjects. This means that principals at school must allocate resources for this, so that one follows the national curriculum from 2006.

Recommendation

Alternative 1:

<table> <tbody> <tr class="odd"> <td align="left">Type of cost </td> <td align="left">Amount </td> </tr> <tr class="even"> <td align="left">Of this is operation of 1300 client computers: </td> <td align="left">NOK 2,000,000.- </td> </tr> <tr class="odd"> <td align="left">Annual investment in three years: </td> <td align="left">NOK 2 440 667,- </td> </tr> <tr class="even"> <td align="left">Support for educational use of ICT tools: </td> <td align="left">NOK 3,400,000.- </td> </tr> <tr class="odd"> <td align="left">Annual cost for Option 1 with investment and operations: </td> <td align="left">NOK 7,841,000.- </td> </tr> </tbody> </table>

Attachment

Many schools have developed an activity plan for the use of ICT in the school. This should be included as attachment.