2. Computer networks

If your school is similar to the way we have connected all the computers in our university to ‘talk' with each other, then there are a number of amazing things we do that I could not have imagined when I first joined the University Sains Malaysia as a young Assistant Lecturer in the year 1969!!. Then, the only technological device we had was the telephone in my office. Besides the telephone we also had a photocopying machine in the main administrative centre which also contained a FAX machine. Simple tasks such as sending a file from one person to another or sending a letter from my university to another meant carrying these documents physically, location to location. Not so today at WOU. From my office I connect to the entire world, and send and receive documents as well as other data within a matter of seconds just sitting in front of my computer. We can do this because the computer that I work with is connected through a NETWORK to all others both within my university and the rest of the world.

In this section we shall consider what networks are, how they function and what are their potential uses and benefits to educational systems. To get an insight into computer networks, I suggest you read the section on "Computer Networks" (pp 185-200) of Chapter 7. As you read through this section, take note of the following in the order it is presented by Professor Poole and his colleague:

a. The components of a computer network

For a computer to function within a network its environment should be made up of different components that are connected by cables and modems. It is not necessary for you to know the technology behind each component but knowledge of the functions of the various components is useful. You are probably aware of some of these components such as modems and routers but others like file servers and client servers may be new. The table below is a simple description of the functions and Figure 2.6 is a graphical representation of the connections.

Component	Function
Hub	The Hub allows computers to share data packages.
Cables	Cables connect various parts of the components.
Client/Image/Print/File Server	A machine that provides a service for other users. There include print servers, image servers, client servers, etc.
Gateways	Gateways convert data passing between different types of networks so that each component can communicate with each other.
Modem	Modems convert analogue data between computers and telephones.

Table 2.1 Functions of the major components of a Computer Network

Figure 2.6 Components of a computer network

b. The types of networks

Local Area Network (LAN) is a network, which is limited to a single building, college campus etc. A Wide Area Network (WAN) spans over multiple geographic locations, which is composed of multiple LANs. A Metropolitan Area Network (MAN) refers to a network, which is located in a city or metropolitan area. If an organization has multiple offices in a city, the network used is the MAN.

c. The applications of computer networks

Networks perform the following system-wide functions:

i. File sharing: Networking of computers which helps users to share data files.
ii. Hardware sharing: Users can share devices such as printers, scanners, CD-ROM drives, hard drives etc.
iii. Application sharing: Applications can be shared over the network, which allows the implementation of client/server applications.
iv. User communication: Networks allow users to communicate using e-mail, newsgroups and video conferencing etc.
v. Network gaming: Lots of multi-user games are available.

d. A case for networked computing in schools

It is likely that the school you work in already has all of its computers networked through LAN. Some among you may not be as privileged. There may not be a LAN in your school but using a modem through a subscribed telephone service provided by one of the many telecommunication companies (e.g., DiGi, Celcom, Maxis, YES) you are connected to the rest of the world. As we become more and more a networked society there is a strong case to be made for school wide LAN.

e. Strategies for emplacing computer networks in schools

While most of the planning in Malaysian schools is carried out centrally by the Ministry of Education, it is important that each school develops its own strategy as well, configuring the size, structure and operating arrangements for itself.

f. What is the impact of networked computing on educational systems

The introduction of new technologies often always changes the way things were done before the introduction of the new technology. Networked computing is no different. Most times the impact is positive but there are times when it is disruptive.

3. Home-school communication

At the end of this section as an activity you will be invited to develop your school's strategy for a computer network. As one of your strategic goals you may wish to consider such a network facilitating communication between the school and the home. One of the many challenges our school systems face is the lack of regular and informal communication between the school and the home. It is not a peculiarly Malaysian situation - it is fairly widespread. Schools generally limit their interactions to formal situations via the Parent Teacher Associations rather than a more informal personal approach of keeping parents informed of their child's progress in schools via personal communication channels. While the tedium of maintaining communication between school and home in earlier times was not encouraging today's networked environment makes it convenient and possible. There is clearly much value to be derived through a more personalised communication environment between home and school. In this section (Chapter 7 pp: 200-205) Prof. Poole presents a strong case to develop a much more proactive strategy to link the home and the school. As you read this section pay particular attention to the following:

• The interdependency of the school and the parent to foster and nurture the overall development of the child.
• Many parents need help from the school to support the child's (especially academic) development. In a nation like ours where the levels of educational attainment, especially in non-urban areas is not high, this support is even more critical.
• As we progress towards a more egalitarian and fair society, schools must assume a greater share of the responsibility to nurture the child's intellectual development in association with the parent.
• The school-child-parent triangular relationship provides a much stronger framework working together for the child's development than as separate lines - "a triangle is greater than the sum of the three line segments that form it. This is because of its Gestalt." (Wertheimer's Gestalt psychology).
• The TransParent School Model proposed by Jerold Bauch of Vanderbilt University considers a "voice-based information exchange between teachers and parents" as a simple technology based system that benefits from today's computer networked environment. Emails, school websites and other computer controlled devices all make it possible to bring school and home together. Built within the model are also choices that can be applied in situations where some homes may not have access to computer communication facilities. Under those circumstances, other options such as voice mail, facsimiles and ultimately the old fashion method of face-to-face interaction can be used.