• The Upper Limit Hypothesis
• The 2nd Paradigm
• School 2.0
• "Nouvelle Compréhension"
• Competencies
  Consequences
• Global Curriculum 1
• Global Curriculum 2
• Global Curriculum 3
• Knowing & Understanding 1
• Nodal Networks
• Newspaper Article
• The Perfect Storm
• The 3 Transitions
• The Jeremy Syndrome
• School Sux
• Constructivism
• Knowing & Understanding 2
• Changing Competencies
• Ethics of Knowledge
• It's the Question that Matters
• Learning Communities
• Collaboration Environments
• Inquiry Learning
• Web-Folios
• Web-Folios 2
• Research
• The Menu: Introduction
• The Menu: Purpose
• The Menu: Wine List
• The Menu: Entree
• The Menu: Main Course
• The Menu: Dessert
• The Menu: Cheese
• The Menu: Guest List
• The Menu: Mint
• Perfect Storm 1
• Perfect Storm 2
• Perfect Storm 3

Image courtesy of NOAA

The first storm: ICT Infrastructure

The required infrastructure to allow this transformation to be effected is as efficient and robust as is technically possible and is in place for all schools. That this infrastructure his matched against a set of standards for each component including strict interpretability capabilities.

This capability should include:

• High Speed Data Networks: Initially we had kb/s transfer speeds now we have speeds of Mb/s and with Internet 2 we can transfer Gb/s. Initial min standards 256kb <200 students 512kb/sec > 200 students [http://www.internet2.edu/] Ideal data rates between 2Mb-1Gb

• Interoperability Standards: National standards to ensure interoperability, sharing of resources and significantly improved communication between all partners in the life long learning model (Dept/MoE/schools/students/parents/caregivers) must be set.

• Identity and Authentication: There needs to be an authenticated distributed LDAP network where schools can place information securely, communicate effectively and carry out administration processes with a single userID and password. This will also have to conform to any e-Government standards that are standards across all government agencies in the future.
  

• School Networking: A comprehensive network review needs to be undertaken to establish the state of school networks, and to determine where additional assistance and resources may be required in order to ensure that all schools have the internal capability to take advantage of the broadband capabilities once they are connected.

• Classroom Technologies: Once the infrastructure described above is in place the purchase of classroom technologies will become a major issue. In order to maximise the spending potential of schools the Department of Education/MoE should work with a variety of partners to make available the best possible deals, where school decide to opt into these schemes. Technologies that will be targeted include multimedia projectors, laptops, PDA's, tablets, smart whiteboards, Students Management Systems, intranets/extranets/Knowledge nets. . .