Papers in PDF format

• provide IP address
• provide email POP3 instructions and assistance for setup
• provide instruction and software for Internet services, Archie, FTP, etc
• provide news service software
• establish Internet connectivity via central router hub
The project provided the following training for participants:
• ensure skills and knowledge to use the equipment
• in use of resources available on the Internet
• methods to allow the participants to incorporate Internet into their curricula
• a mechanism for collaboration of success(s)/failure(s) in the design, implementation, and
utilization of the Internet and specifically the WWW as part of their educational experience.
Project Implementation:
The project was initiated at Freedom Middle School in Franklin, Tennessee. The connection and
LAN worked with virtually no failures. All participants are currently on-line and using their connectivity
via multiple platforms and most have internal LANS.
Outcomes:
The project is operational and fully functioning at this date. The installations are finished and
the training are ongoing.
Major Project Obstacles and Some Solutions:
The most common obstacle to viable connectivity to the Internet was that one presented by
unprepared, untrained or uninformed teachers and administrators (not by technology or even funds for
technology) when the concept of internet connectivity was presented. Fortunately, this obstacle was
overcome in all most every instance.
Tennessee schools have very few individuals with a minimum degree of understanding of
computer networking and less of an understanding of the hardware and software requirements to connect
a LAN to the Internet. To circumvent this problem Tennessee has created a special technical position for
each school district. This group of Technical Coordinators (TC) at least one TC for each Local Education
Agency (140 LEA’s) and over 240 TC’s are those responsible for all the microcomputer technology in
their individual district. This added responsibility for connectivity is not always welcome, because the
TC’s are in many instances over-worked and under-funded.
When the technological obstacles were met and the point person was comfortable with the “new”
technology the initial use of the new resource was very limited.
Conclusion
Every school building is very different in it’s construction. This has created a need for a model
for connectivity but has in effect eliminated the prospect for a LAN model that truly is reproducible.
Building access to conduct a pre-visit inspection or later installation was a major problem. Each building
brings with it a special set of construction and wiring circumstances that must be dealt with by a specific
plan for that edifice.