Monday, May 13, 2013

Virtualization at GSB


  


   At first glance, there's nothing unusual pictured on the desk above. There's a computer screen with a keyboard and mouse, and a phone as well.  Look a little bit closer and you might observe the phone seems a bit different than other phones as school.  But all in all, the set-up seems ordinary in our work environment.
   The truth, however, is that this picture represents a major change in our network. 
   Since the onset of computers at GSB in the mid-1980's, all computing, whether on PCs or Macs, has been done on stand-alone machines.  In other words, the CPU (central processor unit) has been housed in each unit. Each device was capable of independent computing.  By the 1990's, these independent computers were linked together in a network but still, each device was capable of independent computing.
   Now, in the business offices of Henshaw Building, desktop computers have been replaced by Thin Clients.  That's a thin client device pictured above.  So what's the difference?
   Our thin client stations have no CPUs. Rather, they link to software that is being run on the server in Hockenbury.  What a user will see on the monitor screen is identical to what he or she would see if using a computer, but all software is housed on the server.  The whole approach to computing is called virtualization.  Our Business Department is now working in a virtualized environment.


   In our set-up, it's the phone that houses the thin client hardware.  Yes, it still functions as any other phone in our system.  But this device also houses the components for our virtualized system.  The back of the phone shows that users still have the capability to connect USB-supported hardware and connect to external monitors.  The picture below shows the back of the phone.


   Why implement virtualization? Are there advantages? The answer is that there are several advantages, and each is significant.  The cost of each thin client work station is cheaper than the equivalent purchase of a stand-alone computer.  Additionally, they use less energy and break down far less frequently.  They have no moving parts, so there's no fan and therefore no noise. They have a life expectancy of about 7-8 years, versus 3-4 years for a computer.  Because the software is housed on our server, upgrades and installs can be done once in a planned, efficient way.  Users can still log in to their account from any work station, but the load time will be quicker. Thin clients can run the same software that computers run. They can access the internet.  But without an attached optical disc drive, they cannot play CDs or DVDs.
   It's easy to see that virtualization offers considerable advantages over traditional computers.  But configuring for virtualization was no easy task. Credit Ryan Roque for his tireless efforts to see the project through to completion.
   Admittedly, this is a quick overview of virtualization. A quick web search will give you plenty of additional information if you are interested.  But my intent is simply to let readers know that our school's computing environment is in transition, and moving forward, we'll being seeing an increased presence of virtualization on campus.  The end result will be a mixed environment with both computers and thin clients in evidence throughout campus.
   

Friday, May 3, 2013

GSB Upper School Technology survey

   Over the last couple of weeks, GSB Upper School students have had an opportunity to self-assess their technology skills.  I've created and used an online survey students can complete and submit to gather data.  When final results are tabulated, we'll have more detailed information about the technology skills our students have and the missing skills that need to be addressed.
   Here's a look at part of the survey:


   Several of the questions (#2-5) ask students to assess their comfort level with systems or software.  In each of these cases, there's an assumption that students are familiar with the listed topic.  Though comfort level can be hard to quantify, patterns of comfort or need should be quickly evident as results are examined.
   Questions #7-17 get at more specific skills.  A highly competent technology user would answer "yes" to each question.  It's unlikely many students in the upper school will feel fully competent in each of these areas, and it's really not expected either.  But these skills are broadly used across many academic disciplines and students will be well served to have a strong technology skill set at their disposal.



   When the survey is complete and results are examined, our next step will be to look for what we see as the largest problem areas.  If, for instance, 75% of our students said they did not know how to use file sharing software and did not know how to create an infographic, I would start by addressing the lack of file sharing understanding.  It's a more basic skill.  
   Following an identification of skill shortcomings, it makes sense to work with faculty to decide how best to integrate technology skills into the curriculum.
   Moving forward, the Middle School and Lower School can be similarly assessed.