[debian-edu-commits] [Debian Wiki] Update of "DebianEdu/Documentation/en/ITIL/Infrastructure" by PetterReinholdtsen

[Debian Wiki]

Dear Wiki user,

You have subscribed to a wiki page or wiki category on "Debian Wiki" for change notification.

The "DebianEdu/Documentation/en/ITIL/Infrastructure" page has been changed by PetterReinholdtsen:
https://wiki.debian.org/DebianEdu/Documentation/en/ITIL/Infrastructure?action=diff&rev1=21&rev2=22

Comment:
Updated from git.

  = 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.
+ This part of the operational documentation is to a greater extent about technology. The other chapters about service support and service delivery, are about work processes and procedures. Infrastructure management, are 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.
+ 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:
  
@@ -28, +28 @@

  
  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
+ It is very important to communicate with and talk to every part of the organisation while planning ITIL. In Norway this is regulated the labour act §4-2:
  
   * ''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.
+ 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 over a long time, also when the systems expand. 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 those groups and other employees to bring up the good solutions.
  
  We created a check list over activities and deliveries in an infrastructure project.
  
@@ -77, +77 @@

  
  Definition:
  
-  * Concern implementation and deployment of activities and/or ICT solutions designed and planned with a minimum of disruption for the organisation
+  * Is about implementation and deployment of activities and/or ICT solutions designed and planned with a minimum of disturbance 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.
  
@@ -91, +91 @@

  
  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..
+ In the school , 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 should 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 ===
  
@@ -101, +101 @@

   * 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.
+  * Employees in the rollout team - are responsible for the ICT solution and the work 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.
+ One must think a bit before insuring that people get the tasks that those roles are proposing. Even if one has a full rollout project for several hundred thousand pounds, one might have multiple roles. But it is not sure whether it is necessary to give the same person multiple roles, because in a rollout project it is demanding to follow up both the suppliers and customers 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 ==
+ == The operations ==
  
  Definition:
  
@@ -121, +121 @@

  
  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.
+ An unorganised operations service makes a lot of working time with the firefighting and manual procedures which could have been avoided with automation. Spending time automating may soon pay off because you may release free 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, sometimes people might 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.
  
@@ -174, +174 @@

  
  == 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.
+ In its "Program for Digital Competence 2004-2008", the Ministry of Education and Research sets 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."
  
  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.
  
@@ -184, +184 @@

  
  == Expectations from the 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:
+ We have different objectives for different groups in the school and to different aspects of the ICT commitments. Short formulated, our targets are:
  
   * 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.
+  * Be tools oriented, and therefore emphasise on 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.
+  * Teachers get good working and communication tools at 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.
@@ -206, +206 @@

   * 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.
+  * 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 that the excess heat gets 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 to the different professionals needed to build the infrastructure, you will additionally 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.
+  * Owner of the deployment process - is responsible for the deployment process, and for it happening 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
+ Organizationally it will look like this
  
  ||'''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.||
@@ -239, +239 @@

   1. 4.4 students per computer in secondary schools.
  
  ||Objectives for the 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.||
- ||Objectives for teachers:||All teachers should have access to a computer in their daily work at school.||
+ ||Objectives for the teachers:||All teachers should have access to a computer in their daily work at school.||
  
  Total number of machines:
  
@@ -269, +269 @@

  
  ==== Costs ====
  
- We have counted with these prices, which may b e subject to price change:
+ We have counted with these prices, which might be subject to changes:
  
   * Thin Client: 700 NOK, per piece
   * Server: approx. 50,000, per piece
@@ -281, +281 @@

   * 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.
+ Recently used equipment have more performance than the machines that were available for 3-4 years ago. If the users machines had 256 MB of memory and 800 MHz processor then those would fit as diskless clients. This simplifies support for using the CD / DVD player, audio, USB stick and similar.
  
  ||'''2006'''||'''2007'''||'''2008'''||'''Total'''||
  ||Thin clients and diskless workstations||130,000||130,000||130,000||322,000||
@@ -319, +319 @@

  
  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.
+ We want to give credits 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 both at home and 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.
  
@@ -336, +336 @@

  ||Laptops||640,000||||
  ||Other: switches, cables,||80,000||||
  ||Tables, chairs||140,000||||
- ||Power outlet/cabling||400,000||||
+ ||Power plug/cables||400,000||||
  ||License costs||40,000||||
  ||Total||||1,540,000||
  ||Additional for flatscreen||200,000||||
@@ -344, +344 @@

  
  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 £ ).
+ But reused equipment is often without flatscreen. Client machines' cabinets can be large, giving space shortage in the workplace for teachers. Should we obtain a flatscreen to all teachers, one must triple the cost, 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 purchasing options ====
  
- Option 2: Portables to all teachers
+ Option 2: Portables for all teachers
  
  ||cost||Total cost||
  ||||||
  ||Alternative 2||Laptops||2,128,000||||
- ||Wireless switches etc.||80,000||||
+ ||Wireless switches unless||80,000||||
  ||Power plug||75,000||||
  ||License costs||117,000||||
  ||||2,400,000||
@@ -367, +367 @@

  In the period 2005 to 2008 we put up the following recommendation for an IT infrastructure at the schools.
  
  ||'''Number'''||'''Article'''||'''Cost'''||
- ||600||Thin clients or diskless workstations including all infrastructure||5,582,000||
+ ||600||Thin clients and 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'''||
  
@@ -380, +380 @@

  === Check list centralisation ===
  
  UNINETT ABC has made a document with recommendations <<!FootNote(Recommendations of UNINETT ABC: http://www.uninettabc.no/?p=veiledning&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.
+ )>> related to the centralisation of ICT operations. It gives advice about the placement of servers and which operational tasks may be centralised from the available capacity of the bandwidth to the school.
  
  ||'''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)||
+ ||'''Capacity of the schools' network'''||Low bandwidth (ISDN)||Medium bandwidth (ADSL and similar)||High bandwidth (fibre and similar)||
  
  === Software ===
  
@@ -401, +401 @@

  
  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.
+ To achieve this, the equipment must be adapted to the software and the online services that teachers and students use in their school work. The browser is arguably the most important program students use in learning. Many will also be surprised that office programs as !OpenOffice.org or MS Office are irrelevant in lower grades. At those grades, simple programs for practicing writings, 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 that are relevant to 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.
+ With diskless clients you get full support for multimedia, film and USB stick and more. The advantage of thin clients is that it allows reusage 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 easily show video clips 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.
+ The advantage of diskless clients is that they provide the same performance as the so-called thick clients or computers with most of the software installed locally. At the same time one gets the same low operating costs with diskless clients as with thin clients. This is because all the software is managed on the 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.
+ 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 that works 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.
+ Various digital learning platforms are found on the market. Some cost money, others are free. They all offer teachers and students an area where they can share and store documents, send and receive information.
  
  ||||Product||Price example:||
  ||Digital learning platform||It`s learning||3300,- NOK per school per year||
@@ -453, +453 @@

  ||Appletalk||Connecting Macs||||||
  ||SQL-server||Supplied (not set up)||||||
  
- == Use of resources to operations ==
+ == Use of resources in 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.
  
@@ -463, +463 @@

  
  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.
+ There will also be a somehow greater need for increased resources for the municipality's ICT service, but because of 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.
  
@@ -484, +484 @@

  
  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.
+ If the school can't set aside a sufficient number of hours to the ICT contact, duties in the work list above must be removed, and the opposite if the school can 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.
+ Tasks beyond this, for example updating a website, being an 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.
+ The ICT supervisor recommends the following tasks for ICT and ICT service supervisor.
  
  Operations:
  
@@ -507, +507 @@

   * 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.
+ How much of the central operating resources are required, depends 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 ===
  
@@ -517, +517 @@

  
  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.
+ Proactive operation is to discover and rectify errors before they affect users. An example of proactive operation is to update laptops with new disk images once a week. When teachers log in the morning after, all the machines will have been reset to the school's preferences.
  
  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.
+  * Advantage: One achieves very high stability of the system, supposing 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 fail 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. If it is required that the pupils and teachers 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.
+ When we expand the fleet in 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:
  
@@ -539, +539 @@

  
   *) Additional FTEs for maintenance of 266 laptops
  
- Costs for the administration of all the computers for students and teachers. We go out from Alternativ 1 in regards to the thin clients for students and teachers, and some laptops.
+ Costs for the administration of all the computers for students and teachers. We go out from Alternative 1 in regards to the thin clients for students and teachers, and some laptops.
  
- ||'''''Year'''''||'''''Number of PCs'''''||'''''Central operator'''''||'''''ICT guide for the entire municipality'''''||'''''ICT-contact at each schools (average)'''''||'''''In total'''''||
+ ||'''''Year'''''||'''''Number of PCs'''''||'''''Central operator'''''||'''''ICT guide for the entire municipality'''''||'''''ICT-contact at each school (average)'''''||'''''In total'''''||
  ||2005||506||1/2 FTE||1/2 FTE||8,5 % FTE(3:30 hours per week)||2,1 FTEs||
  ||'''2005'''||||||'''Human resources' costs for operations*'''||'''NOK 980 910,-'''||
  ||2008||1333||1 position||1/2 FTE||100 % FTE(26 hours per week)||11,5 FTE||
@@ -551, +551 @@

  
  Alternative 2 with laptops for every teacher:
  
- ||'''''Year'''''||'''''Number of PCs'''''||'''''Central operator'''''||'''''ICT guide for the entire municipality'''''||'''''ICT-contact at each schools (average)'''''||'''''In total'''''||
+ ||'''''Year'''''||'''''Number of PCs'''''||'''''Central operator'''''||'''''ICT guide for the entire municipality'''''||'''''ICT-contact at each school (average)'''''||'''''In total'''''||
  ||2008||1333||1 + 4/5 FTE*||1/2 FTE||100 % FTE(26 hours per week)||12,8 FTEs||
  ||'''2008'''||||||'''Human resources' costs for operations*'''||'''NOK 6,000,000.-'''||
  
   *) 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.
+ Training costs for students and teachers is roughly the same with Windows and Linux, according to surveys done in schools in Norway and the UK. 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 refers 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.
+ We have 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 can only manage Windows. The cost for displays like LærerIKT and similar are not included as we have done in the cost overview from the municipalities in this survey.
  
  == Summary of the options ==
  
@@ -579, +579 @@

  ||Option 2. Portables to to all teachers*||NOK 6,000,000.-||
  ||Option 3. Portable room layout*||NOK 8,000,000.-||
  
- 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.
+ The large increase in operating expenses from current option 0 to option 1 is due to 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 ==