Freesh

The use of mobile phones has had a major impact on the way people communicate. Other mobile devices, such as laptop computers and handheld devices have also become an integral part of everyday life. The portability and flexibility of these devices has succeeded in placing mobile technology in the realm of mainstream technology, both in the workplace and the classroom.
The development of wireless networking solutions represents a significant evolutionary step in this arena, as devices can now be fully networked even though they are not physically connected with cables.

What is a Wireless Network?
When the term ‘wireless network’ is used today, it usually refers to a wireless local area network (WLAN). A WLAN connects computers together through radio technology using standard network rules or protocols, but without the use of cabling to connect the computers together. A WLAN can be installed as the sole network in a school or building. However, it can also be used to extend an existing wired network to areas where wiring would be too difficult or too expensive to implement, or to areas located away from the main network or building. The most obvious difference between wireless and wired networks, therefore, is that the latter uses some form of cable to connect computers together. A wireless network does not need cable to form a physical connection between computers. Wireless networks can be configured to provide the same network functionality as wired networks, ranging from simple peer-to-peer configurations to large-scale infrastructures accommodating hundreds of users.

Wireless Network Components
There are certain parallels between the equipment used to build a WLAN and that used in a traditional wired LAN.
?? Both networks require a network interface card (NIC) that is either built-in to or added to a handheld, laptop or desktop computer. There are two main types of plug-in card available: PCMCIA which is inserted into the relevant slot in the side of a laptop and PCI which is inserted into one of the internal slots in a desktop computer. Wireless NICs contain an in-built antenna to connect with the network.
?? In a wireless network, an ‘access point’ (AP) has a similar function to the switch in wired networks. It broadcasts and receives signals to and from the surrounding computers via their wireless NICs. It is also the point where a wireless network can be connected into an existing wired network.

Wireless Network Configurations
Wireless networks can be configured in ad hoc or infrastructure mode using access points.
Ad Hoc Configuration
This is the most basic wireless network configuration and is the equivalent of a wired peer-topeer network. This arrangement requires nothing more than wireless NICs in each of the connecting computers which associate through use of a common network name. However, the range of this configuration is limited and administration becomes an issue with more than just a few nodes. Thus, ad hoc configurations should only be used for the smallest of wireless networks where scalability and security are unimportant.
Infrastructure Configuration using Access Point(s)
With the installation of an access point, the range over which the network is accessible increases to approximately 150m indoors and 350m outdoors (optimum performance within 30m indoors). It is possible for an access point to support up to 30 clients, but in practice more access points are needed to support large numbers of wireless PCs . Access points are connected together via a wired LAN. The access point can also act as a bridge, allowing the wireless network to connect to a wired network. In a situation where users need to be mobile and still retain their connection to the network,
the coverage provided by the access points should overlap. As the user moves from one area of coverage to another, the network connection is transferred from one access point to the next, without the user noticing. Two other pieces of equipment may be required to support a wireless LAN:-
?? Extension points which act as wireless relays extend the range of an access point
?? Directional antennae may be used as a means of connecting two separate buildings so that the network is shared between buildings.

Benefits and Educational Uses
• Installation time and costs are significantly reduced.
• Network is accessible in places where wiring would have been difficult.
• The space over which a wireless network operates is not planar but spherical providing access in rooms above or below the access point in a multi-level site without the need for additional infrastructure.
• Teachers and students can have continuous access to the network, even as they move with their equipment from class to class.
• Computers fitted with wireless network cards can be placed on trolleys and moved from location to location within a school in order to facilitate group work, sharing of files, printers and Internet access.
• Wireless range can be extended beyond the main school building to allow students and teachers use wireless devices to gather and record data outside, e.g. as part of a science experiment or individual performance data from a PE class.

Issues to be aware of:
Before installing wireless networks schools should be aware of the following issues:
Health Considerations
• Some health concerns have been raised that wireless networks in association with wireless laptop computers in schools may pose a health risk to pupils, due to the levels of radiation emitted. The Government published the Report of the Expert Group on Health Effects of Electromagnetic Fields (EMF) on 22nd March, 2007, which examined a wide range of issues in relation to potential health effects of EMF, including those produced by mobile telecommunications. The Group concluded that
“so far, no adverse short or long-term health effects have been found from exposure
to the radiofrequency (RF) signals produced by mobile phones and base station
transmitters. RF signals have not been found to cause cancer.” The Department of the Environment, Heritage and Local Government has assumed responsibility for the health effects of EMF with effect from 1 May, 2007. The full report can be accessed at the link below:

Wireless Speed and Reliability
• Wireless networks may seems to be a simpler alternative to networking a school than a cabled network, however schools should not install wireless networks unless they are aware of the potential issues and satisfied that it is the right decision for the school. Wireless networks are significantly slower than fixed networking, by a factor of approx 10. Wireless is also less reliable than cabled networks mainly due to issues such as the movement of mobile PCs and possible reductions in signal
strength due to changes in the local environment. Wireless networks are typically not suitable for schools with thick walls, including many older schools.
Security of school data:
• As wireless data travels through the air, there is a risk it could be accessed by other parties at ranges of 100-300 metres outside of the school grounds. There is thus a risk that sensitive school or pupil data could be accessed by unauthorised parties. In order to prevent such an occurrence high quality wireless security software would need to be installed by qualified companies who can provide the appropriate level of technical support and maintenance to schools. Too often schools install wireless networks with either no or inadequate levels of security.

Technical and Purchasing Considerations
• If wireless is to be installed it is essential that that school receives a warranty and maintenance agreement, so that they understand the possible additional costs associated with the wireless network. The agreement should resolved issues such as reliability of signal, lack of coverage, security. A service level agreement (SLA) should be provided by the provider so that the school is aware of the extent of service provision and possible additional charges associated with the service.
• Wireless NICs are more expensive than their wired counterparts. The cost of the access points should be considered.
• Wireless networks typically work at 54Mbps which is shared between all the workstations using an access point whereas a hard-wired network connection is capable of running at 100Mbps (Fast Ethernet). A wireless network will be noticeably slower when a group of users are transferring large files. This should be considered if multimedia applications are to be delivered over the network to a significant number of users.
• Wireless data transmission rates are dependant on the number of users, the distance from the access point and the fabric of the building (metal structures in walls may have an impact).As the range of the network may extend beyond the walls of the building, it could become accessible from outside. Consideration should be given to what security features the equipment provides to ensure that only authorised users have access to the network and that data is protected.

Users within segregated large enterprise network environments share the commonality of the data within their corporate LAN, but not necessarily the data residing within carefully defined and proprietary WLAN segments. These WLANs are typically restricted to just those users requiring access to it.
While large corporate LANs are still somewhat viable, they are increasingly being augmented by multiple WLAN segments devised to support unique blends of multi-media and traditional data traffic. Whether these WLAN segments reside in close proximity of one another or in remote locations, each requires unique security mechanisms and must be able to periodicallygrant and restrict user permissions across their virtual networks.
Today’s network administrator’s must devise security schemes general enough for all to share access to corporate assets, while simultaneously providing provisional or temporary restrictions to specific mission-critical network resources and domains. No single security method can optimally protect data corporately while simultaneously protecting segregated network segments from unsolicited user access.
For this reason, today’s network administrators can be equated to “wireless traffic cops” who enforce laws at both the federal (corporate) and local (individual WLAN) level. Federal laws can be seenas security mechanisms providing data protection for corporate assets regardless of one’s local domain restrictions. These “federal” security mechanisms are designed to protect data from unauthorized access and the hacking of corporate resources. Security mechanisms at the “local” level are often mechanisms authenticating user credentials before access is granted to a WLAN whose data is interpreted as proprietary.
Only through deploying an intuitive combination of these federal and local security mechanisms can an enterprise class network administrator enforce a “lawful” population of network segments whose security infractions are kept at the absolute minimum. Fortunately, the savvy network administrator has numerous options available to them for both local and remote wired and wireless deployments.
This paper describes the security challenges network administrators face defining and implementing security mechanisms within diverse wired and wireless network environments.
Paramount in this discussion are the existing Motorola solutions in place now to meet and exceed the data protection expectations of enterprise-class administrators, and Motorola’s plan to support 802.11n as products are introduced.

WLAN Stability

The medium over which a WLAN operates is air, which by its nature is insecure and somewhat “lawless.” Regardless of the safeguards defined when planning and installing a wireless network, wireless devices, by nature, still self-deploy and have the capability to connect to unknown clients and devices. With the infiltration of wireless enabled messaging devices, the number of mobile devices continually probing for stronger connections is unprecedented.
A wireless access point physically connected to a wired network can broadcast the sensitive network credentials a wireless “outlaw” needs to hack into an entire enterprise network, and in doing so roam remotely from one network segment to the next. While a network’s enterprise-class infrastructure is typically supported by Ethernet wire, its data repositories are still exposed on the WLAN over the series of wireless device associations stemming down from a switch, to its connected access port radio and passed over the air to mobile devices. Without proper security measures, any mobile device can treat your wireless network like a “lawless” town and stealthily eavesdrop on all of its network traffic and resources.
The default security mechanism afforded most consumer-grade wireless devices are woefully insufficient beyond the access requirements of your local Starbucks coffee-house network. Entry class mobile device security mechanisms provided by consumer-grade vendors are not sufficient to secure enterprise WLANs, which require encryption beyond WEP, additional access control filtering, intrusion detection, and 24 x 7 monitoring. In response to these business risks, Motorola has been proactively developing solutions with exactly this kind of multi-tiered enterprise data protection in mind.
Motorola has recently equipped its wirelessswitch solution set with the following WLAN stability mechanisms to meet (and exceed) the needs of expanding wireless networks andprovide administrators with additional optionsas their data protection needs expand:

NAC

Using Network Access Control (NAC), Motorola switch hardware and software grants access to specific network resources. NAC performs a user and MU (mobile unit) authorization check for resources without a NAC agent. NAC verifies a MU’s compliance with the switch’s security policy. The Motorola switch family supports the EAP/802.1x type of NAC. However, the switch also provides a means to bypass NAC authentication for MUs without NAC 802.1x support (printers, phones, PDAs etc.). NAC protects data proliferating your wireless infrastructure by:
• Blocking or quarantining non-compliant devices from connecting to a WLAN
• Providing 802.1x based pre-admission control to block devices at the authentication stage
• Working with any NAC solution conducting 802.1x and dynamic VLAN assignment
• Providing qualified interoperability with MS NAP and Symantec NAC solution

Wireless Firewall

Firewalls protect networks from unauthorized Internet traffic. Motorola’s switch supported firewalls allow authorized traffic while blocking unauthorized traffic. Firewalls can be implemented in both hardware and software, or a combination of both. Firewalls are frequently used to prevent unauthorized Internet users from accessing private networks connected to the Internet, especially Intranets. Messages entering or leaving the Intranet pass through the firewall. The firewall examines each message and blocks those not meeting the defined security criteria (much like a customs agent checking a passport before allowing entry to a country). The Motorola switch family supports Stateful Layer 2 and Role-Based firewalls providing the following data protection mechanisms:

Stateful Layer 2 Firewalls
• Use Layer 2 as the most common deployment option
• Provide a fully stateful firewall in Layer 2 mode
• Allow established sessions to continue uninterrupted after a MU roams between an AP and a switch
• Handle Layer 2 attacks, including (just to name a few); Arp cache poisoning/Arp Spoofing, DHCP Rogue server attack, DHCP starvation, broadcast storms, incomplete Fragment attack checks, suspicious activity checks

Role-Based Firewalls
• Base the security policy on user group, location, encryption strength etc.
• Follow a user as they move across different APs and switches

Wireless with WPA2(More Secure than Wired)

Snooping traffic on a wired LAN is not difficult if you have physical access to the domain’s wired infrastructure. However, snooping WPA2 traffic isnext to impossible. As a result, WPA2 has beenmade a data security option supported by nearlyall of Motorola’s enterprise-classwireless infrastructure offerings.
Wi-Fi Protected Access 2 (WPA2) is the follow-on security method to WPA. The “shared medium” nature of wireless traffic and widespread criticism of WEP resulted in the development of the cryptographically secure WPA2. WPA2 uses the Advanced Encryption Standard (AES). Virtually no known wireless attacks exist against AES! CCMP is the security standard used by AES. CCMP computes a Message Integrity Check (MIC) using a proven Cipher Block Chaining (CBC) technique. Like TKIP, the keys an administrator provides derive other keys. Messages are encrypted using a 128-bit secret key and a 128-bit block of data. The result is an encryption scheme as secure as any Motorola provides in our enterprise-class wireless infrastructure family of devices.

Distributed Security Enforcement withCentralized Policy for 802.11n Support

Motorola’s distributed security enforcementstrategy for scaling to 802.11n support includes:
• Wireless encryption/decryption occurring at the AP
• Policy enforcement occurring at the AP
• Policies following the user as they move from AP to AP without an impact to ongoing traffic

Rogue Device Detection

Wireless deployments afford network administrators freedom from the constraints of wired environments. However, mobile devices may lack the data protection mechanisms of a wired infrastructure. Consequently, an open door could be created for unauthorized (rogue) devices to violate the poorly enforced laws of an immature security scheme, thus rendering investments in wired security useless.
Motorola’s holistic approach to monitoring ensures WLAN policies are enforced and rogue devices are promptly detected and removed. The following describes two of Motorola’s enterprise class solutions designed to equip today’s wireless traffic cop with the tools they need catch wireless rogue offenders and keep them from violating the privacy of your wireless domain.
By converting the physical dimensions of a network segment into a representative site map, both Motorola’s Wireless Intrusion Protection Software (WIPS) and Motorola’s RF Management Software (RFMS) can accurately track the deployment of and operation of authorized devices and use their location to triangulate the location of potentially hostile devices.

Motorola WirelessIntrusion Protection
Wireless IPS (WIPS) is an industry leading monitoring solution enabling network administrators to proactively close network security holes and mitigate the risk of security breaches. WIPS uses distributed sensors and pre-positioned device radios to (among other things) detect the presence of 802.11 a/b/g rogue devices.
WIPS sensors continuously monitor WLAN activity and report network events to a centralized server. The WIPS management server correlates and analyzes the data to provide real-time rogue detection, policy enforcement and intrusion protection. If an un-authorized device is detected, WIPS has the means of interrogating the rouge to obtain valuable data to aid forensics, reporting and recording the event.
By converting the physical dimensions of a network segment into a representative site map, both WIPS and RFMS can accurately track the deployment and operation of authorized devices and use their location to triangulate the location of potentially hostile devices to provide another level of forensics.
WIPS provides the following data protection mechanisms:

• Air Lockdown - Enables network administrators to terminate a connection between a WLAN and an associated access point or MU upon the detection of a threat. If the connected device is an access point, the WIPS server de-authenticates and disassociates all MUs associated with it. If the device is an MU, the server terminates the MUs connection to the access point.
• Wireless Termination – Allows an administrator to terminate a connection between a WLAN and any access point or MU associated with it.
• WEP Cloaking – Enables an AP-5131 to actively transmit WEP cloaking frames for protecting legacy devices (similar to an AP300’s existing WEP cloaking functionality).
• AP-51xx Sensor Conversion - Allows a customer to deploy a single AP-5131 (dual radio model) as both a traditional infrastructure access point and a WIPS sensor. Sensor conversion on an AP-5131 provides infrastructure support on one radio while scanning on the other radio and using the frames received by the sensor to provide WIPS algorithms. The WIPS Sensor and AP-5131 run simultaneously.

RF Management Software (RFMS)

Intrusion protection is of limited value if it is difficult for an IT administrator to initially detect and categorize potentially hostile devices. RFMS provides network administrators simple visual data to react to a rogue identified by WIPS.
With the 3.0 release of RFMS, RFMS becomes Motorola’s central enterprise WLAN network management solution. Motorola RFMS provides a single Manager-of-Manager (MoM) console from which you can plan, monitor and detect threats within wireless networks.
RFMS submits a request to gather signal strength data from at least three detecting devices deployed and authorized within a RFMS supported site. Once obtained, RFMS creates a dynamic object of each detecting switch to obtain RSSI data used to triangulate the rogue’s location. Once RFMS has detected the presence of a rogue and can position it within a site (within 10 meters of its actual location), rogue detection data is processed and displayed.
Once located, a rogue displays within the site map as an access port radio with a red X over the device (defining it as operating illegally). The rogue device displays a pulsating red box around the device to further distinguish it from devices placed and authorized within the site. The detected rogue device will remain on the site map for two minutes, after which Motorola RFMS clears the device from the site and log its detection and removal.

The results of this study show that pupils, teachers as well as parents
assess that ICT has a positive impact on improving the pupils’
learning. What then are the areas in which the use of ICT has a
significant impact and where does it have no impact?
• ICT impact is assessed by teachers to be strongest on subject-
related performance.
• Learning basic skills such as reading and writing is another
area where a positive impact of ICT is experienced
• ICT is seen by teachers to be a valuable tool to support differentiation.
The use of ICT to support differentiation also
has a positive impact; this study shows that the majority of
teachers have experienced that ICT has a positive impact
on both academically strong and academically weak pupils.
• Avoiding exclusion is still an issue with the use of ICT in
schools. The study indicates that girls, as well as pupils with
other native languages, are more dependent on learning
ICT at school.
• According to pupils they generally use the computer more
outside school than in school, but there are differences in
what types of ICT competences they learn each place.
Standard office programmes are learned in school, the rest
outside school.

These key results are presented in depth in Chapter 4 ‘Impact of
ICT on pupil performance’.
Impact of ICT on teaching and learning processes
Results from E-learning Nordic 2006 show that ICT generally has a
positive impact on the teaching and learning situation. However,
some people expected that ICT could in some ways revolutionise
the teaching and learning processes at school, and compared with
this view, the impact must be seen as more limited.
• On the average, half of the teachers had used ICT between
1 and 5 hours the week before they answered the questionnaire
• Generally, the pupils would like to use computers more in
school than they do now.
• The results indicate that the pupils and teachers who use
ICT the most are also the ones who experience the greatest
impact.
• Use of stationary computers and internet is firmly rooted in
the school, but new technologies are also getting a foothold.
Digital cameras, mobile phones and chat have entered
the schools. The results indicate that the use of these new
technologies support teachers in differentiating their teaching.
• ICT does not revolutionise teaching methods. The teachers
are mostly focused on using ICT to support the subject content.
• Pupils are far more often consumers than producers when
using ICT, and they work more often individually than together.
• Still, the impact of integrating ICT in teaching can be
measured in pupil engagement, differentiation, creativity
and a less waste of time.
• The impact of ICT is very dependent on how it is used.
• Many headmasters view ICT as a valuable tool for pedagogical
development but fewer actually experience this impact.

In a partnership between the Finnish National Board of Education,
the Swedish National Agency for School Improvement, the Norwegian
Ministry of Education and Research, the Danish Ministry of
Education, and Ramboll Management, the study E-learning Nordic
2006 has been designed and launched. Ramboll Management is
responsible for the operational implementation of the study and
Ramboll Management is solely responsible for the analysis of the
results and all conclusions presented in this report.
ICT has been introduced into schools during the last 10-20 years,
and while many studies have analysed how ICT is used in schools
and how often, hardly any studies have taken this analysis to the
next level: What is the impact of ICT? By this, an important distinction
is made between ‘output’ and ‘impact’. Output refers to
the direct product of the activities that are carried out, such as
number of new computers purchased, number of lessons using
ICT, etc. Impact refers to the changes brought about by these activities,
in terms of for example improved learning.

The aim of E-learning Nordic 2006 is to discover and document the
impact of ICT on education within three key areas:
• Pupil performance
• Teaching and learning processes
• Knowledge-sharing, communication and home-school cooperation.
Ramboll Management is aware that defining and analysing impact
is no simple matter. There are many interrelated factors that can
have an impact on pupils’ learning, isolating the impact of just one
factor, such as ICT, therefore requires a well-considered approach.
Various methods can be used to measure impact; however they all
have their advantages and disadvantages. Ramboll Management
has chosen a method where different key participants in schools
are asked about their personal experiences using ICT and their
perception of the impact of ICT on the pupils’ learning. This is a
method that makes room for assessing the impact of ICT against
the background of the complex daily situations in school. With this
methodology we do not claim to prove a direct link between the
use of ICT and learning impact. However, by asking those who experience
the impact of ICT, we show how they assess it. This is the
perceived impact of the headmasters, teachers, pupils and the pupils’
parents. It may not be the actual impact, but it is the view
they themselves hold and express about the consequences of using
ICT in schools.
E-learning Nordic
8
Data collection in the study was based on an internet-based survey
conducted among 224 Nordic schools. More than 8000 persons
participated in the survey. Respondents were teachers in the 5th
and 8th grades in primary school and the 11th grade in secondary
school, pupils in all these grades, their parents, as well as the
headmasters at the participating schools. Furthermore, 12 followup
visits to schools in all four Nordic countries were carried out.
The data collection took place primarily in 2005.
Results of the E-learning Nordic 2006 show that ICT has a positive
impact on the schools’ overall target – improving the pupils’ learning.
But the study also indicates that the potential of ICT is not
being fully realised at all schools. The use of ICT as a tool for
pedagogical development is not in focus and the impact of ICT on
knowledge-sharing, communication and home-school co-operation
is only moderate. Below are presented the main results from Elearning
Nordic 2006 within the three key areas.
In the following chapter, we provide Ramboll Management’s assessment
of the strategic challenges facing the Nordic school systems
in the years to come, if the full impact of ICT is indeed to be
realised.

The Nordic countries have in general had a strong focus on competence development for teachers regarding the use of ICT for teaching and learning purposes. However, the results from the study show that the impact of these investments is random. Results from this and other studies show that the poor results can be improved by a more strategic and systematic approach to ICT at more levels; Mandatory inclusion of ICT in all subjects, follow-up on the use of ICT at school level and more focus upon the integration of ICT for teaching and learning purposes in initial teacher training.

The results from this study show that the respondents assess that ICT has a positive impact on pupil performance and the study indicate that the more ICT is used, the greater the impact (see Chapter 4). The study also indicates that schools where management systematically follows up on the use of ICT are the schools where the greatest impact is experienced (see Chapter 5).
The study shows that even though two out of three teachers have participated in competence development regarding ICT within the last three years, only about one in three teachers in this study assess that they have the necessary competence to integrate ICT in
their teaching (see Chapter 8). Not only does their lack of competence influence their ability and willingness to use ICT for teaching and learning purposes, also teachers’ ability to see the relevance of doing so influences their use (see Chapter 5). Only about 40%
of teachers find it highly relevant to use ICT to support the academic content in their teaching. And even fewer to support their pedagogical and didactical methods. Why is this so, if so many have participated in training aimed at integrating ICT?
As most teachers have computers and internet access in their homes (see Chapter 7) and have participated in some forms of competence development, one should believe that they have developed basic skills for integrating ICT. Maybe the competence development
has not provided teachers with more than basic skills; maybe the connection between teachers’ basic ICT competences and pedagogical methods and advantages is still a missing link.
Ramboll Management believes that the time has come where focus should be put on how ICT can best support the pedagogical and content-related objectives set out at national, regional and school level. Ramboll Management recommends that policy makers and
school managers focus on:
• Formulating clear objectives for the use of ICT for teaching and learning purposes in all subjects
• Formulating specific plans for follow-up on the objectives
• Provision of examples that enhance pupil performance for all subjects and well documented results of specific pedagogical methods, specifically related to curriculum
• Mandatory integration of ICT in all subjects in initial teacher training with the same clear objectives and plans for followup.

At many schools, while the pupils think they have great ICT skills, the teachers hold an opposite point of view. Hence, there are different opinions of what constitutes ICT competences, or “digital competence”.

The different opinions can be considered as a gap between generations. This highlights the importance of a common concept of digital competence. If no common understanding
of digital competence is developed among management, teachers and pupils, there is both a risk for diminishing the use of ICT at school level and an increased social divide.

In order for both teachers and pupils to know what to aim for in terms of optimal use of ICT in education, a shared definition and measurement framework needs to be developed.
If you ask pupils and teachers what it means to be able to read and write, you will probably get quite uniform answers – formulated however with different words. But if you ask them what it means to be digitally competent, you will get totally different answers from teachers on the one hand and pupils on the other.
The study shows that there is a great gap between how ICT is used in schools and outside school, where pupils experience that they learn the most about ICT outside school (see Chapter 4). This gap can also be seen as a gap between generations. The pupils
have competences learned outside school that are not acknowledged and not qualified in school. This can be illustrated by a Norwegian 13-year old pupil who submitted an assignment on e-mail. The assignment was in perfect Norwegian, but the short message
in the e-mail to the teacher was in “SMS-language” with a lot of abbreviations. The pupils are becoming bilingual, but their digital language is not acknowledged inside the school.
The digital worlds of teachers and pupils are two separate worlds.
Very few teachers know what is going on in the digital world of a 13-year-old pupil: chatrooms, participating in game clans on the internet buying virtual swords with real money, blogging and constant use of the mobile phone. On the other hand, the teachers are
frustrated by the lack of source criticism among the pupils when it comes to the use of for instance the internet in the schools. The teachers believe that the pupils are the “copy-paste-generation”, who copy information on the internet and turn it in their teachers, as if it was their own work without any critical editing.

This constitutes a severe challenge, because digital competence in Nordic countries is viewed as a basic cultural competence on the same level as reading and writing. There are many different ICT competences, where some are relevant in school, while others are
not. Downloading illegal music from the internet is a competence that should not be learned in school, while an understanding of blogging as a genre probably should. Digital competences are much more than just using the technology, but to really understand what it means, there is a need for a dialogue between teachers and pupils. Ramboll Management recommends a ‘Digital-Competence-Dialogue-Day’ in all schools and a focus on integrating the pupils’ digital world into the ongoing ministerial work on defining digital competences. There is also a need for clear indicators for measuring digital competence in order to get an accurate picture of the actual digital competences among pupils. Ramboll Management assess that this is a great challenge that has to be met, if ICT is to have further impact in the Nordic schools.

Otherwise the gap between generations in the digital area will lead to that the potential positive impact of ICT will not be exploited. Furthermore there is a risk that this will lead to an accelerated social divide, where some pupils become digitally bilingual and use ICT in many different ways at school and at home – while others cannot. The results indicate that different groups of pupils – girls and pupils with other native languages – are more dependent on learning to use ICT in school and this need is not being met satisfactorily.

As inspiration, some of this is already under way in Norway. The Norwegian National Curriculum is under revision and in the new curriculum that takes effect from the school year 2006-2007, ICT is one of five basic skills that are to be embedded in all subject
matters at all levels.

Cut monitoring
Within the framework of the ‘Cut monitoring’ project, the IMI-Arc has developed a method for defining
and controlling the parameters that influence the cut during machining by stock removal. Thanks to
the optimisation of cutting parameters, it is then possible to:
• define the optimum geometry of cutting tools and develop anti-wear coatings for these tools
• identify stable working conditions, to avoid damaging tools, i.e. breakage and chipping
• adapt tool choice to machining conditions
This study required the development of an acquisition and processing software for cutting forces when
turning, drilling and trimming. The acquisition of the data required for monitoring cutting forces is carried
out through dynamometric tables. The method developed compensates the frequencies specific
to these tables, improving measurement precision. Based on the cutting force calculations, one can
characterize the temperatures inside the extruded shape and on the surface of the cutting tool. The
various vision systems developed in this project also allow wear measurement directly on the machine
during the formation of the extruded shape.

Micro-injection: from theory to practice
Micro-injection is a mass production method for plastic micro-components. The phenomena linking the
conditions for implementation on one hand, and the micro-structural and mechanical properties of the
micro-parts on the other, are nevertheless rarely studied. Research was undertaken at the Institute to try
and address this issue. Regarding semi-crystalline polymers, significant quantitative differences in the
morphology of the micro-parts and traditional injected parts can be observed. Without prejudging the differences
regarding their mechanical properties, this outcome allowed us to progress towards the definition
of an objective criterion for the differentiation of micro and macro parts.

Micro Technologies wins the 'Deloitte Technology Fast 500 Asia Pacific &
Deloitte Technology Fast 50 (India)' Award' for the 07-08
Micro Technologies (India) Ltd., the global security solutions company, has been awarded the
'Technology Fast 50 (India) Award' & the 'Deloitte Technology Fast 500 Asia Pacific' Award for the
second consecutive year by the Deloitte Touché Tohmatsu.
Mumbai, Maharashtra, IND, 2008-12-22 17:49:09 (IndiaPRwire.com)
Micro Technologies (India) Ltd. has once again been chosen as one of the fastest growing
companies in India by the Deloitte Touché Tohmatsu. It has been awarded the 'Technology Fast 50
(India) Award' & the 'Deloitte Technology Fast 500 Asia Pacific' Award for the second consecutive
year. This recognition has enabled Micro Technologies India Ltd. to establish itself as a world class
security and technology company that entails the productions and sale of top-of-the-line products
and information.
The Award, instituted by Deloitte, is to recognize the fastest growing companies in a country. Now
in its eleventh year globally, the award has become a benchmark for technology companies all over
the world. It is also one of the foremost technology award programmes and is a ranking of the
country's 50 fastest growing companies.
The Deloitte Technology Award comprises a rigorous procedure to shortlist the leading
technological companies in India. The criteria include a consideration of the revenue growth and
overall financial performance of the company for three consecutive years. The Deloitte Technology
Fast 500, program honors business growth, technological innovation and the entrepreneurial spirit.
- END -
About Micro Technologies
Micro Technologies (India) Ltd is a leading global developer, manufacturer and marketer of IT
based security solutions for its clients across the globe. Products range includes the much-needed
security devices, life support systems and web-based software. It is one of the most valued
security solutions across the globe and has been accorded with Global awards like as well as the
Maharashtra IT Award for its R& D. Micro Technologies aims at displaying not just the technological
innovation and prowess but also the product diversity in various segments of vehicle, premises,
mobile and other assets.
The bid of Micro Technologies is to operate at global standard and we have always believed in
delivering the best, and it is this continuous effort that has brought about global recognition. At
Micro Technologies, we will use the benchmark provided by this recognition to constantly excel and
deliver beyond promise every time.