Lessons in Wi-Fi: teachers and students learn about the ups and downs of in-class Wi-Fi.

ACADEMIA STANDS AT A CROSSROADS. Technology is once again challenging and expanding the traditional model of classroom learning. Schools are deploying 802.11 wireless Ethernet networks (Wi-Fi) in record numbers. With wireless networks, the potential to revolutionize the educational experience for teachers and students is enormous.

This article addresses the human elements of wireless technology and what it means to you and your school or organization. How do you enhance the learning experience with wireless technology? Why should you embrace new wireless tools and ideas? What steps can you take to encourage an environment of wireless innovation? Ultimately, our goal is to answer the question: "OK, so I have a wireless infrastructure in place. Now what?"

A long history of new technology

Wireless networking is following in the footsteps of a long line of technology initiatives adopted in schools across the country, including Internet adoption and the adoption of the computer itself. Wireless technology introduces a new way to look at laptops and PDAs because untethering yourself from the Ethernet cable enables a new style of using the network. However, this paradigm shift is really nothing new for education. In fact, it would be more accurate to describe it as a paradigm cycle. Every time a new technology emerges, we hear the same debates on the same issues: the availability of the technology, how fast to adopt it, how to approach the learning curve, and how to make it a benefit rather than a distraction.

Embracing change?

In the mid 1990s, professors worried about whether they could expect students to be able to use basic software applications such as word processors and spreadsheets. There were department meetings where we questioned whether we could give homework assignments that required Microsoft Excel because some students might not know how to use a computer. The solution was to offer Office suite training in a separate class as a prerequisite for upper-division status. In the end, we agreed that one of our educational goals was to expose students (in a supportive environment) to new tools and technologies. After all, these are the tools they must be prepared to use after they graduate into the "real world." Our job isn't to shoot for the lowest common denominator, it's to raise the bar.

Similarly, in the late 1990s, professors argued whether it would be OK to create Web sites for classes and expect students to be able to use a Web browser to get their syllabi and homework assignments. The idea was almost shot down because not all students had Internet access at home or the knowledge to use the tools. The solution was to make Internet-enabled computers available to students in computer labs and set up special training for students who needed extra help. Again, our goal is to look for ways to embrace technology, not find excuses to avoid the sometimes steep learning curve.

No pain, no gain

Some of these changes were painful at the time; but, looking back, it's clear that helping students adapt to new technologies ultimately helped better prepare them for the world (and work environment) where doing things such as using a Web browser have become an essential skill and a part of daily life.

Wireless technology is just an extension to all these issues. We can now bring all those great Web sites and online tools into the classroom and use them in real time. This has the potential to change the entire teaching dynamic and enhance traditional teaching methods. It sounds scary, but the reality is that the technology doesn't change the role of a teacher; it just adds another dimension to the process.

The dark side of wireless

Like any tool, Wi-Fi has the potential to be abused. For example, a wireless Internet connection lets students surf the Web, text message, and check e-mail during class (or meetings). Many schools have developed acceptable-use policies similar to ones used in businesses, where employees have guidelines for a, hat they can and can't do with an Internet connection. Some Professors have even gone so far as to physically unplug the wireless access point before class starts! The real issue, however, is that the risk of using Wi-Fi for unrelated activities is no different Nan reading a newspaper in class, passing notes, or for that matter, simply day dreaming. At some point, the professor (or meeting leader) needs to accept responsibility for providing a Learning environment that engages students.

Another concern is that the technology should not become the focus of the lesson. In other words, when you start incorporating technology in the classroom, are you teaching technology or teaching the subject? The best compliment for any given technology is its level of transparency. You don't really care about the physics of how wireless works; you just want to use it to enhance the learning (or business) process.

Let them play

Professors shouldn't be afraid of overwhelming their students. When it comes to using computers and PDAs, the "Nintendo generation" often comes to class better prepared than their professors. In fact, students quickly overcome many of the technology adoption hurdles when you simply place a device in their hands and let them play. Students only need to be slightly excited and they'll step up to the challenge.

As a professor, learning about technology is a process of exploration. The best way to explore is to put the technology in the hands of eager participants and let them follow a path of "supported self-discovery." Professors need to have appropriate training, then have the freedom to find their own creative solutions. Give teachers the tools and they'll figure out how to use technology to complement their teaching styles and integrate it into their curriculum and classrooms.

Who bears the cost?

With cutbacks in state funding and declining budgets everywhere, one of the top priorities for schools is to figure out who will pay for the new wireless laptops and PDAs. Don't despair: A number of solutions exist to help cover some (if not all) of the costs involved. One option is to look for corporate sponsors. The University of California, San Diego (UCSD) recently received a donation valued at almost US$500,000 from Hewlett-Packard. As a result, more then 400 incoming freshman will get a free wireless PDA to use in their classes.

Other schools pass the costs along to students. At the University of Minnesota, Duluth, computer science and engineering students are required to pay the school $800 ($200 per semester, over two years) to cover the costs of a wireless PDA and software. Other schools (particularly medical and nursing programs) require students to show up with a PDA or laptop on the first day of class.

On the other hand, you could try approaching the administration in your own school to explore a pilot project. You might get lucky enough to have a dean--like Gall Naughton at San Diego State University (SDSU) who supports your passion by providing 50 PDAs for classroom use.

Where do you start?

One of the most useful activities introduced by wireless technology is the ability for the student to access Internet-based resources directly from their desk. Coronado Middle School in Coronado, California has deployed a campus-wide wireless network and implemented a laptop program. Teachers use the technology to have students surf to specific Web sites related to classroom activities. (Can't afford laptops? See the sidebar: Florida to Replace Computer Labs with Laptops?).

SDSU's Instructional Technology Services department has built the "Experimental Classroom," which is a unique learning facility with Wi-Fi-enabled laptops, a "smartboard" that lets professors draw on an enlarged computer screen, as well as a variety of flexible audio/visual equipment. Other universities and schools across the U.S. have discovered the siren's lure of ubiquitous wireless access by deploying Wi-Fi networks in common areas and libraries.

Although all of these efforts are steps in the right direction, the Holy Grail for wireless technology is to integrate real-time tools into the learning environment. Let's use technology to enable things that weren't possible before, rather than just building digital versions of analog procedures. Too often, we think of technology in terms of efficiency instead of effectiveness. We use computers to make a process faster, instead of using computers to rethink how we perform that process. So, rather than looking at wireless as a more efficient way to access a Web site, let's think of wireless as a way to do some thing you might not have done before (such as real-time electronic assessment and feedback).

The most exciting potential for wireless networks in education is when people use them to do more than access static resources online. Wireless networks offer the ability to both present and collect information in real time. Wouldn't it be nice to poll your class and find out how many students really understand the material? I'm not talking about asking students to raise their hand if they're lost. What if you could present objective questions to each student and get answers in real time? Don't just ask the students if they understand something; present them with a real question and see how many get it right.

Unfortunately, this potential remains largely untapped, as schools are still in the "honeymoon" phase of wireless deployments where checking sports scores and reading e-mail from the grassy lawn still gets people excited. Soon, we'll see a transition away from a focus on the wireless element of Wi-Fi, and move towards truly engaging applications that rely on Wi-Fi net-works as their transport. This is no different than deploying a nationwide network of roads and highways, then discovering its true potential later on. At first, we just get excited because we have something to drive on. But later, we start figuring out that roads enable transportation systems and that gives us things such as package delivery and a postal system. After a while, people forget about the road. Sure, we all know it's there, but the main attraction is driving to Las Vegas, not looking at the asphalt.

Mapquest, anyone?

As we embrace technology as an enabler and tool for feed back and collaboration (as opposed to technology for technology's sake), we open the door to a new world of learning opportunities. Ultimately, we must recognize that a university can be so much more than a collection of classrooms, where groups of students sit and listen to lectures. Rather, it's a collection of learners who may not even be sitting in the same room together. These learners will use technology to collaborate, learn, and share experiences. It's OK if you don't have a perfectly defined plan right now. By putting the proper technology and inspiration in the hands of students and teachers, you might just be pleasantly surprised by what they come up with on their own.

Enterprises should take notice of the advances in academia. After all, the classroom of today is the boardroom of tomorrow. You can apply the lessons learned from educational technologies to improve business training, lower travel costs, and enhance the workplace environment.

Florida to Replace Computer Labs with Laptops?

The state of Florida is considering a unique proposal to help it meet the requirements of a new law reducing class sizes. Rather than building more classrooms, the state is considering a plan that would convert more then 1,600 high school computer labs throughout the state into regular classrooms and replace the computers with laptops to be distributed to each student and teacher. (The old desktop computers would go to elementary and middle schools). It's estimated that purchasing more than 600,000 laptops would result in a savings of more than $30 million dollars, when compared to the cost of building new classrooms.

MOBILE BUSINESS BENEFITS

Schools--especially universities--are often testing beds for technology. Wireless is no exception. Educators all over the world are trying to figure out where wireless fits in their teaching strategies. Because schools have been at the forefront of the early-adoption curve, the lessons learned on campus can be applied to businesses that are just now deploying (or considering deploying) their own wireless networks.

Dr. Sharon M. Lightner is a professor in the School of Accountancy at San Diego State University. Her primary teaching area is financial accounting. She is a three-time recipient of the Most Outstanding Faculty Award in the School of Accountancy and has been selected the Most Influential Professor by the Most Outstanding Accounting Student on three separate occasions. Sharon is committed to using technology in the learning process and has spearheaded the use of collaborative software in the accounting curriculum at SDSU. Her degrees include a Bachelor of Science from the University of Montana, a Master of Science from San Diego State University, and a Doctor of Philosophy from the University of Oregon.

Lee Barken, CISSP, CCNA, MCP, CPA has been in the IT industry since 1987. He has worked as an IT consultant and network security specialist for Ernst & Young's Information Technology Risk Management (ITRM) practice and KPMG's Risk and Advisory Services (RAS) practice. Lee is the co founder of the San Diego Wireless Users Group (http://ww.sdwug.org) and often writes and speaks on the topic of wireless LAN technology and security. He teaches the "WLAN Deployment and Security" class for University of California at San Diego (UCSD) Extension and is writing a comprehensive book on wireless security, [e-mail].