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Digital infrastructure (INFR)

Learning in digital infrastructure

Digital infrastructure is about building, installing, maintaining, and supporting computers, networks, and systems that are secure and efficient. This includes the physical components of a system, the security of the system, and the processes and technologies that allow people and organisations to use the system.

Learning in digital infrastructure might involve:

  • creating a home network of computers that can access the Internet
  • building networks and configuring firewalls to prevent intruders gaining access
  • maintaining computers (for example, making them perform better by increasing the memory)
  • setting up computers to ensure that the user doesn’t lose all their work because of a virus or hard disk crash
  • setting up systems so that downloads and file saving work quickly, without keeping the user waiting
  • designing a phone network so that small problems don't cause extended outages.

Support the digital age

Our world is connected by networks of computers and digital devices. Digital infrastructures are part of everything we do. New Zealand needs young people who have the skills and ability to design, maintain and support these networks – and ensure their security and privacy.

Studying digital infrastructure covers a wide range of infrastructure from the components inside a home computer, a small home or office network, organisation and institutional networks such as school networks, through to nationwide communication networks such as cell phone and broadband networks.

Networks and information systems underpin the economy, enhance commerce, and connect diverse communities. Our geographical isolation and the ability of digital infrastructure to connect us to the world and provide 'weightless' exports makes this area of special importance for New Zealand.

Computers are part of both our work and personal lives. They need securing, connecting and maintaining. Having an understanding of digital infrastructure allows students to manage, create and support the infrastructure that they use in their daily life. Students will have the opportunity to create real world solutions, which helps to build engagement and pride in their learning. Understanding digital infrastructure will mean that they are not just a passive user of technology but a critical user and an innovative developer.

The area of digital infrastructure is divided into three main sections:

  • Hardware - the parts and peripherals of computers
  • Networks - the parts, connections, cables, devices and protocols of computer networks
  • Systems - the combination of computers, networks, software and human-based procedures that allow organisations and groups to use them effectively.

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What has changed?

Digital infrastructure is embedded within the technology learning area of The New Zealand Curriculum. Studying aspects of digital infrastructure empowers students to use, support and understand the infrastructure around them. In doing real things that benefit people, and allowing students to do more with the infrastructures around them, they are actively involved. As digital infrastructure is rapidly changing, students will develop the qualities of lifelong learners as they learn to work with constantly evolving systems.

Progression

As students progress from levels 6 to 8, the focus shifts from individual devices at level 6, to individual devices and how they interconnect to others at level 7, and then to networks of devices working together at level 8. Students move from the big picture view to more detailed understandings about the functions, limitations and specifications of the digital infrastructure as they move up the levels. They move from simple understandings and skills to more complex understandings and skills.

  • At level 6 the focus is on the individual computer, the individual components of the computer and the individual users and software on these systems. The basic parts and components of the computer are investigated, understood and assembled. The peripherals and other devices connected to the computer are covered.
  • At level 7 the learning progresses towards linking these personal computers together into a local network and the components of these computers working together. The individual computers are now linked together and communicating. The learning is around how these linkages occur and how these computers and their components communicate with each other. We also look at more advanced peripherals and components.
  • At level 8 the learning moves towards more complex larger-scale complete systems, such as business networks and the systems used for national infrastructure.

Key concepts

Key concepts are the ideas and understandings that the teacher hopes will remain with students long after they have left school.

The key concepts in digital media are:

  • Reliability:
    Reliability of systems is a key aspect within digital infrastructure. It includes exploring backup, redundancy, error correction and testing.
  • Security:
    We need to ensure that our information and our privacy are secure and protected. Security includes exploring encryption, permissions, access to systems and privacy.
  • Performance:
    Maximising the speed from the available systems and identifying where the bottlenecks occur are vital in the performance of systems.
  • Access:
    Providing access to systems, resources and information and the possible effects of this access is of importance to users of systems.
  • Problem-solving and trouble-shooting:
    Problem solving skills and a focussed methodical way of working through a situation are crucial, as these can affect both the downtime of a system and the cost of getting it working again.
  • Human factors:
    Responsiveness to the needs of the stakeholders is a growing need within our digital society. Infrastructure exists as a means to meet the needs of people operating in a range of contexts, and their interaction with the components of the system is both important to the user and the designer.

Possible achievement/learning objectives

These objectives are indicative only. You might also choose other technology learning objectives.

Level 6 objectives

Select from the following achievement and learning objectives for indicators, context elaborations, and assessment for qualifications guidance information.

< Back to technology areas

Last updated April 12, 2012

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