"I can't wait to use the Media Library with my teachers. The more I learn about it the more excited I am to have it."
Joey Andrews, Arkadelphia School District, USA 
"It’s refreshing to have a vendor provide this level of support"
Marcus Tanner, American International School of Bamako
"The DNSBOX does what it claims to do. The pre-sales and post-sales support is excellent. Original deployment was a pilot solution. It's now serving tens of thousands of users per day."
Jim Martin, Westfield (URW), UK
"Regardless of how much bandwidth you have, CACHEBOX is an excellent product that all schools could benefit from."
Roger Warne, Technology Coordinator, Atlantic Community School District, USA
"Other DNS vendors were either too expensive or inappropriate. We wanted an appliance that was easy to use and that’s what we got with DNSBOX."
Paul Schuur, Senior Consultant, Qwise BV, Netherlands

Put the content that matters in the fast lane

Requests for web content from any user or any device are typically treated on a ‘first come, first served’ basis without concern for which request is most important.

Traffic Shaping puts education authorities or individual schools in control of how an internet connection is used, meaning the content that really matters can be prioritised.

Specific classroom content can be given priority over other content, such as YouTube videos, at individual school or regional level. Portions of bandwidth can also be reserved, for example, for use by an administrator to submit registration data to authority headquarters.

With EDUGATEBOX’s simplified traffic shaping interface, policies can be quickly and easily defined:

  • Prioritise specific traffic by type/source – or limit others
  • Guarantee bandwidth availability for a specific user or type of content
  • Reduce peak time congestion by applying blocks of restriction at busy times
  • Limit connections or bandwidth for individuals, or all users


Next: Get visibility of a schools internet usage >

EDUGATEBOX makes it easy to get classrooms online...

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