Tech Bite Bellevue Winter QuarterlyDesktops, Laptops, Chromebooks, Chromeboxes, iPads, iPod touches, Netbooks, Nettops, and Rasberri pi’s. Five years ago seven of these nine devices did not exist and now all have their proponents proclaiming that their device is the future of educational technology. To sift through the rhetoric and flash it is important to take a step back and develop a critical framework to use in moving forward as we strategically invest to adapt to 21st century learning and develop our ability to meet the needs of new curriculum and the Common Core.
There are many separate axes that can be used for evaluating all these new computing devices. Device capabilities are paramount; what software is available for the device? Is the device geared towards content creation or content consumption? Cost is obviously an important factor, and not only the upfront cost but also support and maintenance costs. Common Core readiness is another important consideration- can the device be used for Common Core assessment? Does it have at least a 9.5” screen, and can a keyboard be connected to it and if so how easily? What are its performance characteristics and are they in line with Common Core testing requirements? Traditional computing devices have huge support costs. To give you an idea, in the private sector the median ration of IT support personnel to employees is 1:27 and is 1:18 for organizations with less than 500 employee’s (workforce.com). Educational budgets cannot match these numbers. Many teachers can’t feel comfortable relying on technology and often can only use it as a curriculum supplement. With the Common Core, technology will be integrated more fully into the curriculum and the devices deployed will become mission critical. With this in mind we must consider devices with failure rates much lower than traditional computers. Most modern mobile devices have dramatically cut down on software issues by having a pre-vetted “app store”, and solid-state HD technology has reduced some of the physical maintenance needs. On the other hand, many modern mobile devices use very propriety parts and all parts are glued together, making devices almost un-repairable. In terms of capabilities, we must consider: is the device geared more towards content consumption or content creation? Does it have a keyboard for developing the typing ability required in modern curriculum? How easily can multiple students share the device and what are the privacy concerns of the operating system platform? What software is available for the device and how can it enhance the learning of the students? Is the software more than just a digitized animated worksheet? Is the student interacting and creating or reacting and guessing? These are just a few of the more prominent considerations we have to keep in mind to thoughtfully invest and develop our readiness for the Common Core and the new curricula that come with it. With a clear set of criteria we can cut through much of the flashy marketing and “wow” factor, and really take a hard look at a device’s core characteristics and their abilities to enhance the education of our students. |
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