{"id":311,"date":"2009-07-14T11:23:38","date_gmt":"2009-07-14T15:23:38","guid":{"rendered":"http:\/\/edutechdebate.org\/?p=311"},"modified":"2012-09-27T10:37:35","modified_gmt":"2012-09-27T14:37:35","slug":"increased-computing-saturation-requires-cost-effective-solutions","status":"publish","type":"post","link":"https:\/\/edutechdebate.org\/individal-and-communal-computer-usage\/increased-computing-saturation-requires-cost-effective-solutions\/","title":{"rendered":"Increased Computing Saturation Requires Cost Effective Solutions"},"content":{"rendered":"
In Walter Bender’s previous post, For Real Learning, Mobility and Saturation Matter<\/a>, one of his concluding statements was: <\/p>\n “I echo Dukker in being supportive of whatever means we can deploy to get great software into the hands of children, inexpensively.”<\/p><\/blockquote>\n I completely agree. Shared computing vs. 1:1 is a false dichotomy. Is it better for every student to have a computer at their fingers at school and at home? Absolutely. But pushing 1:1 as the short-term objective vs. long-term goal sets up unrealistic expectations with schools and governments that just don’t have the funding. <\/p>\n Is increased saturation of computing devices better?<\/b> <\/p>\n Yes, but that can only happen with ultra-low cost solutions. Mr. Bender commented that he would leave the math to me, so let me provide a few tools and references (there are many available). <\/p>\n Vitalwave Consulting<\/a>, a research firm that specializes in information and communications technology (ICT) in emerging markets, produced a report titled Affordable Computing for Schools in Developing Countries: A Total Cost of Ownership (TCO) Model for Education Officials<\/a> that compared TCO for various platforms. Below is a summary:<\/p>\n<\/a>\n The key is the Total TCO<\/b>, which ranges from $2.6K to $2.9K per seat over 5 years. This dwarfs the acquisition price of $285 to $750. That is why many have criticized Nicholas Negroponte’s infamous target of a $100 laptop as unrealistic and misleading.<\/p>\n Unfortunately, alternative computing models, such as virtual desktops were left out of the report. According to a Vitalwave source, they included NComputing in the initial analysis but the sponsor of the report asked to keep these results hidden. <\/p>\n NComputing also has a comprehensive TCO Calculator (.xls file)<\/a>. It shows: <\/p>\n Conclusion: the math matters. To increase saturation, whether through 1:1 computing or shared access, alternative computing models must be considered. <\/p>\n Is mobility essential?<\/b><\/p>\n I think that’s debatable and really depends on the age, level of education, specific learning application required, and most importantly, where the school and community are in the spectrum of funding and specific needs. <\/p>\n In Maslow’s famous hierarchy of needs<\/a> model, basic needs such as food or water must be fulfilled before other things are needed. For example, if one is starving (physiological), one has no interest in things like self-esteem or achievement (Esteem). They just want food.<\/p>\n<\/a>\n Mr. Bender said, <\/p>\n “21st century computer skills” seem to be about the acquisition of some specific knowledge \u2013 necessary but not sufficient. Learning is about the acquisition of a new “outlook” \u2013 what we are capable of doing with that knowledge .<\/p><\/blockquote>\n Again, I would look to a hierarchy of needs based on key demographics see if acquiring “a new outlook” is truly necessary. I’d argue that in some areas, just getting access to a computer gives that student an advantage over someone that leaves school to start working without ever having that access. <\/p>\n Mr. Bender uses examples where netbooks can be more advantageous in music, nature, gym, and photography. These are wonderful examples. But are these subjects relevant when we’re talking about kids that can get a great advantage just by improving their math, reading and writing courses with computers? <\/p>\n Students in a particular location can get a big benefit just by being exposed to computing for the first time which allows them to: <\/p>\n Can desktop solutions and mobile solutions co-exist?<\/b> <\/p>\n Yes, and there are many examples where schools deploy both. In Macedonia, NComputing deployed over 100,000 virtual desktops which made Macedonia the country with the greatest density of computers to students. But Macedonia also issued a tender to deploy a smaller quantity of netbooks. They cannot afford mobility for all students, and yet even at 1:1 desktop computing they see the advantages of mobility. But emphasizing mobility is misleading and can lead public officials to trade off higher saturation and access for a mobile solution. <\/p>\n Sugar desktop<\/b><\/p>\n\n
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