The Changing Nature of the Hardware
At present, we propose that it may be useful to recognize two general interrelated trends that have produced several important secondary changes. We would describe the two trends, both of which involve the Internet, as 1) ubiquitous access to the Internet and 2) multiple, relatively inexpensive, Internet-enabled devices.
Ubiquitous access - Consider what has happened because a large and increasing proportion of the population can use a device (computer, smartphone) to connect to the Internet. We are taking a broad perspective here and describing general changes that really have originated outside of schools, but impact schools nonetheless. The willingness of users to pay for online access (the cost of connecting to the Internet) and hardware (computer, smartphone) and the availability of online services seem to ramp up together. As more and more people purchase such devices and pay for access, there is an increasing incentive for companies and individuals willing to offer online services and resources of all types. As more and more resources are available, more individuals will make purchases necessary to acquire access. In addition, as the number of users and service options increase, competition tends to lower costs. Opportunities and developments are connected in complicated ways. You are likely aware of the tremendous amount of information available online and the specialized services to assist online users in finding the information they want. Search is an online service used by nearly all Internet users and a topic we discuss at length elsewhere. There are however other trends we think have or will have great significance for educators. One such significant trend has been described as an increase in software as a service. The idea here is that instead of relying on software that must be purchased and loaded on individual computers, when the software is needed, users can use a network to access the software necessary to complete specific tasks. Technically, this might simply involve accessing software from a server maintained by the business or educational institution for which an employee works or that provides services to students, but more and more it means accessing a service made available to anyone through the Internet.
Often, all users need to take advantage of the service is a browser on their computer or smartphone. The service works “within the browser”. Again, the implications may not be obvious. First, in contrast to loading software on individual devices, accessing software as needed is typically far less expensive and often free. Second, the equipment used to access software as a service can be less sophisticated and less expensive. The storage requirements on such equipment are minimal. Perhaps no hard drive is even necessary. Some of the computational tasks are performed by the server rather than by the user’s computer again meaning a less powerful machine is necessary for many tasks. The need for less costly equipment in combination with less expensive or free online resources could mean that the amount of money dedicated to technology purchases will allow more devices to be purchased. It is interesting to consider what might change when the ratio of students to computers puts hardware in the hands of more students and when more online opportunities are available at lower cost? The logic we apply to argue that there are new opportunities available in schools also applies to the home. The question then becomes what happens when more opportunities are available for accessing information and services outside of the classroom? Of course, we also need to worry about the inequities that exist outside of schools. What happens when a minority of individuals are unable to take advantage of these opportunities?
Multiple, mobile devices - The form factor of the hardware learners use seems to be in transition. Clearly, there has been a shift from desktop computers to laptops. Even when costs are comparable, many schools value laptops because the devices allow greater within-school mobility. Carts with multiple laptops can be wheeled from location to location often augmenting a couple of desktop machines that might be secured within individual classrooms. The netbook, an unofficial designation typically applied to smaller sized, less powerful, and less expensive laptops, is more appropriate to the software as service model we just described. The lower cost of netbooks, often in the $400-500 range, and smaller size, typically less than 10 inches, offer advantages. The available money allows more equipment to be purchased and a netbook can be easily slipped into a backpack. Perhaps the availability of more equipment and more mobile equipment also allows individual students to be given a device and to take this device home.
Other devices are also being worked into the mix in some locations. Smartphones, phones capable of Internet-based tasks beyond voice and text messaging, are becoming quite common outside of schools. We explore how many young people have these devices and how they use them in the next section (see The New Mobile Phone: A Computer in Your Pocket). Some would argue that these devices provide learning opportunities that are typically underutilized at present. We agree, but at present, we also regard such devices as providing informal learning opportunities to some. While many young people have these devices, many is far from equivalent to all or most and we shy away away from an enthusiastic endorsement of any device a classroom teacher cannot make available to students. Finally, a new category of device has emerged with the recent commercial success of the Apple iPad. IPads, and similar devices from other vendors, offer a different form factor (a flat tablet-like shape that is easy to carry), a touch sensitive screen that is typically used to control the device, the potential to function as a stand alone device or as a way to access online resources and services, and a price point below that of a typical laptop. In fact, we assume many of you are reviewing this online content on this type of device. Some may argue that this is just a different type of laptop or netbook computer and perhaps this is true, but we would suggest the category is distinct and meaningful if the devices encourage a different pattern of user activity. While it presently is a little early to tell, it does seem like the tablet-like devices and the specialized software and services designed for these devices are distinct.
A new category of software, often called apps rather than applications, seems to have co-evolved with this new category of hardware. Apps could be made available for any hardware device, but so far this type of software seems mostly a staple of this newest category of hardware. Apple does intend to offer apps for more traditional computers in 2011. A significant feature of apps is the significantly lower cost. So, while word processing software for a laptop or netbook might cost $100, the “Pages” app for the iPad sells for $15. Apps can also be designed to distribute proprietary content. By proprietary, we mean those who create the content want some way to control who can use the content. Typically, the intent is to limit use of content to the individual making a purchase or to specific equipment. One of the challenges in offering digital educational content, or any form of digital content for that matter, is how to protect copyrighted material in a way that would encourage companies and authors/developers to invest time and resources in product development. Copyright is a complicated issue and there are those with very different views on the role of copyright in education. We will discuss copyright, educational fair use, alternatives to traditional copyright, and related topics at a later point. For now, we are noting only that apps provide a way for those who create content a degree of control over who can use a specific copy of that app and that this capability is important to many intending to sell educational content and services.