iPads & Chromebooks in K-12 Schools
|発行||Galvin Consulting and Technology Coast Consulting||商品コード||262297|
|出版日||ページ情報||英文 39 Pages
With the proliferation of mobile devices throughout the general population, it is natural for teachers, students, administrators and parents to look for extensions of these tools for K-12 classrooms. While desktop computers and computer labs have been around for decades, it has only been within the past three-to-four years, and the past 12 months especially, that mobile devices have gained a foothold in the education market.
iPads and Chromebooks represent two competing technologies for online education. Apple's iPad is a touch-based device (although it can be connected to an auxiliary keyboard) and it generally operates in a closed ecosystem controlled by Apple. Google's Chromebook, in contrast, has a full-sized keyboard (although there are rumors of a touch-based Chromebook in development) and relies on the Web for access and HTML applications.
While iPads have had a significant head start in terms of time-to-market, Chromebooks are quickly catching up, in large part due to their simplistic administration and very low cost. Both Apple and Google are unveiling new programs and tools for the K-12 education sector, harnessing the vast amount of data and information available through online media for increased student knowledge and exposure to new resources, including the Khan Academy, math and science apps, and on-the-fly publishing that allows teachers to create their own learning materials.
While technology vendors are advocating the benefits of eLearning initiatives and progressive K-12 school districts are moving toward 1:1 initiatives in which every student is provided with his or her own device, the K-12 educational environment in the United States still has a long way to go in terms of adoption and usage of mobile technology in the classroom. For example, a September 2011 White House report entitled "Unleashing the Potential of Education Technology" notes that spending on eLearning as a percentage of overall K-12 education expenditures was just $0.46 for every $100 spent (compared to $5.60 per $100 spent on eLearning in post-secondary education). On average, there are three students to every one computer or computer device in US classrooms today.
Both Apple and Google are unveiling new programs and tools for the K-12 education sector, harnessing the vast amount of data and information available through online media for increased student knowledge and exposure to new resources.
One of the largest hurdles for getting mobile technology into classrooms is the lack of infrastructure in many K-12 schools. Most mobile devices require sufficient broadband technology and wireless connections to support hundreds of students, teachers and administrators on the Internet. A May 2012 report from the State Educational Technology Directors Association (SETDA) notes that nearly 80% of schools say their current broadband connections do not meet their needs and 67% of schools have Internet service below 25 megabytes-per-second, half the speed recommended by SETDA. All of the education IT leaders we interviewed for this report highlighted the importance of a solid technology infrastructure - including fast Internet connections and broadband technology - as a key success factor when introducing mobile technology into K-12 classrooms.
In this report, we outline the changes underway in US K-12 classrooms with regard to mobile technology. In particular, we highlight Apple's iPad and Google's Chromebook as two potential devices that schools may wish to consider in their mobile technology selection process. While definitions of netbooks, notebooks, and laptops are still fluid, for the purposes of this report, we consider the Chromebook a notebook and the iPad a tablet.
The study details key success factors that are critical when introducing mobile technology into K-12 schools, including infrastructure, device management, software updates, technical support, deployment and management, and pricing/total cost of ownership. Additionally, we highlight Apple and Google's unique approaches to the K-12 education market in terms of the applications they offer, their security and malware protection, and likely future plans for both vendors in this market.
The paper concludes with a ranking of the capabilities offered by Apple and Google in the education market, along with recommendations for success based on discussions with education leaders who have successfully deployed iPads and Chromebooks in their schools and districts.
Schools and school districts that adopt mobile technology in their classrooms realize numerous benefits, including the ability to offer a customized learning environment to students who want to move faster or slower than their peers. Mobile devices have also opened up new sources of information to schools, and they have contributed to "flipped" instruction. Figure 1 highlights these and other benefits from mobile devices in K-12 classrooms. Additional benefits are highlighted in the study.
iPads and Chromebooks in K-12 Schools is written primarily for IT professionals in the K-12 education market. It is especially relevant to those technology and educational leaders in schools and school districts that are just now embarking on their mobile technology journey. By providing an overview of the mobile device market in K-12 schools, the report provides insights about the current state of mobile technology in schools, along with potential pitfalls school districts may wish to avoid. We offer concrete recommendations schools can take to improve their chances of success.
Additionally, the report is helpful to teachers, principals, administrators, counselors, school board members and parents who may be interested in mobile classroom technology and, in particular, Apple's iPad and Google's Chromebook devices. Due to their popularity (iPads) and extremely low cost (Chromebooks), these two devices are frequently identified as the final choices in schools' mobile technology selection processes. As we highlight, purchasing iPads or Chromebooks will take schools down very different paths in terms of their long-term mobile initiatives.
Finally, because we engaged in detailed interviews with education leaders who are currently using iPad and Chromebook devices, manufacturers of the devices and operating systems will find the study useful in terms of better understanding what is working well and what could be improved in the mobile K-12 education technology market. Vendors providing device management as well as on-boarding and ongoing support to K-12 schools will also find the report instructive for the same reasons.
Primary research interviews and secondary data were combined to highlight key players in the mobile technology education sector, including the following organizations:
Acer, Adobe, AirWatch, Apple, ARM, Auburn School District, Cambridge, CDW, Cisco, Council Bluffs Community School District, DK, Duke, E.O. Wilson Foundation, Fond du Lac School District, Google, Grace Lutheran School, Gumdrop, Hapara, Harvard, Houghton Mifflin Harcourt, HP, Intel, Khan Academy, KIPP LA Schools, Lenovo, Maine Learning Technology Initiative, McGraw-Hill, Meraki, Microsoft, MobileIron, Netflix, Oxford, Pearson, Prey, Rosetta Stone, Samsung, SOTI, Stanford, State Educational Technology Directors Association, Stoneware, Zeeland Public Schools, Zenprise
Primary and secondary research for this study took place during October 2012 - January 2013 and included interviews with education IT executives, participation in Webinars and online forums, and live discussions at industry events. Respondents were typically in charge of their district or school's information technology or mobile technology strategy and were frequently involved in the planning and implementation of mobile technology initiatives. Participants also included teachers, project coordinators, and technology coordinators. Secondary information was collected from a variety of online sources, including technical journals, education journals, and support publications.
End-user research relied on interviews with education leaders at private and public schools throughout the United States. Research was gathered through lengthy and in-depth telephone conversations. Respondents represented schools that are using a combination of iPads, Chromebooks and other computer hardware and software. However, the preponderance of focus during the interviews was on iPads and Chromebook devices.