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We are working on a pilot program for 2005-06 that will provide
each seventh-grader with an Apple iBook laptop computer. Each
laptop will come in an “always-on” protective case,
and it will be purchased, owned and maintained by OES. During
the school year, students will be allowed to take the laptops
home for school-related work, and during the summer the laptops
will be updated by OES before the start of the new school year.
This program will take place with the Seventh Grade class in
2005-2006, and it will be evaluated throughout the year. If successful,
the program may continue in the Eighth Grade the following year
(2006-2007). There will be no fees, tuition increase, or additional
costs to parents for this pilot program.
The Overall Program
• Why is this being done in the Middle
School?
• Why the Seventh Grade? Why not start with
all the Middle School grades?
• Will students use computers “too
much” for schoolwork?
• How can laptops improve learning?
• Will students learn faster or slower with
laptops?
• Will the laptops enable a rise in standardized
test scores?
• How will the laptops be used in the classroom?
• How will you assess the program?
• Why Apple iBooks?
• Will using the Apple OS X operating system
instead of Windows put the students at a disadvantage? Most of
the working world uses Windows software, doesn’t it?
• What software will be on the iBooks?
• Can students bring their own laptops
from home instead?
• How have the Seventh Grade teachers been
involved with this program?
How Will It Work?
• How much is this going to cost?
• Can students install their own software?
• What about games?
• What about music and movies?
• What about Instant Messenger?
• Will students play on computers during
the school day instead of going outside for recess? What about
computer addiction?
• What about viruses and spyware?
• What about ergonomics?
• How will the program start?
• Will the laptops make it easier for students
to misuse the Internet at school?
• Will the laptops make it easier for students
to “hack” the school network?
• What about inappropriate uses?
• Are wireless networks safe?
• Who is going to handle warranties and
repairs?
• What happens when a student laptop is
in the shop for repairs?
• Will the student files on the laptops
be private?
• Where do the laptops go when not in use?
• What about dead batteries? Will students
“plug in” in the classrooms?
• Will the laptops eventually replace desktop
computers in the Middle School?
Home and Family Questions
• Are families responsible for the costs
of damage or loss?
• Will the laptops have theft or broken
screen insurance?
• Are these laptops going to add to the
heavy loads students carry from home to school?
• How will laptops be used at home?
• Does this mean we have to have high-speed
Internet access at home? Is it going to be difficult to enable
the iBooks to use our home Internet connection?
• How are we supposed to supervise appropriate
Internet use at home?
• What if the parents never want the iBook
to access the Internet at home?
• Can students plug in and use printers,
scanners, digital cameras, and camcorders at home?
• Can students use their iPods and the
iTunes Music Store on their iBooks?
“What’s Next?” Questions
• What about the following year, when
the students move to Eighth Grade? Will the iBooks move with them?
• What about the Lower School?
• What about the Upper School?
Why is this being done in the Middle
School?
The Middle School years are an important time of change and choice.
Starting in the Sixth Grade, students can begin to use computers
in a routine, productive manner. Basic software and resources,
such as the Microsoft Office suite and Internet access, can be
used to support the development of higher-order thinking skills
(organization, research, communication, composition, and presentation).
These everyday uses of technology lay a foundation for students’
attitudes and ideas that will serve them well in the future.
In terms of access to technology resources, we believe uniformity
is important for this age level. Research has shown, for example,
that girls in this age group are most likely to “back away”
from science and technology as areas of interest and ability.
Enthusiasm for computer use is high and uniform, and this is the
time to create a culture of technology use that maximizes the
benefits for students while enabling them to critically assess
the drawbacks as well.
In all areas, we see the Middle School as a time to define the
correct balance of digital and traditional tools and learning
experiences. In well-designed programs of this type, students
can clearly see the benefits of research and project work where
computers play only a minor or supportive role (or none at all).
This critical and knowledgeable approach to technology use is
what we seek when defining the balance, and it is all part of
developing higher-order thinking skills that will guide students’
actions and work in the future.
So, this program isn’t designed to “increase technology
use” for the sake of using computers more often. We’re
concentrating on the larger issues of a balanced approach to the
benefits and drawbacks of the technology, starting with the issue
of equity of access and opportunity at an age when students may
benefit the most. After Middle School, the issue of uniformity
may be less important, and a diversity of choices may be more
appropriate and beneficial for each student.
In the end, Middle School students may not use computers any
more than they do now as a result of this program, but access
will be more direct, consistent, and reliable. The curricular
program of the Middle School will not be changed as a result of
the laptops, but the quality and impact of students’ computer
use can be substantially improved.
Why the Seventh Grade? Why not start
with all the Middle School grades?
The pilot program is designed to assess the long-term feasibility
of one-to-one laptops in the Middle School, and for the first
year we are looking for an accurate representation of the integration
and support issues. The Seventh Grade makes sense in two important
ways. First, the students aren’t new to the Middle School
(as are sixth-graders), so they are already familiar with the
culture and environment. The introduction of the laptops will
be a new element for them, but it won’t be combined with
a large number of other new elements. Secondly, if the program
is extended to a second year, , then we would have an experienced
set of students to observe a second year. Currently, there are
no plans to extend this program into the Ninth Grade.
Some schools have started laptop programs across multiple grades
at once, but we prefer a gradual approach. In terms of budget,
it would be much harder to purchase (and later replace) 195 laptops
in one year instead of 65 per year. Secondly, we want to do the
best possible job of providing support and fast turnaround on
technical issues; therefore, we would rather “ramp up”
support over three years.
Finally, the Seventh Grade is ready for laptops. This grade
has done exceptional work with the MS computer lab and laptop
carts, and they are ready to move forward.
Will students use computers “too much”
for schoolwork?
As noted above, the goal of this program is to reach an appropriate
balance of using traditional and digital learning tools. This
balance will be the foundation of the laptop culture we hope to
create, in terms of appropriate computer use at school, during
free periods, and at home. Overall, we want to shift students’
perceptions of computers from “toys” to “tools”
that can serve them now and in the future.
In the first year of the program, students may use the laptops
no more than they currently use OES desktops and laptop carts,
but their access will be more direct and less cumbersome. Additionally,
the laptops will allow them access to all their school files at
home (on the local drives) instead of only on our network.
We definitely don’t want to displace learning experiences
that are best taught without computers. There will still be courses
where computers won’t be used at all. In some cases, computer
use during the school day may actually decrease if specific computer
work can be done at home instead.
How can laptops improve learning?
Laptops can serve as “virtual workspaces” for students,
creating opportunities for research, composition, revision and
communication that are fluid and exciting. With easier access
to information and feedback, students can more easily “re-think”
their original ideas and go further with their conceptual development.
In general, this is the main reason most of us now use word processors
instead of pencils or typewriters—we can express our ideas
more fluidly, and then more easily revise and reshape them.
Teachers at OES who have worked at “laptop schools”
also report that they miss the organizational benefits of laptops—student
work is kept in a portable, easily accessed tool, and there are
fewer reasons for not being able to share examples of work in
progress.
Finally, working in a networked environment where it is easy
to share developing work and research with peers and teachers
is much closer to the environments students will live and work
in during high school, college, and the future. Becoming comfortable
and capable with these opportunities during the Middle School
years is a wise investment.
Will students learn faster or slower
with laptops?
Students may complete projects both faster and slower with laptops.
Over time, the laptops may help students have more individualized
learning experiences that are self-paced. For some students, this
will mean that they may cover material faster or slower than their
peers, and the laptops can allow clearer documentation and record-keeping
of student work in progress.
In part because of the access to online materials, some students
may do more in-depth research and work on projects, and this may
increase the quality of their work but slow down the rate at which
the process proceeds. Teachers will be alert to opportunities
when this could serve students, as well as cases where students
may be “spinning their wheels” and need to move on.
This is a critical part of the balance we hope to achieve with
the laptops.
Will the laptops enable a rise in standardized
test scores?
Research includes reports that one-to-one laptop programs led
to a demonstrated rise in standardized test scores and other reports
that did not show an increase. Even in the reports without an
increase in test scores, improvements were reported in writing,
research, and overall enthusiasm about learning. Associated with
this is the opportunity for higher quality, student-centered learning
opportunities.
As noted above, the introduction of laptops at OES is more of
an evolutionary step than a revolutionary step. We are not moving
from “no Internet access” to “Internet access
for all,” for example. Many of the benefits of student-used
computers have already been gradually integrated into Middle School
subjects. As time passes, however, we may find positive crossover
benefits. Students who are challenged to write both with computers
and long-hand, for example, may find their abilities improving
in each medium.
How will the laptops be used in the
classroom?
Most of our initial objectives are continuations of what we
are currently doing with technology in the Middle School. Students
have been writing and revising with Microsoft Word, collecting
data via Vernier probeware in science, and using Excel to crunch
numbers and create graphs. We have been using SharePoint collaborative
websites to enhance student communication and discussion. These
password-protected websites enable all students to contribute
their ideas and examples in a less-intimidating environment. When
used to supplement in-class discussions, we can move closer to
100 percent participation of students, and an increase in quality
of exchanged ideas.
Foreign language instruction may make use of the built-in microphones
in the iBooks, which could be used for recording “oral quizzes.”
Teachers could also use the recording features to share examples
of proper usage, or add “listening challenges” to
tests.
Many other opportunities will be enabled by of the presence
of the laptops, but we won’t be making too many innovations
during the pilot year. First we want to solidly appraise the overall
program, and then additional innovations may occur in later years.
How will you assess the program?
In addition to teacher and student interviews, and a parent
survey later in the first year, we will be using an assessment
tool based on Levels of Technology Integration (LOTI) developed
by Chris Moersch. This tool will be used this year with
seventh-grade faculty to get a baseline assessment, and then
repeated at the end of the pilot year (and perhaps each
following year) to determine the overall impact of the laptops
on technology integration and higher-order thinking skills. To
learn more about this tool, go to
www.loticonnection.com.
Why Apple iBooks?
In other student laptop programs (in Maine, Virginia, California,
Ohio and other states), Apple iBooks are the most common choice.
The main reasons for this is the smaller size of the laptops,
the lower number of viruses and spyware that may affect the operating
system, and the lower initial cost and cost of ownership of the
laptops. Some schools consider the cost-to-weight ratio of the
iBooks to be the decisive factor when compared to PC laptops of
similar capability, and ergonomic specialists recommend that the
lightest possible laptops should be selected.
The seventh-grade teachers have been using Apple iBooks for
the past two months as a trial, and they have found few difficulties
with shifting from PCs to the iBooks. There are slight differences
in file management, for example, but there are also benefits in
terms of battery life, wake from sleep, and size and weight. Microsoft
Word, PowerPoint, and Excel files are perfectly compatible between
PCs and iBooks. Students should be able to work on their files
equally well on both the iBooks and PCs.
Will using the Apple OS X operation
system instead of Windows put the students at a disadvantage?
Most of the working world uses Windows software, doesn’t
it?
There is no question that Windows is the dominant operating
system in the workplace, and the majority of computers on the
OES campus are running Windows. If we consider the core needs
of Middle School students, they are met well by the Apple OS X
operating system, Microsoft Office and other available applications.
At the Middle School level, all students need equal access and
equal opportunity to use technology. Their main technology learning
goals at this stage are to use common productive software (Word,
Excel, and PowerPoint) in authentic, productive ways, while also
learning to use the Internet for quality research and communication.
The features of Microsoft Word, for example, are nearly identical
on both the Apple OS X and Windows. Math and science needs are
also covered by cross-platform software (Vernier Logger Pro, Geometer’s
Sketchpad, and others).
The OES Upper School will continue to be a cross-platform environment,
with an emphasis on Windows software, and all students will be
expected to be competent in both operating systems. Given the
changing nature of computer software and applications, having
a varied competency with technology is the best experience for
students in the long run.
What software will be on the iBooks?
Our intention is to keep the software on the iBooks fairly streamlined.
Many specialized software titles would be nice to use, but we
need to make uniform decisions and buy licenses for all laptops
for whatever titles we choose. Once we start supporting 65 student
laptops, or 130 or 195, then even minor software titles can become
expensive.
For the pilot year, the proposed software loads for the iBooks
include:
• Microsoft Office 2004 for OS X
• Geometer’s Sketchpad
• Vernier Logger Pro software
• Internet Explorer, Safari and Camino for Internet access
• iPhoto, iMovie, iCal, and other Apple applications
• One or more on-laptop textbooks (if approved)
Can students bring their own laptops from
home instead?
Currently, almost no Middle School students bring laptops from
home. Home laptops can be difficult to configure for our network,
can bring unwanted viruses, and can be expensive to equip with
the same software that we can purchase at substantial discounts.
Additionally, we can’t “re-image” (replace)
all the software on home laptops because of licensing issues,
and students are more likely to bring computer games to school
from home.
For these reasons (and others), we don’t want to support
or allow home-purchased laptops at OES, even if parents were to
purchase iBooks. It will be easier for us to support the program
if everything is uniform.
How have the Middle School teachers been involved
with this program?
The input from Middle School teachers has been essential to
the development of this project. Last year, during the first presentation
to teachers about different possible laptop programs, everyone
agreed that growth in the use of technology in the Middle School
has been a positive experience and that the system of providing
access to computers needed to be improved. The teachers made it
clear, however, that they were concerned about cost of laptops
for families and the need to achieve the right balance of traditional
and digital tools. The importance of simplicity and reliability
was also emphasized, along with the necessity of clear policies
for acceptable use.
In response to these concerns, we designed the pilot program
to reduce costs as much as possible. Their concerns about simplicity
and reliability contributed to the decision to use the Apple iBooks
and OS X, given their track record of durability and fewer maintenance
issues in the Lower School.
To ensure that the teachers’ own transition from PC laptops
to OS X would be successful, we provided all seventh-grade teachers
with iBooks in November 2004 so they could use the same laptops
the students will use. After using the iBooks for two months,
teachers reported back about their experiences. They reported
some glitches with email and other details, but overall they were
happy with the size, long battery life, and fast wake from sleep
capabilities of the iBooks. They had no problems with switching
to the OS X versions of Word, PowerPoint and Excel.
How much is this going to cost?
The pilot project will be funded entirely from existing technology
funds. There will be no fee, lease, or tuition increase in the
Middle School for this program. With an always-on case, three
year warranties and software, we project that the cost of each
iBook will be around $1,100. If we purchase 65 of these per year
for the project, this will be a higher than normal investment
in technology in the Middle School, but if the program continues
we will be able to retire nearly all desktop computers in the
Middle School. We may also achieve savings if we use alternative
textbook options (online or on-laptop) in the future.
If the program extends to all three grades in the Middle School,
it may result in savings for parents if a school-provided computer
is used at home for academic work.
The long-term goal is to make this program self-sustaining within
the present budget structure. Whether we achieve this goal is
dependent on how well we can rein in hardware and software costs,
avoid costly insurance and repair expenses, and achieve a level
of participation that helps us protect and preserve our investment.
Can students install their own software?
One of the benefits of individual laptops is that students will
feel more responsible for the computer, and part of this relationship
is individualization of the laptop. Students will be allowed to
change background images and interface details.
Basically, the iBooks will be school-owned computers for school-related
use. They aren’t a replacement for a home computer, which
may have a variety of specialized software and features installed.
Because the school owns the laptops, only software licensed by
the school can be installed. Students won’t be allowed to
install their own software, even if they own licenses for it.
What about games?
If a game or scenario software is used by a class for academic
purposes, the school will purchase licenses and install the software
for student use.
Other than that, the iBooks won’t be used for gaming during
free periods or after school, and game software will not be installed.
As for online games, the school Internet filter (Websense) blocks
most game sites during the day. As noted above, students cannot
install their own software, even if they own legal copies, on
the iBooks.
What about music and movies?
Music and movies will be allowed for academic reasons (such
as support for a report), but not for recreational uses (watching
videos or listening to music fests during break times). See below
for more information regarding iPods, the iTunes Music Store,
and student iBooks.
What about Instant Messenger?
The current use of instant messaging at school by students is
limited. It is accessible on OES computers, but teachers in the
Middle School have not reported problems or distractions. Currently,
students do not overuse this communication tool at school, yet
we do hear of occasional misuse of messaging (too much use, or
harassment of friends or other students) on home computers.
Some faculty use instant messaging software for communication
with students, in part because many students are fluent and comfortable
with the medium. We don’t have plans to investigate this
formally during the pilot program, but we do plan to monitor Instant
Messenger use as we do online games and other opportunities for
overuse or misuse by students. It will be permitted for appropriate
uses (communication with parents or faculty), but not allowed
if it becomes a distraction or a problem for a student.
Will students play on computers during the
school day instead of going outside for recess? What about computer
addiction?
We will have clear guidelines for students for appropriate laptop
use both inside and outside of class. It won’t be acceptable
to use the iBooks during break times for games, movies or music
fests. Students who violate these rules will be subject to common
Middle School penalties and/or the temporary surrender of their
iBooks.
Additionally, the presence of the laptops will allow us to more
accurately deal with student misconceptions about technology.
For example, many students believe the Internet should be the
first (and sometimes only) research source for writing papers.
Seeing this in action, teachers can intervene to emphasize how
the Internet is not always the best, first or even a desirable
source of information.
As for home use, we will offer parent information sessions and
materials online with recommendations for the best use of the
laptops at home. The issues of screen time limits, supervised
Internet use, and best academic uses will be covered.
What about viruses and spyware?
Viruses and spyware do exist on the Apple OS X operating system,
but they are far less common than those created for the Windows
operating system. All student iBooks will have anti-virus and
anti-spyware applications. We have had very few problems with
spyware and viruses on existing OS X computers on campus.
What about ergonomics?
Laptops have both advantages and disadvantages as far as ergonomics
are concerned. For writing and other uses that involve using the
keyboard for more than 30 minutes, it can be better for the arms
to have the laptop positioned lower on the lap of the user. The
always-on cases absorb most of the heat produced by the bases
of laptops. A disadvantage of laptops is that the screens can
be positioned quite low for the user, causing a “looking
down” position.
The height of many of the tables in the Middle School is adjustable,
and we may reposition the height of the tables to meet the needs
of students. We also plan to seek the advice of ergonomic specialists
on chair height and types, and we will make recommendations for
the best use of the laptops at home and school. We will make this
information available for students and parents so that the safest
and best ergonomics practices can be used at home, too.
How will the program start?
The iBooks will be configured and prepared over the summer. During
the first weeks of class, the seventh graders will have time to
settle in. Then, later in September, they will be introduced to
their individual iBooks through a series of training sessions.
About the same time, we will offer evening sessions for parents
about the iBooks, home use, learning objectives, care and protection,
and other issues.
After the introductions (to students and parents), the iBooks
will be used as part of regular coursework and homework.
Will the laptops make it easier for
students to misuse the Internet at school?
All Internet use at OES will continue to be filtered by Websense,
which blocks access to inappropriate web sites. We also control
Internet access with our Packeteer packet-shaping appliance. This
means that common file exchange applications (such as Morpheus,
BitTorrent, Bearshare, Limewire, and others) won’t work.
The students will have the same Internet experience as they have
now, and there will be no “filtering” software on
the laptops themselves (which can be easy for students to disable).
Will the laptops make it easier for
students to “hack” the school network?
The iBooks will have access to the students’ files on
the file servers, the Internet, and the students’ email,
but they will not be “authenticated” domain computers
of the entire school network (currently running on Windows servers).
In this sense, they are less able to see or access any network
services or storage that is private.
What about inappropriate uses?
Students need to respect the iBooks as school-owned computers.
They will be allowed some leeway to personalize the computers
(in terms of software interface and pictures), but students may
not apply exterior stickers or labels. These laptops will be used
by other students for two more years, so they need to be kept
as clean and gently used as possible.
Students will also be held accountable for all other inappropriate
uses (of the Internet, our network, and copyrighted software)
as listed in the OES Computer Use Policy
in the Handbook. Students should not use the iBooks for online
purchases, for example. Additionally, the iBooks should not become
the depositories of personal music collections (more details below).
Are wireless networks safe?
This was the core issue at a Wireless Network Panel at Holton
Arms School in Maryland in May 2000. A representative from the
FCC on the panel described how wireless access points and radios
(in the laptops) do emit small electric fields, but the level
of energy that is released is much smaller than a typical cell
phone and other devices in the school environment. He felt there
was more risk from exposure to microwave ovens and cell phones
than from the wireless technology in laptops, and overall he was
not concerned about wireless networks and laptops in schools.
Greensboro Day School in Maryland did exhaustive testing and
research on this issue in 2000 as well. When they made actual
radio-frequency electric field measurements at the school, they
found that a room of wireless laptops produced lower measurements
than produced by fluorescent lights and even cell phones in use
in the carpool line. Their research discovered that devices we
use routinely emit these fields, and the wireless technology of
laptops and access points is not a significant source when compared
to other common devices. The National Association of Independent
Schools published an article by Ralph Davison about this research,
and it is available at
"Is It Time to Go Wireless?"
At OES and other independent schools, the electric field issue
has been researched. Because of their limited range and weakness,
wireless networks have not been considered a health concern. For
parents who do not want their students to use the wireless radios
in the iBooks, they can be removed or disabled, and wired network
drops are available in Middle School classrooms.
Who is going to handle warranties and repairs?
OES will handle all warranties and repairs, as well as all software
installs and maintenance. We use local repair shops that can normally
do warranty repairs in 3-5 days. This eliminates shipping issues,
but delays will occur when laptops are being repaired.
What happens when a student laptop
is in the shop for repairs?
We plan to have a small fleet of loaner iBooks (and possibly
Dell laptops) for students to use when their iBooks are in for
repairs. Students will routinely “back up” their files
to the school file servers so that they can easily use a different
laptop or desktop to do their work when necessary.
Will the student files on the laptops be private?
Currently, we scan student files on the school file servers on
a regular basis to check for inappropriate files, too many files,
and other issues. “Privacy” doesn’t really exist
when you use a school-owned computer, and the same policy will
apply to the iBooks. They can be scanned for inappropriate files
at any time.
Where do the laptops go when not in use?
Student lockers are equipped with locking rings (for use with
a padlock). If students bring locks to school, their iBooks can
be put into their lockers and locked when not in use. Alternatively,
we’ll have locking cabinets in the classrooms where laptops
can be kept between classes and overnight. Classrooms are locked
when not in use, and the cabinets will be locked at night.
Another option will be supervised charging cabinets in the MS
computer lab. Students can drop off and plug in their iBooks in
these open cabinets and leave them there between classes. This
will provide both security and charging time.
One thing we cannot have is unattended laptops left around the
building or campus. This invites theft, and it has been a serious
problem at some laptop schools. Any unattended iBook will be picked
up immediately by faculty or staff and turned in as a “lost”
iBook. The penalty for leaving an iBook lying around may include
a temporary surrender of the iBook for one or more days.
What about dead batteries? Will students
“plug in” in the classrooms?
Each classroom where the iBooks will be used will have floor
power strips that have 4-6 outlets stretched over a 4-5 foot span.
One of these can support several students with low batteries.
Ideally, all students will charge their iBooks at home at night
so that all laptops start the day with a full charge. iBooks run
for approximately four hours on a charge, which should be ample
for a typical school day. The warranties will cover replacement
batteries as the iBooks age and the batteries begin to fail.
Will the laptops eventually replace desktop
computers in the Middle School?
We currently have well over 100 desktop and laptop computers
for student use in the Middle School, but it is still difficult
to have more than a few sections of students use them at once.
Labs fill up, the laptop carts are rolled around, and computers
are reserved in advance, with the result that teachers don’t
have the access they would like.
If the pilot program moves forward into a full program, desktop
and laptop cart computers will gradually disappear from the Middle
School. Desktop computers are less expensive and more robust than
laptop computers, but the amount of use they receive is much less
than computers in a one-laptop-per-student program. Two years
ago, when we replaced the faculty desktops with faculty laptops,
the actual use of the computers by faculty more than doubled.
Are families responsible for the
costs of damage or loss?
OES will handle all warranty claims and service on the laptops.
Apple Computer determines if a claim is covered or not, with claims
being covered if the failure occurred during normal use. Failed
batteries, power supplies, hard drives, logic boards, keyboards,
and case latches are covered if they fail during routine use.
If an iBook is accidentally dropped, lost, damaged or stolen,
the repair or replacement will not be covered by warranty. Families
may be asked to contribute up to 50 percent of the repair or replacement
costs (not to exceed $500) if this occurs. If an iBook is deliberately
harmed by a student (or damaged or lost repeatedly), a family
may be asked to contribute 100 percent of the repair or replacement
costs (not to exceed $1000). The always-on cases are designed
to protect the laptops from common forms of accidental damage,
which should reduce the frequency and severity of these events.
One of the benefits of this type of structure is that parents
are protected from the most common costs of laptop ownership (hardware,
software, support and maintenance costs), yet there is still responsibility
for caring for and protecting the laptops. Some laptop programs
with “zero responsibility” for damage and loss have
had startling percentages of broken screens and other “rough
handling” repair claims. Programs similar to ours have had
very low numbers of non-warranty repair claims and theft (yet
some still occur).
Will the laptops have theft or broken
screen insurance?
For the pilot year, this program will not include theft or non-warranty
repair insurance on the iBooks because it would increase the cost
of each laptop by 15 percent or more, regardless of whether harm
or loss occurs. In programs similar to ours, the cost of repairs
and occasional losses has been nowhere near the cost of insurance.
These types of coverage can be added later if we find that the
program would benefit.
Are these laptops going to add to
the heavy loads students carry from home to school?
An iBook in its case with power adapter weights about 8 lbs.,
which is the same as some Middle School textbooks. The iBook will
be carried in its own case with its own shoulder strap. An iBook
shouldn’t be packed into an oversized backpack with other
books and items, because this can lead to a compression fracture
of the screen.
To reduce the weight carried to and from school, we are investigating
alternative textbook options. For example, we are looking into
class sets of textbooks that would be supplemented by their on-line
or on-laptop editions. In this way, textbooks could be used and
read in the classroom but would be used on the laptops at home
and outside of class. This would reduce the weight transferred
around the building and to and from school.
Reducing the size or number of some student binders (for notes
and handouts) may also be possible.
How will laptops be used at home?
There will be two types of home use—one that needs Internet
access, and one that doesn’t.
Examples of home use that needs Internet access would include:
• Using the online searchable databases to which OES subscribes
• Using online collaborative websites that OES creates
• Using school email
• Using online textbook resources
• Using OES online file directories
Example of home use that doesn’t need Internet access would
include:
• Using any of the Microsoft applications (Word, Excel,
PowerPoint)
• Using any discipline-specific software (Geometer’s
Sketchpad, for example)
• Using on-laptop textbooks (CDs copied to hard drives)
• Working with audio, picture or video files on disk.
Does this mean we have to have high-speed
Internet access at home? Is it going to be difficult to enable
the iBooks to use our home Internet connection?
Not necessarily—most of the online use will not be bandwidth
intensive. Additionally, online work will be compatible with home
computers. Therefore, if configuring the iBook to use the home
dial-up connection is too difficult, the online work can be done
on the existing home computer instead. This is also recommended
if parents believe it is too difficult to monitor student use
of the Internet at home if the iBook is used.
The easiest way to enable Internet access is through a wireless
network. The configuration for using a home wireless network will
be very easy. The iBooks also have internal modems and wired network
connection options if needed.
How are we supposed to supervise appropriate
Internet use at home?
Most home Internet connections are unfiltered, and software
for “filtering” Internet connections on the laptops
themselves is too unreliable to use and trust. We recommend that
parents always be aware when students are using the Internet at
home, and that they supervise this use so that inappropriate sites
and materials aren’t accessed. It will be made clear to
the students that OES will be checking Internet history files
and other “telltale” evidence on the iBooks that would
indicate misuse, and any inappropriate Internet use will be immediately
reported to parents. We will provide handouts and information
sessions for parents so that you can do the same.
The Middle School years can be a time when students “test
boundaries” and occasionally get into trouble with how they
interact with each other using technology. At this formative time,
there is also an opportunity to state and enforce limits so that
students gain a greater understanding about appropriate and positive
uses. Learning about these issues now, in a “hands-on”
sense, will serve them well in the future.
What if the parents never want the
iBook to access the Internet at home?
If requested, we can “lock down” an individual student’s
iBook network settings, so that the iBook will work only on the
OES network.
Can students plug in and use printers,
scanners, digital cameras, and camcorders at home?
In most cases, the operating system on the iBooks (OS X) already
has the necessary drivers and software to use home printers and
scanners. Students should be able to plug in the devices to the
USB ports on the iBooks, and have the software self-configure
for use. This should make the iBooks more functional at home.
Students will be “standard users” on the iBooks,
which means they won’t be able to install specialized software
for home printers and scanners. Sometimes, printer and scanner
software also includes serialized software which is owned by family
and not by the school. In the future, we may try to support these
devices, but for the pilot year we don’t want to try to
configure each iBook for unique devices at home.
Additionally, some families may want to use simple devices like
Lexar JumpDrives (small USB memory sticks) to transfer files at
home between the iBook and other computers. This makes it very
easy to move files for printing, or to scan images on a home computer
and then move the files to the iBook.
Most digital cameras and camcorders will also work with the
iBooks automatically, without specialized software. The software
called iPhoto on the iBooks is designed to automatically connect
to most newer digital cameras, for example. Most firewire-enabled
camcorders can be used with iMovie.
Can students use their iPods and the
iTunes Music Store on their iBooks?
There are many issues surrounding iPods and the iTunes Music
Store that have caused disappointment at other laptop schools.
Using iTunes for school-related projects will be allowed, but
the software shouldn’t be used as the student’s main
music collection or for music purchased through the iTunes music
store.
There are several reasons for this policy. First, to use the
iTunes music store to purchase music (even with a gift card) means
using the school network for a financial transaction, which is
not allowed in the OES Acceptable Use Agreement. Second, the contractual
limits with iTunes music purchases can be problematic. For example,
a user is only allowed to install a song purchased from the iTunes
music store on three computers. If the song is put on the student
iBook, or purchased through it, the license for that song will
be lost if we replace the software on that iBook. The problem
can be avoided if the computer is “de-authorized”
as one of the three computers beforehand, but keeping track of
the steps before working on the iBooks would be complicated.
Home computers should be used for music purchases and storage.
What about the following year, when
the students move to Eighth Grade? Will the iBooks move with them?
If the pilot project is successful, we will purchase a new set
of iBooks for eighth-graders to use, and we will keep the one-year-old
iBooks in the Seventh Grade. If the program is extended to
the Sixth Grade, the older iBooks sets will shift down, and a
new set will be purchased for the eighth-graders. Over time, we
would like the students to move to progressively newer laptops,
so each year the new set of laptops would go to the Eighth
Grade.
What about the Lower School?
There are no current plans to create a similar program in the
Lower School, but we are purchasing increasing numbers of iBooks
for LS students to use in the classrooms. In the future, the hallway
LS computer labs may be replaced by laptops that can be used more
flexibly within the classrooms and elsewhere in the Lower School.
What about the Upper School?
For the Upper School, we are working on a more diverse approach
to laptops, in part because there are increasing numbers of home-owned
laptops being brought to the US by students. During finals week
in December 2004, for example, 88 OES computers were used for
finals, and 93 home-owned laptops were brought on campus and used.
This diversity serves the US students well because some benefit
from inexpensive PCs or iBooks, while others benefit from tablets
or expensive PowerBooks. We are moving toward the support of a
broad range of laptops in the Upper School instead of trying to
implement a uniform program as in the Middle School. In addition,
this makes sense in that US students should develop the skills
and maturity to care for their own laptops, as they will when
they go on to college and universities.
If you have additional questions (especially ones we could
add responses to on this list) please contact Jim Heynderickx
(heynderickxj@oes.edu) or Brad Baugher (baugherb@oes.edu). Thanks!
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