With cheaper, smaller laptops and other mobile devices being released all the time, could you consider giving a computer to every child in your school? Matthew Jane looks at the financing options and the technology which could make this possible.

PDAs, handheld computers, mobile phones and notebooks are not only fashionable accessories for everyone from school children to city traders; they can also be invaluable tools in achieving a 1:1 ratio for personalised and mobile learning, taking the curriculum outside the restraints of the school building and the school day.

According to the latest Office of National Statistics figures, only 29 percent of households in the lowest income brackets have a PC at home, meaning that schools that can provide fully mobile devices to children will help the drive to have fully integrated ICT both in and out of the classroom.

Philip White of Syscap says: “Better provision of mobile computing is not just about providing a new way to approach traditional subjects; It offers the ability for children to develop an appetite for the life-long learning skills more appropriate to the needs of their generation.

Small is beautiful
Many people now see mobile devices as the most effective way to incorporate technology into primary schools, with desktops being viewed as too restrictive.
“Go for multifunctional furniture, mobile laptop and not static desktop computer solutions,” suggests Colin Craythorne of Brentford. “This will enable resources to be easily shared and limited space used for both the delivery of IT as well as other curriculum activities.”

Especially in early years education, the advantages of providing small, lightweight and affordable devices ensure that children are gently introduced to the benefits of technology, enabling more effective education and learning, says Tom O'Kill of HP Personal Systems Group.

With a range of devices available to promote mobile learning, it is essential that you weigh up the pros and cons of all devices before investing in any particular one.

“PDAs have long been seen as a cheap and cheerful way of getting 1:1 access for children,” say Rob Heath of Stone Computers. “But their limited functionality, lack of application support and lack of storage space has often led to these devices ending up locked away in cupboards. On the plus side, many PDAs have a variety of connectivity solutions including voice, 3G, WLAN and VOIP. Connectivity combined with long battery life makes them a simple solution to use out of the classroom, but is this really a function you require frequently in a school?”

Heath suggests that the best device in a school is still the traditional notebook. “With ever decreasing pricing, pupils can have access to a laptop offering desktop equivalent performance, easy navigation, and a secure virtual environment from which to enjoy learning,” he says.

“Screen sizes make them ideal for running the very visual educational application used in primary education, and dual core processor technology means running multiple applications simultaneously will have a reduced impact on the overall performance of the device. A traditional notebook still remains the very best all round learning platform,” suggests Heath

Daid Newbould of NEC computers suggests considering how the device will be used in the classroom. Devices should be compatible with the other classroom furniture. If the device is too big and takes up the entire desk, then it may prevent children from using textbooks, which will have an impact on how the device will be used.

Spreading the Cost
One of the greatest barriers to integrating these devices into the classroom is always going to be the financial burden.

“Despite the proliferation of affordable mobile technologies for individuals, and the increased (if inconsistent) financial support from the government for personalised learning', developing a strategy which delivers universal access to IT for an entire school is still way beyond the budgets of most bursars, especially within the primary sector,” says White.

“Constantly changing technology will always mean that devices chosen today will be cheaper and better tomorrow, so it's not an easy call for any buyer,” says Craythorne. “Bursars need to be looking at the total package and be selecting storage and recharging products that are flexible to change at the minimum of extra cost or even look at those products that are forward thinking but maybe more expensive initially.”

O'Kill points to government strategies, such as computers for Pupils and Home Access as being particularly lucrative sources of funding for purchasers. “In some instances, schools do ask parents for a contribution to the devices. This can often help provide a sense of ownership and thus responsibility for the device in the child and the family.”

White also suggests that the families can become key financial contributors to such projects. He says that the opportunities are there for either full or partial funding from parents, which can be done for as little as a few pounds a week.

Heath stresses the need for careful consideration of devices. Giving cheap technology to primary children will offer no benefits if the devices use hasn't been defined. “In addition, you must consider the cost of licensing software, multiplied by the number of applications you use across so many users.”

Seek advice from teachers on what you need the product to be able to do. “If the advice is that you do need to spend more than your budget allows, consider leasing, advices Heath. “Leasing solutions are available from 0 percent interest up, so leasing hardware may not be as expensive as you may have thought, and may prevent you ordering hardware not fit for purpose.”

O'Kill stresses the importance of considering the total cost of ownership (TCO), as the initial expenditure is often not the only financial outlay. “A very low initial price point is no good if the device has problems in the future, as this has a cost associated with it, both in terms of downtime for the teacher and the child affected, thus impacting their learning time,” he says. “Depending on the level of warranty taken at the time of purchase, the cost of the support and the problem fix. So the cheapest doesn't always reflect the best value.”

“Buying high on the technology curve provides some future proofing and gives the device a longer effective usable lifespan. A device that is close to being out of date now (but very cheap) is very likely to quickly be unable to support and run future applications that the school chooses to use. Bursars then need to replace the technology more frequently, increasing overall costs,” says O'Kill.

Joining forces
Smaller primary schools can often find it difficult to take advantage of technology, with additional obstacles to overcome. “Bulk purchasing is one way of achieving cheaper pricing on mobile devices en masse for children,” suggests O'Kill. “If local schools or affiliated schools group together for purchasing then their buying power will improve and thus increase the probability of negotiating a better price for the devices. In addition, spreading purchasing instances on an ‘as and when' basis results in higher costs per transaction. If local schools group purchases into a single purchasing instance, the cost to the purchaser in terms of time and resources alone can be effectively reduced.”

Heath also stresses the importance of choosing your supplier carefully. The best way of ensuring this is to look for accredited suppliers, as these suppliers will have gone through a rigorous tender process. This ensures that suppliers are competent at dealing with the unique requirements of schools, as well as being able to offer appropriate advice and a competitive price.

Heath also suggests: “look for a supplier that will image machines with software prior to shipping to give you a true out of the box solution. Also, look for a supplier that offers a dedicated support line, covering both the hardware and software. If you are planning to allow children to take devices home and have no support staff available out of term time or beyond the end of school, telephone support solution could prove invaluable.”