WEBVTT 00:00:00.000 --> 00:00:03.740 Welcome to the deep dive. So today we're going 00:00:03.740 --> 00:00:06.240 to get into something pretty relevant for schools, 00:00:06.740 --> 00:00:09.500 maybe parents too, choosing the right computers. 00:00:09.679 --> 00:00:11.619 Yeah, it's a big decision. We're looking at, 00:00:11.619 --> 00:00:13.699 you know, the different types of devices out 00:00:13.699 --> 00:00:16.539 there, drawing on some ideas from a piece by 00:00:16.539 --> 00:00:19.399 Gary Ackerman a few years back. Right, that 2018 00:00:19.399 --> 00:00:22.300 article on hackscience .education. Our mission, 00:00:22.359 --> 00:00:24.719 basically, is to unpack the options like internet 00:00:24.719 --> 00:00:27.960 -only notebooks, tablets, full computers, and 00:00:27.960 --> 00:00:30.120 why just picking one type might not be the best 00:00:30.120 --> 00:00:32.219 move. Exactly. We want to understand the pros 00:00:32.219 --> 00:00:33.899 and cons of each. You've got your Chromebooks, 00:00:34.020 --> 00:00:37.240 your iPads, and then your more traditional laptops 00:00:37.240 --> 00:00:39.539 and desktops. OK, let's start with those internet 00:00:39.539 --> 00:00:42.450 -only ones, the Chromebooks. They seem, well, 00:00:42.450 --> 00:00:45.670 everywhere. Big draw is the cost, I assume. Definitely. 00:00:45.990 --> 00:00:48.329 Low cost, and they're generally easier for schools 00:00:48.329 --> 00:00:50.469 to manage, you know, update and keep secure. 00:00:50.609 --> 00:00:52.929 That's a huge plus when you're dealing with hundreds 00:00:52.929 --> 00:00:55.149 or thousands of devices. Makes sense, but there's 00:00:55.149 --> 00:00:57.450 always a trade -off. The article points out the 00:00:57.450 --> 00:00:59.950 flip side. They're usually less powerful locally. 00:01:00.070 --> 00:01:02.049 They really depend on that internet connection. 00:01:02.369 --> 00:01:04.909 So for really complex stuff, maybe not the best 00:01:04.909 --> 00:01:07.760 fit, like creating sophisticated projects. Yeah, 00:01:07.920 --> 00:01:10.379 potentially. Think high -end graphic design, 00:01:10.840 --> 00:01:13.260 complex video editing, running specific heavy 00:01:13.260 --> 00:01:16.219 software. Yeah. That can be a challenge. Gotcha. 00:01:16.500 --> 00:01:19.680 OK, then there are tablets like iPads. Very popular, 00:01:19.920 --> 00:01:22.120 very slick interface. Where do they fit? Well, 00:01:22.180 --> 00:01:24.459 they offer that really intuitive touch -based 00:01:24.459 --> 00:01:27.579 experience. Great for certain apps, content consumption, 00:01:27.840 --> 00:01:30.500 some creative tasks. Kids often love them. But 00:01:30.500 --> 00:01:33.340 limitations, too. Sometimes, yeah, again, maybe 00:01:33.340 --> 00:01:35.700 not the same processing power as a full laptop, 00:01:35.799 --> 00:01:38.060 and the apps, while great, might not have the 00:01:38.060 --> 00:01:41.079 full depth of desktop software. Plus, often geared 00:01:41.079 --> 00:01:43.340 more towards a single user experience. Right. 00:01:43.420 --> 00:01:46.780 Which brings us to the standard computers, laptops, 00:01:47.040 --> 00:01:49.280 desktops, the ones with full operating systems 00:01:49.280 --> 00:01:51.799 like Windows or Mac OS. Exactly. These are generally 00:01:51.799 --> 00:01:54.980 your powerhouses. If students need to do serious 00:01:54.980 --> 00:01:57.900 coding, run complex simulations, use professional 00:01:57.900 --> 00:02:00.579 -level creative suites, This is often what you 00:02:00.579 --> 00:02:02.920 need. The most capability, basically. But I'm 00:02:02.920 --> 00:02:05.180 guessing they cost more and may be harder to 00:02:05.180 --> 00:02:07.799 manage. That's the usual trade -off, yeah. Higher 00:02:07.799 --> 00:02:10.560 upfront costs and potentially more IT work needed 00:02:10.560 --> 00:02:13.919 for maintenance, software installation, security. 00:02:14.159 --> 00:02:16.419 OK, so this is where that diversification idea 00:02:16.419 --> 00:02:19.819 comes in. The source argues against schools just 00:02:19.819 --> 00:02:22.460 buying, say, only Chromebooks because they're 00:02:22.460 --> 00:02:25.180 cheap. Why is mixing it up so important? Well, 00:02:25.219 --> 00:02:27.919 the core idea is that different tasks need different 00:02:27.919 --> 00:02:30.840 tools. Even though cloud tools have gotten way 00:02:30.840 --> 00:02:33.500 better since 2018, there are still plenty of 00:02:33.500 --> 00:02:36.139 things that really benefit from or even require 00:02:36.360 --> 00:02:40.099 a full OS. So if you only have devices that are 00:02:40.099 --> 00:02:42.919 limited in some way, you might be unintentionally 00:02:42.919 --> 00:02:45.439 limiting what students can explore or create. 00:02:45.860 --> 00:02:48.340 Think about specialized science software or advanced 00:02:48.340 --> 00:02:50.340 art programs. So it's not just about getting 00:02:50.340 --> 00:02:52.080 a device into every student's hands. It's about 00:02:52.080 --> 00:02:54.180 getting the right device for the task. Pretty 00:02:54.180 --> 00:02:56.560 much. It's about ensuring students aren't held 00:02:56.560 --> 00:02:59.419 back by the tech. A mix allows you to match the 00:02:59.419 --> 00:03:01.719 tool to the learning objective, you know. Yeah, 00:03:01.819 --> 00:03:03.860 that makes a lot of sense. Access to the right 00:03:03.860 --> 00:03:05.919 tools for everyone, depending on what they're 00:03:05.919 --> 00:03:08.930 doing. Right, it can lead to more equitable opportunities 00:03:08.930 --> 00:03:10.949 really, making sure all students can develop 00:03:10.949 --> 00:03:14.009 a wide range of digital skills. Okay, so wrapping 00:03:14.009 --> 00:03:16.889 this up then, choosing tech for schools is this 00:03:16.889 --> 00:03:19.330 big balancing act. You've got cost, you've got 00:03:19.330 --> 00:03:22.129 manageability. But you also absolutely have to 00:03:22.129 --> 00:03:24.509 consider the actual capabilities needed for, 00:03:24.509 --> 00:03:27.110 well, real teaching and learning. And a diverse 00:03:27.110 --> 00:03:29.629 fleet of devices. Some Chromebooks, maybe some 00:03:29.629 --> 00:03:32.129 tablets, some full computers. Seems like a smarter 00:03:32.129 --> 00:03:34.590 way to cover all those bases. Exactly. It meets 00:03:34.590 --> 00:03:37.810 the varied needs you find in any school. So here's 00:03:37.810 --> 00:03:40.830 something to chew on for our listeners. Beyond 00:03:40.830 --> 00:03:43.710 just the specs, how might the type of device 00:03:43.710 --> 00:03:46.569 a student primarily uses? Maybe mostly a browser 00:03:46.569 --> 00:03:50.349 or a tablet or a full PC. How might that subtly 00:03:50.349 --> 00:03:52.009 shape their learning habits, the skills they 00:03:52.009 --> 00:03:54.490 develop, maybe even their future pathways? That's 00:03:54.490 --> 00:03:56.449 a great question. Think about how those daily 00:03:56.449 --> 00:03:58.409 interactions with different kinds of tech might 00:03:58.409 --> 00:04:00.930 influence things long -term. Something to consider.