Sustainability of one-to-one devices in education

The True Cost of Education: Affordability vs Value for Money

In my sidekick project to explore the long-term sustainability of one-to-one devices in education [link ], it quickly became clear that it isn’t actually a case of affordability as there are sufficient operating and revenue streams within education to support the application of one-to-one devices and also the enhancements required in digital and technology infrastructure and connectivity to support them. So if affordability isn’t an issue then why don’t all schools implement them?

The answer lies not within affordability but within value for money.

Is it the affordability or the value for money that should guide our decisions? The term ‘affordable’ is often misleading. Technically, any expenditure can be deemed affordable if the necessary funds are available or can be procured. Yet, this simplistic view fails to capture the essence of prudent financial planning and investment in education. The crux of the matter lies not in the mere ability to purchase but in the perceived value derived from such an investment.

When assessing the viability of one-to-one devices in education, it’s clear that we need to consider the broader implications.

• Does the technology enhance the learning experience?
• Does it lead to better educational outcomes?
• Are there long-term benefits that justify the initial outlay?

These are the questions that educators, administrators, and policymakers must ponder.

The concept of ‘value for money’ extends beyond the price tag. It includes the quality, durability, and relevance of the devices. It’s about measuring the tangible and intangible returns on investment. For instance, a high-quality device that lasts several years and supports a wide range of learning activities may present a better value proposition than a cheaper alternative that requires frequent replacements or fails to keep pace with educational demands. Moreover, the perceived value for money is subjective and varies among stakeholders. Parents may prioritise different aspects compared to educators or students. Hence, a collaborative approach is essential to align expectations and ensure that the investment in technology aligns with the shared educational goals and values.

While affordability is a necessary consideration, it should not be the sole determinant in the adoption of one-to-one devices in education. Moreover,

the adoption of one-to-one should not be ruled out on cost alone.

A comprehensive evaluation of the value for money, considering both the immediate and long-term benefits, is crucial to ensure that the investment yields a positive impact on the educational journey of students.

In my professional experience, the hesitation of schools to embrace one-to-one devices often stems from a lack of robust evidence demonstrating their value for money.

The due diligence required to substantiate the financial viability and educational benefits of these devices is frequently perceived as an onerous task.

This perception is compounded by an underlying assumption about the school’s capacity to manage such a transformative change.

There is also a certain doggedness in the educational sector, a resistance to adopting one-to-one devices. This reluctance can be attributed to a variety of factors, including the comfort of traditional teaching methods, budget constraints, and the daunting prospect of overhauling existing infrastructures. However, it is crucial to challenge these preconceptions and explore the potential advantages that technology can bring to the classroom.

The reluctance to adopt new technologies may also reflect a broader apprehension towards change. Schools operate within a complex ecosystem of stakeholders, including educators, students, parents, and administrators, each with their own set of expectations and reservations. Navigating this landscape requires careful consideration of the perceived risks and rewards associated with one-to-one devices.

Ultimately, the decision to invest in educational technology should not be taken lightly. It demands a comprehensive analysis that goes beyond initial costs and considers the long-term strategic goals of the institution. By fostering an open dialogue and conducting thorough research, schools can move beyond the constraints of affordability and embrace the true value that one-to-one devices offer in preparing students for the digital age.

My research and numerous discussions with professional colleagues have revealed that the benefits of one-to-one devices in education can be distilled into three fundamental categories:

• equity of access and fairness,
• improving student outcomes, and
• preparing students for the future.

These pillars serve as the bedrock for justifying the implementation of one-to-one schemes in educational settings.

Equity of Access and Fairness

One-to-one devices have the potential to level the playing field, providing all students with equal opportunities to engage with digital learning resources. This equity of access is crucial in ensuring that every child, regardless of their socio-economic background, has the chance to benefit from the technological advancements in education.

Equity also extends to the teacher where it relates to a standardised, simplified and consistent experience versus the alternative where teachers grapple with compatibility issues, different devices running various operating systems with varying screen sizes, or lack essential features. With equitable access to devices, teachers can design lessons with confidence safe in the knowledge that every student can access the same apps, software, and online platforms the same way.

For the student, equity means that students can share screens, collaborate on projects, and engage in peer learning in the classroom and beyond, without compatibility issues.

For digital and technology supporting the use of computers in schools, their task is massively simplified because all devices are identical, meaning that IT teams can streamline management processes including standardised deployment processes, enforcing consistent security policies across all devices with patching, encryption, access controls, and antivirus software. Single device types also enable simplified self-help documentation which end-users can use to support themselves, further reducing the burden on support, releasing resources to be deployed elsewhere on something with a direct correlation on outcomes. And finally, because of a limited device type schools can benefit from financial savings as a result of economies of scale when purchasing.

Improving Student Outcomes

The integration of technology in the classroom has been shown to positively impact student engagement and achievement. One-to-one devices facilitate personalised learning experiences, allowing students to learn at their own pace and in ways that suit their individual learning styles. With evidence to support significant gains within reading, writing and mathematics. Students also benefit from having easy access to learning accelerators and safe resources to support problem-solving and critical thinking.

Preparing Students for the Future

It’s not a cliché, but as we move further into the digital age, the ability to navigate technology becomes increasingly important most recently within the application of AI. One-to-one devices prepare students for the future by developing their digital literacy skills, which are essential for success in a rapidly evolving job market.

Before embarking on a one-to-one device scheme, it is imperative to clearly articulate the reasons behind the decision. This clarity will drive value for money and ensure accountability. It is a strategic endeavour, not merely an operational one. The success of such a project will determine whether the initiative is deemed successful or not, and more importantly, whether it even receives the green light to proceed.

The implementation of one-to-one devices is not just about the technology itself but about the strategic vision it supports. It’s about creating an environment where technology enhances learning and equips students with the skills they need for the future. As such, the decision to implement a one-to-one scheme should be made with careful consideration of its long-term benefits and alignment with the institution’s educational objectives.

Although there are other aspects that can be considered in connection to one-to-one devices, they can generally be included within one of the three pillars above.

Summary

In my sidekick project, I embarked on a journey to unravel the long-term sustainability of one-to-one devices in education. This exploration has led me to a critical distinction between affordability and value for money, and more importantly, the perceived value for money. It’s become clear that the decision to invest in educational technology extends beyond affordability and delves into the strategic alignment with educational values and outcomes.

Affordability vs Value for Money

My initial inquiry into the matter revealed that while any investment might be deemed affordable, schools shouldn't rule out the change on cost alone, it is the value for money that should guide the decision making process.

Overcoming Institutional Hesitation

In my experience, schools often rule out the possibility of using one-to-one devices, not because of the cost, but due to the perceived complexity of proving their value for money. There’s also a prevalent assumption about the school’s capacity to tolerate change and a stubbornness against adopting new technologies.

However, it’s crucial to challenge these preconceptions and explore the potential advantages that technology can bring to the classroom.

The Benefits of One-to-One Devices

Through significant discussions among professional colleagues, it’s become apparent that the benefits of one-to-one devices boil down to three things:

• equity of access and fairness,
• improving student outcomes, and
• preparing students for the future.

All other considerations and justifications fall into one of these categories.

Therefore, before implementing a one-to-one scheme, one needs to clearly articulate the reason why this is being done, as this will derive value for money and therefore affordability and accountability. It’s a strategic piece of work, not an operational one.

The success of one-to-one device schemes hinges on a strategic vision that aligns with the educational goals of the institution. It requires a commitment to not only understand the immediate benefits but also to anticipate the long-term impact on the educational landscape. It is a change project and should be accompanied with all the normal paraphernalia that comes with a project of this nature. By doing so, schools can make informed decisions that go beyond the operational aspects and embrace a future where technology and education are inextricably linked.

Footnote: This project began as a personal side project, pursued in my own time. It has become a significant part of my life, demanding considerable dedication and effort. Now that the results are robust and the research is complete (for me at least), I have decided to park the project for the time being. I would like to extend my heartfelt gratitude to everyone who contributed to this endeavour for their invaluable time and both personal and professional insights.

2nd Footnote: With a proven track record of facilitating transformative changes within organisations, I am well-equipped to guide and support those embarking on similar journeys. If you find yourself in need of assistance or are seeking someone to help navigate the complexities of implementing one-to-one devices in education, please do not hesitate to reach out. I may offer the insight and support necessary to make your initiative a success.

3rd Footnote: I also host a podcast titled "Edtech Stuff" [link ] If you would like to feature on it, speaking about a subject that you are passionate about, please reach-out to me using this form.