Intel suggests laptop initiative's successor

Intel will advise government that the company's one-on-one e-learning model should be the next step forward after the rollout of the teacher laptop initiative (TLI).

Parthy Chetty, director of corporate affairs at Intel, explains that this model aims to make each classroom an e-learning classroom where every student has a laptop.

“With the one-on-one e-learning model, children don't have to be marched into a separate lab but they can constantly use the technology in their own classrooms.”

He says government has committed to the TLI and to putting computers (labs) into schools but not to this specific model as yet.

“We advise government on the best configuration and technology to use for an analogy. We listen to the needs and advise them on what to get in terms of these needs,” says Chetty.

He adds that this model complements the TLI and Intel is now working on strategy to get role players in, including the Department of Communications, the Department of Education, the Independent Communications Authority of SA, and the Universal Service and Access Agency of SA.

“We are trying to convince government that on the whole, it needs to put in more computers, but if they're doing it, do it right.

“It has to be phased. We don't expect a big bang rollout, but this is what we would really like to see going forward.”

Chetty also says Intel has developed a new curriculum for teachers based on this model because it requires a more flexible approach. The curriculum will be introduced in August.

“Using the technology for an intense period of time, instead of for about 35 minutes once a week in a lab, makes a huge difference. With sporadic use the skills are lost. When you go back a week later you forget stuff.

“With the e-learning model, the focus is on what is done with the technology instead of what the technology is and they have access to it whenever they need it,” says Chetty.

He explains that when learners remain in their classrooms the technology is contextualised.

Chetty also says with this model, teachers and learners remain in their comfort zones instead of having to go to intimidating labs.

“With the Gauteng Online project, 99% of the labs are not being used.

“We need to advise government on this model. It also promotes 21^st Century skills learning. Government should convert the money for big labs into this deployment so each classroom becomes a lab.”

“ICT integration in the classroom is an extremely positive addition to the learning environment, as it brings rich and diverse resources into the classroom. This in turn leads to the formation of a more dynamic and productive learning environment,” says the Education Labour Relations Council.

Chetty says it costs under R300 000 for a deployment of this initiative.

“It cost over R1.3 million for an equivalent deployment of Gauteng Online,” a government initiative to build province-wide 25-seat computer labs with Internet and e-mail capabilities.

Chetty explains that the required wireless routers cost about R10 000 per school and the laptops cost about R260 000 per school.

He says money for the model can be gained from the Universal Services Fund. “There is money there. Government committed about R5 billion to the TLI. That's a lot of money. If they just do that then there's no return on investment because the teacher will be the only one getting the skills.”

The Intel-based Classmate PC, which Intel suggests for this model, is a low-cost laptop designed by the company for students in emerging markets.

Chetty says teachers need high-end laptops but students will just be accessing content and communication so need basic functionality. He adds that Intel does not make the computers but just designs them.

The Classmate PCs have a four-and-a-half hour battery life and the model includes trolleys by SmartLabs that the laptops can be charged in. This reduces the costs of the new plug points that were put in for the Gauteng Online project. Chetty adds that the trolley doubles as a safe for overnight lock-up.

As an additional security measure, the laptops are programmed on the motherboard, adds Chetty. He explains that the server only validates a certain amount of log-ons and once that is exceeded, the motherboard will disable.

He also says there are no hard drives on the laptops so there is nothing to steal.

The devices communicate with the teacher and the teacher can view the screen of each student.

Webcams on the laptops can flip over so learners can capture what's on the board in front of them. The Webcams also help facilitate outside group work where learners can show teachers what they are observing, according to Chetty.

The laptops come with handles that make it easy to carry. They have smaller keypads and are spill-proof.

“It's not just a cheap device but is fully functional and practical,” says Chetty.

He adds that the Classmate PCs are WiFi-enabled and the model includes WiFi compliant routers.

The Intel atom processor is fanless and is designed to be used in dusty, hot environments, so won't be a problem in classrooms that don't have air-conditioners, he points out. It also uses 50% less power so there is less heat.

Chetty says the model has been adopted by other states to varying degrees.

Nigeria rolled out a deployment of 50 000 laptops; Macedonia, 50 000; Portugal, 500 000; Turkey, 29 000; Venezuela, 505 000 in 2010; and Spain, 15 000 in 2010.

“These countries had the political will to deploy this kind of model,” says Chetty.

He adds that this e-learning initiative is part of Intel's aim to reach the next one billion. He explains that the company has reached the top level of the population in the hypothetical pyramid and now needs to connect the next lot. “The intervention must have impact, be sustainable, and accessible to lower levels in the pyramid.”

Chetty says there are four pillars of what a school must have for the proper integration of ICT. Accessible technology is the first pillar and connectivity is the second.

Chetty highlights this second pillar as important in helping to close the digital divide. He gives the example of the government putting money into its education portal, the Thutong Web site, but not getting connectivity in schools, and so losing the value of the portal.

The third pillar, according to Chetty, is digital content. “We have designed some digital content, which is a drop in the ocean, and need it to create ripples so that more content is created.”

He names teacher training as the fourth and final pillar. “The fourth pillar is the most important element in a technology intervention, otherwise the TLI is a waste of money.”

Chetty says this initiative is different from the One Laptop Per Child (OLPC) project.

“OLPC states that if you put a laptop in a child's hands, you don't need a teacher. Intel is of the opinion that you have to train teachers to use ICT in an integrated way in order to effect positive change in the learning environment and to have educational impact.”

He adds the learner-centred approach requires learners to be at the centre of the learning environment and this is why Intel strongly recommends each child to have their own computing device.

“This allows flexibility in the way a child learns and also adds to the existing TLI whereby now both teacher and learner have similar mobile devices/ laptops.”

Intel joined the OLPC board in July 2007. Under the agreement, the company said it would explore collaborations involving technology and educational content.

Less than six months later, Intel pulled out of the project, citing “fundamental differences between the organisations”.