Digital devices for learning

Initial capital investment may be able to be funded from savings, charitable grants, community fundraising, parent contributions, partnerships, or top-up grants under your school property plan.

Purchasing second-hand devices

There is an attractive up-front cost-saving to purchasing second-hand. But, you may need to:

• keep some swap-out units as the technology will have no warranty
• reimage the machines or set the units back to factory settings
• purchase power supplies, batteries and so on
• ensure the second-hand technology is not so old that it will need to be replaced too soon.

Accepting donated devices

With donations you should consider:

• the time it might take to configure or integrate
• the usefulness of the equipment itself - does it meet the threshold for the performance needed to be viable at your school?
• if it's still fit for purpose
• who will provide the ongoing support that may be required
• if the procurement was funded through a donation, will this happen again? If not, what is your plan to fund the replacement in a different way?

All-of-Government procurement

Schools can save time, effort, and money by making use of all-of-government procurement processes for digital devices. The government uses the power of collective purchasing to secure good deals.

All New Zealand Schools are eligible to join the All of Government (AoG) purchasing scheme. Schools are encouraged to consider the AoG scheme because suppliers are contractually obliged to ensure that their products are not available at a cheaper price through any other channel.

More information »

• All-of-Government (AoG) contracts

Leasing

Leasing devices means that a finance company pays for them then you pay off that cost over several years.
The two big advantages of leasing are that:

• you pay for the devices over their lifetime rather than needing to find the funds upfront
• you gain a predictable device replacement cycle (usually three years).

The total cost of leasing is typically higher than purchasing outright as you are only paying for the devices themselves and not the finance or administrative costs of the finance company. At the end of the lease period, you either keep the devices, send them back, or pay extra money to keep them, depending on the type of lease that has been arranged. Unlike leasing cars or photocopiers, leasing digital devices does not typically provide any protection against theft, malfunction, damage, and so on – you will still need to consider insurance and warranties.

More information »

• Managing school finances – Ministry of Education information

Applying for grants

The Department of Internal Affairs keeps an index of Societies that Make Grants , which you can apply to for funding the purchase of devices.

Some schools ask students to bring their own digital devices (BYOD). The two options are:

• parents/students purchase a device specified from a school list or to meet school specifications
• students bring a device of their choice.

Some schools partner with parents to purchase specified devices using a payment plan.

Advantages of student-provided devices

• Students take better care of their devices when they own them, reducing the need for repairs.
• Families may not need to spend additional money if a student's existing device can be used.
• Students/families have more say in the device/expenditure that meets their needs.
• Devices can be used outside of school, extending learning opportunities.
• Greater ability for students to personalise their devices to meet their needs.

Disadvantages of student-provided devices

• Some families can’t afford devices, creating equity issues.
• Inequities between what students’ devices can do, depending on whether the school specifies types of devices/minimum requirements.
• Potentially greater variation in operating environments and applications, creating more complexity for teachers and IT administrators.
• Less ability for the school to configure, supervise, and maintain devices, potentially creating internet safety and network security issues
• Less consistency in device insurance and repair arrangements, leading to device breakages/increased requirement for loaned devices.

Ben Britton, e-Learning leader at Wellington High School, and students describe the impact of having their own digital device on learning, student agency, and collaboration.

More information »

• Circular 2018/01 – Payments by parents of students in schools
• Circular 2018-01 Summary chart: Payments by parents

Some school communities are working in partnerships that use a separate legal entity, such as a trust, to fund or lease digital devices and online learning resources. The partnership may source funding and bulk-buying discounts to provide families with more affordable devices and support. Parents can contribute an ongoing sum to pay for the device and/or internet connection at home.

Debt financing

Under the Crown Entities Act and Education Act, school boards can only enter into certain types of securities. The two main types of securities are:

1. debt securities
2. equity securities.

A debt security is a right to be paid money that has been lent to someone else. Schools can only acquire debt securities through other approved New Zealand financial institutions and public securities. This means schools cannot lend money to the school community or establish a school-run device hire purchase scheme.

Advantages of community partnership funding

• Increased equity and affordability, as costs can be shared by the school, parents, and partners.
• Potentially better pricing and terms due to bulk buying.
• When the partnership includes wider community initiatives, for example, internet access at home there are greater impacts.
• The trust model mitigates legal issues for schools around debt financing or re-selling devices.
• Greater consistency in device insurance and repair arrangements (when this is part of the scheme), leading to less downtime around device breakages/reduced requirement for loan devices.

Disadvantages of community partnership funding

• Complexities, time, and cost involved in setting up the partnership if it doesn’t already exist.
• Ongoing resource commitment and need for expertise in managing a financing/device leasing programme, possibly outside the school's field of expertise.
• Greater responsibility and time involved in device procurement, licensing, fleet management, and support.
• The likelihood of repayment defaults (possibly 15-25%) means that money will be needed to underwrite the ongoing losses.
• User choice may be limited if the partnership involves a lock-in to a particular technology provider.

More information »

• Managing school finances – Ministry of Education

Download

BYOD checklist.pdf (PDF, 122.53 kB)

This BYOD and 1:1 preparedness checklist provides an overview of planning and implementation steps related to:

• community engagement
• teaching and learning
• policies and documentation
• support
• infrastructure.

e-Learning lead teacher, John O’Regan describes the important considerations for Hampden Street School to create reliable systems that meet the needs of their BYOD programme.

The use of 1:1 devices needs to align with your school’s vision and strategic goals. It’s important to have an e-learning strategy in place before you start planning your 1:1 devices strategy.

If your school doesn’t already have an e-learning strategy, use the Strategic Thinking Roadmap along with the e-Learning Planning Framework to review and plan for ways that digital devices are:

• integrated into your school vision
• reflected in your strategic direction and policy
• introduced and used in a sustainable way.

Once your e-learning strategy is understood and supported by the school community, you’re ready to start planning for 1:1 devices.

1:1 programmes only succeed if teachers are willing and able to change their practice. To do this, teachers need to understand the why of 1:1 devices as well as how to use them effectively.

In this video, educational consultant, Julia Atkin discusses the process of leading e-learning in a school. She explains the importance of creating a shared vision, that reflects the competencies students need to develop, and the importance of identifying the learning needs of staff to ensure the vision can be realised. Although the focus of the video is on e-learning in a more general sense, the content is entirely applicable to the process of implementing 1:1 devices.

The principal of Mahurangi Christian School talks about the shift from a teacher-centred approach to a student-centred approach supported by 1:1 iPads.

Before introducing 1:1 devices, parents and caregivers need multiple opportunities to contribute, raise questions, and build their understanding of how 1:1 devices will be used at school and at home.

Parents want to know that adding more technology into their children’s lives is going to have some kind of tangible, positive impact on learning. Explain how using 1:1 devices enables students to:

• become creators of new knowledge not just consumers
• have seamless access to learning between home and school
• collaborate and communicate easily with peers, teachers, and other experts
• easily manage their own learning
• share their learning with parents and whānau.

Being able to answer parents' questions helps them understand your school’s rationale for introducing 1:1 devices.

Moving towards 1:1 devices requires a commitment from the whole school community, including families and whānau. A vital part of the process is ensuring that staff, students, and whānau have a shared understanding about the benefits of 1:1 devices.

In your communications with parents, demonstrate examples of using 1:1 digital devices, along with good teacher practice, showing improved engagement and learning outcomes. Begin by using school stories and examples from the [school stories]. Over time, you can create your own similar stories to share.

Holy Cross School is a very multicultural community. Kathy Moy-Low explains how the staff have consulted with, and engaged, the parent community in e-learning. One of their initiatives is after-school parent technology sessions, which are run once a month. In this video clip, parents explain how their own confidence with technology has grown and their engagement with their children’s learning has increased.

Discussions to have with parents and whānau

Initial engagements with parents and whānau may include discussions about:

• how parents/caregivers feel about the overall direction of using 1:1 devices
• what the financial and practical implications might be for families and whānau
• support parents can provide
• what concerns need to be addressed to make things work well.

When the initial consultation is completed and analysed, plan how you will:

• use the resources already available in your community
• address community concerns.

Parents from Wairakei School describe the benefits of their children being in a BYOD class including increased motivation, improvements to learning, and greater independence. Parents value being able to better support their children and see their progress more readily.

Frequently asked questions (FAQs)

Providing answers to frequently asked questions (FAQs) can ease the transition to 1:1 devices. These can be distributed to the school community and made available on the school website. Common questions are around:

• cybersafety
• wifi safety
• security
• impact on learning
• device specifications
• funding and affordability
• options for students who don’t have access to a device.

Examples of school FAQs

• Ponsonby Primary School
• Pukekohe Intermediate School

Michael Williams, principal of Pakuranga College, shares the importance of being able to articulate why you are using digital devices, and how they improve teaching and learning. He also explains the usefulness of a staged approach to 1:1 devices, learning from pilot groups while working towards school-wide implementation.

Mobility and portability

If devices are to be used in different places, then weight and screen size are important, especially if devices are being carried to and from school.

Operating system

There are a few key operating systems that run on devices. Choosing a device goes hand-in-hand with choosing an operating system:

• Microsoft’s Windows is a fully-featured operating system that can run on many different manufacturers’ hardware. New Zealand state and state integrated schools are able to use the Microsoft Schools Agreement to install upgraded versions of Windows on devices that already have a licence for an entry-level version.
• Apple’s MacOS is a fully-featured operating system that can run on specific Mac hardware. MacOS is purchased as part of the purchasing the device itself.
• Google’s Chrome OS is a lightweight operating system that delivers functionality very similar to the Chrome web browser. It ships with Chromebooks at no cost and can be installed on other devices at a cost using Neverware’s CloudReady software .
• Apple’s iOS only runs on iPads and iPhones. There is a very well-developed ecosystem of apps for education and the limited types of iPads and iPhones means that they can more easily be managed.
• Google’s Android runs on Android tablets and phones. There are many versions of Android which tends to make it more difficult to manage this ecosystem.
• Linux/Open source operating systems like Ubuntu or Debian are free to download but tend to require specialist expertise to install and maintain and are likely to be unfamiliar to most people.

Technical infrastructure

Additional new devices may need particular infrastructure such as expanded wifi or additional cabling.

Initial deployment, customisation, and on-going management

What technical systems, expertise, and time are required to get the devices up and running and to make changes later on? How are the devices configured to provide personal experiences for end-users with specific settings and software/apps in place?

Apps/Software

Investigate the range available to use with the device. Will the device run what you need it to?

Accessories, peripherals, and ports

Consider what you require in addition to what the devices come with such as covers to protect a tablet from damage or wireless mice for laptops. Will you be using the device to connect things like programmable circuit boards (like Raspberry Pi’s, Arduinos, or MicroBits), digital microscopes, robotics, 3D printers, and so on? How can the device be connected to your school’s projectors or TVs?

Charging

How will you manage charging devices? Is the power adapter and cable universal or proprietary?

Build quality and technical specification

A very low-priced device is likely to be underspecified in terms of performance, battery life, touch screen performance, camera, storage, Wi-Fi capability, reliability, robustness, and so on. Determine the minimum level of quality and specification you will accept – don’t choose on low price alone.

Accessibility

Will the devices support students with particular learning needs? Common accessibility options such as magnification, colour schemes, and text-to-speech are now available on all the main operating systems but different devices have different capabilities and each has strengths and weaknesses. Accessibility options are outlined by Apple , Microsoft and Google for each of their products. Schools and/or individual students should consider the accessibility options available in each device and select the device that is most appropriate for them. Consider also any software which may need to be loaded or enabled on devices to support learning such as text-to-speech, captioning, and voice command.

Future expansion

What options are there for future expansion such as to the devices’ memory or storage? With files increasingly being stored in the cloud, storage may not be a key concern but you should consider how much will be required as it tends to be costly and inconvenient to upgrade later.

Replacements and consumables

How available and expensive are replacement parts such as screens or keyboards and consumables such as batteries?

Compatibility

What other products and software does the school already use that need to integrate with the devices? The rapid and increasingly important move towards cloud connectivity means that this is likely to be a key factor in your choice of devices. The biggest players in the device market are also the biggest players in the cloud platforms Google, Apple, and Microsoft. Each vendor’s cloud tools work best on their own platforms. If you are considering using multiple devices you may need to consider, for example, how well Google’s G Suite works on an iPad or whether Office 365 works well enough on a Chromebook. While there is likely to be some level of compatibility between systems, there are also likely to be some compromises. Although compatibility between devices/platforms is improving all the time, the only sure-fire way to determine it is to get hands-on and do some trials.

Shared use

An issue particular to schools is that a device could be used by many different people during the day. It tends to be easier if the experience is particular to the person logged, for example, they can get their email, files, apps, settings, passwords, shortcuts, and so on. Generic user set-ups tend to be a little more limited because the environment is not configured optimally for the particular needs of each individual.

Knowledge and support

What is available for the specific device and its ecosystems in the education community? What are the likely professional development requirements?

Touch screen and stylus support

This might come as standard for some devices, or be available at an increased price for others. Consider the benefits that a touch interface will bring against the additional cost. There is increasing research about the importance of "inking" in learning, such as students’ ability to write directly onto their devices or to annotate notes and diagrams. For any screens that are touched, think about how to keep them clean. For styluses, think about how to ensure they are not lost along with potential replacement costs if they are.

Creating and editing multimedia

Consider the capability and ease of use of capturing photos, taking videos, and recording sound. Not all cameras and microphones are created equal. If high-quality outcome is important then the device needs to be of a sufficiently high specification. Some devices lend themselves better than others for editing multimedia once it has been captured.

Offline capability

How effective is the device if an internet connection is not available?

Which device best meets the needs of your learners?

Tablets

Tablets are light, mobile, tactile, and relatively simple to use for all age groups and have excellent multimedia options. The simple interface and available apps tend to make tablets particularly suitable for junior students but they can be versatile enough, particularly if used with a separate keyboard, for senior students. A simple stylus can be used to write or draw on tablets but Bluetooth styluses are increasing in popularity to give more precise writing and drawing capabilities. Tablets tend to be robust as they have no moving parts but their screens can be broken so some kind of protective cover is recommended.
Tablets are a good choice if you'd like:

• the benefits of an easy to use touch interface without having to type
• to encourage students to create using photos, videos, and sound recordings rather than just consume digital content
• the devices to be very mobile, robust, and have a long battery life
• a range of purpose-built apps to integrate into teaching for personalising learning.

Laptops

Laptops have the benefit of an integrated keyboard that tablets lack. Their portability means that they can be used in different environments within the school but if people are carrying them to and from school weight should be a purchase consideration as they can be heavy.
Laptops are a good choice if:

• you do not need to take photographs or videos using the device. (Note – laptops provide more options for editing photos students may have taken on other devices and creating content from them)
• a keyboard and mouse interface is suitable for whoever is going to be using the laptop
• you are prepared for some breakages, replacements, or wear and tear – particularly on keyboards, hinges, power supplies, and screens.

Desktops

The full keyboard and larger screen size of desktops are more conducive to extended tasks and to students being able to work together around them. They are usually plugged directly into the power so battery life is not an issue and they can work with a cabled connection rather than being reliant on Wifi so network-intensive tasks like transferring large files can be faster. Desktops tend to last longer than other devices because they don’t experience the wear and tear of being moved around, have fewer moving parts and it is easier to keep their internal electronic components cooler. For the same price, a desktop is likely to have a higher performance than a tablet or laptop.
Desktops are a good choice if you:

• are looking for a device to last a long time
• need to do intensive tasks like video editing, computer assisted drawing and photo editing
• have plenty of physical space available
• have network outlets available where you’d like the desktop to be placed.

Hybrids

Hybrids attempt to combine the best of both worlds, giving users the mobility and touch interface of a tablet as well as the productivity of a laptop.

• In a "detachable", a separate keyboard is plugged into the screen. Some detachable keyboards also provide things like an additional battery and additional connections.
• In a "convertible", a fixed keyboard swivels from the screen and folds out of the way.

Choosing a hybrid will add weight and more moving or connecting parts to go wrong but could be a good choice to make your devices more versatile, particularly to make it easier to capture photos and videos.