Register |  Lost Password?
eSchool News

Education 2.0: The next evolution of school software has arrived

Emergence of open technologies and open-source alternatives makes customizing school software a reality

At the Plano Independent School District in Texas, Associate Superintendent for Technology and Academic Services Jim Hirsch is preparing for the future.

At a time when the internet, once strictly an informational resource, is being transformed into a virtual hub of web-based services and applications–giving users viable alternatives to expensive, proprietary school software applications–Hirsch has been traveling the country, talking to colleagues and painting a picture of what he sees as the next evolution in school technology.

Within five years, Hirsch predicts, not a single desktop in this 52,000-student school system in metropolitan Dallas will carry the image of a proprietary school software program. Gone will be the familiar Microsoft applications and desktop icons that over the years have become synonymous with document creation. In their place will be a suite of lesser-known, but equally capable alternatives–or, what Hirsch likes to call “open technologies.”

Though some might see his plans as ambitious, Hirsch is hardly alone in his dreams. Plano ISD is part of a fast-growing cadre of school districts across the country actively exploring the use of free web-based services and open-source school software alternatives.

Last summer, the state of Indiana announced a plan to deploy more than 24,000 computers with Linux operating systems in its schools. At the time, the project–called inAccess–represented the largest single distribution of Linux-based technology in U.S. K-12 schools (see story: http://www.eschoolnews.com/ news/showStory.cfm?ArticleID=5837). Experts estimate the deployment could expand to more than 170,000 desktops across the state by the end of this year.

Educators also are awaiting the arrival of former MIT Media Lab Director Nicholas Negroponte’s $100 laptop. Built on an open-source platform that is a scaled-down version of Linux, the machines are being touted as a low-cost, one-to-one computing solution for children in developing nations. Negroponte, who demonstrated the machines at the National Education Computing Conference in San Diego this past summer, already has inked deals to supply the machines to education ministries in several third-world countries, though he says U.S. schools will have to wait at least another year before they can expect to get their hands on the computers. (Watch the seven-minute news clip, “$100 laptop … Billion-dollar idea”: http://www.eschoolnews.com/video/?c=7.) Experts say these technologies, built on a platform that promotes collaboration among users and encourages schools to share and modify applications to meet students’ needs, embody the spirit of innovation and sharing essential to upgrading school computing for the next century.

Though industry watchers say it’s unrealistic to think schools eventually will abandon proprietary software products in favor of open alternatives, the thinking among many district technology coordinators is that, as the market for open technologies expands, schools will enjoy the luxury of shopping for solutions aligned with students’ and teachers’ specific needs–regardless of platform.

An open mind

Hirsch points to the internet as evidence that new options for teaching and learning are quickly becoming a reality for schools. During the National School Boards Association’s annual T+L Conference in Dallas in November, he spoke on the topic at a forum for school technology officers.

Sponsored by the Washington, D.C.-based Consortium for School Networking (CoSN), the event was created to promote CoSN’s K-12 Open Technologies Initiative. The program and corresponding web site–http://www.k12opentech.org–is intended to support the adoption and integration of open technologies and open-source applications in K-12 schools worldwide.

Not long ago, Hirsch said, the consensus in many district IT shops was that proprietary software applications, such as Microsoft’s popular Office suite, were the way to go. After all, it made sense. Despite the high cost of licensing fees and service contracts, the products, built and owned by leading software vendors, had been created to work seamlessly with the Windows operating system (OS)–still the preferred OS in more than 90 percent of U.S. school districts.

Economics and improvements in technology are changing that notion. But it’s also more than that. As new requirements for reporting and learning were ushered in under the federal No Child Left Behind Act, and education advocates nationwide issued a call for more individualized instruction, a fresh perspective has emerged in schools. Rather than rely on proprietary software applications built for the masses, schools might do better to consider more customizable approaches created on an open platform, many believe.

Unlike proprietary software solutions that come shipped in boxes with complex license agreements attached, open technologies–the vast majority of which are downloadable over the internet at no cost–give schools the freedom to mix and match tools based on the needs of students and faculty. What’s more, many of them are available sans licensing agreement, which means schools can use them wherever and however they want, free of charge.

“This is where the power of personalization really comes to fruition,” explained Hirsch. “It’s difficult to have a strictly proprietary system that fits the needs of the individual customer.”

Like many school districts across the country, Plano uses open-source web servers on its back end. Where the front-end user experience in schools today remains dominated by familiar proprietary solutions, school technology directors have long been experimenting with open-source technologies powered by free operating systems such as Linux on the back end. Open technologies such as the Apache web server from the Apache Software Foundation have been viewed as a viable and, in some cases, preferred alternative to proprietary, Windows-based servers.

School technicians who use open-source servers claim they are more versatile, easier to upgrade, cheaper, and just as secure as any proprietary solution on the market.

These benefits are part of the reason why school district CTOs convened in Dallas in November: If open technologies already are providing schools with these benefits on the back end, couldn’t they do the same for teachers and students in the classroom, too? Hirsch certainly thinks so. Currently, his district is working with a U.K.-based firm called Editure to create an educational portal that will feature a whole suite of customizable solutions for use by teachers and students. Using an open-source model, Hirsch said, the portal would query the district’s different informational databases, automatically pulling up learning resources, grading information, and other school-related applications based on a set of personal preferences and restrictions assigned to the individual, whether it’s a teacher, a student, or an administrator.

Because the applications themselves are all platform-neutral, he says, they make it possible for a wide variety of programs to pull information from the same data stream, automatically populating a range of resources with up-to-the-minute information culled from the district’s data warehouse.

For example, a teacher could have access to his or her master schedule, created automatically with information from the district’s central database. Likewise, students who access the portal would see only information relevant to their classes; administrators might have access to test scores; parents might pull up information pertaining to their children; and so on.

By choosing tools that can run under any architecture, regardless of platform, Hirsch says schools are able to achieve another level of versatility that, prior to the evolution of open technologies in schools, would have been impossible.

“You can have these sort of free-flowing areas that talk to servers on their own,” explained Hirsch. Such a benefit might allow schools to run applications that feature Spanish and English resources on a single page, for example.

“To have that all on one screen, living together, would be quite a feat,” acknowledged Hirsch. He added, “Blending is the key.” Many open technologies allow technicians to tinker with the source code, enabling them to integrate technologies faster and more efficiently, without waiting for the latest version or upgrade.

“The word that comes to mind in the discussion of open technologies is freedom,” wrote Hirsch in a recent presentation he gave on the topic. “Freedom to use, modify, and redistribute with few licensing restrictions.”

Version 2.0

Not all open technologies provide as much freedom as others. Some applications, although built on an open platform, technically are still proprietary.

For instance, Zoho Office, an alternative to Microsoft Office, is downloadable for free over the internet, but doesn’t give users the ability to change or modify its source code. Google’s new Docs and Spreadsheets tool is a similar technology currently used in schools.

Zoho Office and Google Docs and Spreadsheets are part of an emerging suite of options, more commonly called “Web 2.0″ technologies or web-based services. Driven by the same philosophy of sharing and collaboration that has fueled the expansion of open-source software in schools, these technologies stand to alter forever the role that software plays in education, their advocates say (see “A paradigm shift for school software?”: http://www.eschoolnews.com/news/showStory.cfm?ArticleID=6656).

Rather than purchase expensive, proprietary software packages that must be loaded individually onto desktop and laptop machines, the thinking behind Web 2.0 technologies is that applications instead can be run directly over the internet.

Ted Lymer is CMO of Lumen Software, a Kansas City, Mo.-based firm that offers proprietary software applications based on an open architecture to K-12 schools. Like Hirsch, Lymer believes open technologies are the future of school computing.

“The problem that we’ve had up until this point was that everything had been isolated,” explained Lymer. “Everything was part of its own stack … its own silo.” Now, with Web 2.0, he says, several applications can run together seamlessly, using information from a single data stream.

Though his company is enjoying success today, Lymer said there was a time when business didn’t come so easy. When the firm started pitching the benefits of open technologies to schools several years ago, he said, most educators, and even many IT directors, were unreceptive.

“It was like hitting a brick wall,” explained Lymer. Not enough clients were familiar with open technologies to understand their benefits. Even a lot of IT people still were unsure.

These days, he says, more schools are opening up to the idea.

Proponents of the movement say the advantage is threefold: First, the web-based model enables schools to access several tools free of charge, over the internet; second, an open architecture, coupled with online connectivity, enables users to collaborate and share information more freely; and third, by placing the applications on the web, service providers can significantly reduce the processing burden on remote machines, effectively enabling schools to access the same high-quality content using lower-cost computers. School technology leaders who spoke with eSchool News acknowledged that Web 2.0 technologies might significantly alter the future of proprietary software applications in education, but many stopped short of affirming Hirsch’s prediction that these next-generation tools might eventually replace the need for stand-alone software programs in schools.

Where the array of applications and products accessible via the internet are attractive, educators say there is one potential drawback with Web 2.0 that cannot be ignored. Because web-based services are distributed over the internet, skeptics say issues such as poor bandwidth and any interruptions in internet service could prove catastrophic for schools where backup plans aren’t in place.

“I know fully well that if a server goes down and you are relying on that server, then you’re dead in the water,” said Denny Delafield, director of technology for Pasco School District No. 1 in Pasco, Wash.

“Our saturation level right now is not that high,” said Pasco network specialist Kevin Stiles. Though the district employs a few open technologies on its front end, too, including Moodle–a customizable, open-source course management system–Stiles said it likely would have to go through a lengthy review and approval process before making any drastic changes to its current interface.

“On the user side, our people understand what they have been exposed to in the past, and that is what they want,” said Stiles.

Andy Hall, technology director for Mexico Public Schools #59 in Missouri, says pushback, especially in small school districts, is not uncommon.

Rather than replace established, proprietary technologies with fledgling, open technologies, Hall prefers to offer open applications as an alternative to proprietary tools. If a teacher or faculty member already is accustomed to Microsoft Office, for example, the district wouldn’t necessarily mandate a transition to an alternative solution like WordPress, but it might encourage it, he said.

“We advocate it as an alternative,” Hall said of open technologies in his district, adding, “We want to offer the best tools available that we can give to our users.”

Getting comfortable

Professional development is another issue schools must contend with.

“You should never underestimate the importance of training–of getting your users comfortable,” said Plano’s Hirsch.

Whether it’s training technicians who have spent their entire careers working in a Windows-based environment, convincing administrators that information stored on open systems can be secured, or acquainting teachers with new front-end tools, schools today have a variety of online and face-to-face training resources at their disposal–all of which are designed with a single goal in mind: Making the transition from proprietary to open technologies as painless as possible.

Peter Woodward is director of strategic partners for Centeris Corp. His company, headquartered in Bellevue, Wash., sells a product called Likewise that enables technology directors to run Linux-based servers in a traditional Windows environment. Woodward says one of the company’s goals “is to get rid of inhibitions around adopting Linux.”

By creating a user interface that works with Linux, but mirrors a traditional Windows environment, Woodward said, technology coordinators with little knowledge of how back-end Linux applications work can begin to migrate servers and other functions to open-source alternatives.

“We are not taking the message to market that says you have to replace all your switches and servers,” said Woodward. “What we’re saying is, let us help you do your jobs better.”

While the allure of low upfront costs makes open-source applications an attractive option, Steve Beatty, chief information officer for the Rockwood School District in Wildwood, Mo., said the amount of time, money, and effort it would take to retrain staff on a new platform probably would end up costing more than most people realize.

There are other costs involved, too. While it’s true that several open-source applications are available free of charge and can be acquired without licensing fees, educators who spoke with eSchool News say the jury is still out on whether open technologies will translate into a substantial long-term cost savings for schools.

For instance, schools that don’t have a Linux expert on staff will have to make allowances in their yearly budgets for service contracts and other maintenance-related issues.

Despite these and other concerns, Mexico’s Hall says his district is proof that schools can save with open source. With the money he saves per year on licensing fees and other costs frequently associated with proprietary technologies, Hall estimates he has enough money left over in his budget to update or refresh an additional computer lab, or approximately 26 machines, across his district each school year.

Whatever path a district chooses, experts say, the decision should be based on the comfort level that faculty and staff exhibit with the technology.

Playing nice

As schools continue to weigh the potential benefits of open technologies, many of the nation’s leading technology firms are updating their products to work with Linux-based applications.

Perhaps the most significant of these announcements came in November, when software giant Microsoft Corp. joined with Novell Inc. in a pledge to improve interoperability between its suite of proprietary Windows-based products and Novell’s brand of SUSE Linux open-source offerings.

After years of bickering about the supposed benefits of proprietary operating systems versus open alternatives and vice versa, it appears the two companies have at last set aside their differences.

To hear Microsoft tell it, the world’s largest proprietary software vendor has always been a friend to Linux.

In an interview with eSchool News, Anthony Salcito, general manager of U.S. education for Microsoft, said the company is an ardent supporter of cross-platform integration in schools.

“From our perspective, there is a very healthy trend going on in education,” said Salcito. Where schools used to fret about connectivity and access, about having the right hardware in place to get faculty, students, and staff online, he said, today the focus really is on learning–and how technology, when used effectively, can foster change. Under the deal, the two companies will work together to boost interoperability of Microsoft and Linux applications in several areas, including software virtualization, document compatibility, and web server management. Microsoft also said it would certify Novell’s version of Linux to ensure it doesn’t infringe on existing industry patents, and that it would recommend Novell to customers seeking to build cross-platform architectures–while continuing to support applications by other open-source providers as well.

Both companies agree the future of school computing lies in some blend of cross-platform integration.

“A lot of schools are looking at what proprietary systems are costing them these days and saying, ‘You know what, it’s just too expensive,’” said David Brower, global education marketing manager for Novell. “Novell and Microsoft got together and said we want to make things work together.”

Microsoft and Novell aren’t the only companies making headlines. Oracle Corp., the California-based software company that makes enterprise solutions for businesses and schools, recently announced plans to work with the Sakai Foundation, maker of an open-source online learning and collaboration tool used by schools, to further develop the product’s source code.

Employed by universities, research institutions, and even some K-12 schools, Sakai provides an applications framework and suite of corresponding tools for teachers, students, and researchers. Schools reportedly use the product for a myriad of educational and administrative tasks. Among its many features, the program offers the ability to save and archive network eMail, send out announcements, hold online chats, manage assignments, build and maintain electronic grade books, create individual and class reports, and more.

By becoming a commercial affiliate with Sakai, Oracle will work with a team of university researchers and other Sakai Community members to build out the product and ensure that it integrates well with Oracle’s own databases and enterprise solutions. Oracle’s partnership with Sakai came just a few months in advance of the company’s launch of Unbreakable Linux, a support program for Linux users built to compete with RedHat Linux and other open-source service providers. At the OracleWorld conference in San Francisco last fall, Oracle also said it would support Red Hat Linux for less money than Red Hat charges for the same service.

With an eye toward expanding the adoption and understanding of Linux-based applications, IBM has launched the IBM Academic Initiative Linux program, joining with colleges and universities to create partnerships and skill-building courses around the use of open technologies in schools. As part of the program, IBM sponsors the creation of Linux hubs on participating college campuses, then solicits proposals from members who want to further the use of virtual Linux at their respective institutions.

At the same time that IBM’s foray into open source appears to be picking up steam, its high-profile lawsuit with the SCO Group, the Utah-based company that accused IBM of illegally contributing several lines of proprietary software code to developers of the Linux kernel, appears to be winding down.

In late November, a federal judge threw out 187 of SCO’s 294 claims against IBM when attorneys for SCO refused to provide IBM with proof of the lines of code in question. There are reportedly more than 5.7 million lines of code in the existing Linux kernel. Experts say the lawsuit, which originally asked IBM for damages of more than $5 billion, likely will drag on in the form of hearings for several months–but any fines levied against IBM would be nominal, they believe.

At the Web 2.0 Summit in San Francisco in November, chip maker Inel Corp. announced the release of SuiteTwo, a combination of Web 2.0 services that apparently will give corporations, small businesses, and other entities the ability to create common social-networking and web-publishing tools, including customized blogs and wikis, among other features.

Advocates of open technologies in schools say the increase in interest and competition from the public sector is an encouraging development.

  • Facebook
  • Twitter
  • Delicious
  • LinkedIn
  • StumbleUpon
  • Add to favorites
  • Email
  • RSS

You must be logged in to post a comment Login