CONNECT A SCHOOL, CONNECT A COMMUNITY

2 What Are Low-Cost Computing Devices

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Low-cost computing device is a relative term, given the wide differences in economic development around the world. A USD 100 difference in the price of a computer may not seem significant in a developed country, but it can make an enormous difference in a developing country. For example, in Benin, “…the cost of a generic PC is equivalent to a teacher's salary for eight months.”²

The cost of computers has influenced national strategies for introducing information technology in schools. The typical way to reduce expenses has been to install a “computer lab” -- a shared location in the school where a few computers can serve multiple students. A strategy for many countries has been to increase the number of such labs, introducing them into schools that previously had no computers. For instance, in 2003 Indonesia adopted its “One School One Lab” program aimed at expanding the availability of computer labs in its educational institutions.³

Another strategy has been to reduce the ratio of students to computers. Take Chile, for example, where the number of students per computer dropped from 70 in the year 2000 to 26 in 2007, with the government aiming for 10 students per computer by 2010.⁴ Lower-cost computers make it more affordable for countries to distribute them widely in schools.

To many researchers, academics, development specialists and government officials, a low-cost computing device is a specific concept, grounded in a philosophical context. The idea behind low-cost computing devices developed from then-MIT Lab researcher Nicholas Negroponte, who articulated a vision of an inexpensive laptop for every child in the world.

A prototype of the computer was shown at the World Summit on the Information Society (WSIS) in 2005.⁵ Describing the benefits of LCCDs, former UN Secretary-General Kofi Anan said, "Children will be able to learn by doing, not just through instruction. They will be able to open up new fronts for their education, particularly peer-to-peer learning." He added that the idea was inspiring, with real potential for students’ social and economic growth in developing countries.⁶

One important distinction is the difference between “one lab per school” and “one computer per student.” Policies for introducing computers in schools have traditionally revolved around labs, with a number of students sharing one computer. The low-cost computer device movement is oriented toward each student having his or her own laptop:

“The mission of the One Laptop per Child (OLPC) movement is to ensure that all school-aged children in the developing world are able to engage effectively with their own personal laptop…”⁷

“The ultimate goal is to reach the point where there is one laptop for each student…”⁸

The one-to-one concept gives pupils more time on the computer than in a shared, lab-type environment. A calculation carried out for the Nepalese government found that a computer lab user only spends 1 per cent of the time on a computer that a student with a LCCD spends.⁹ The Solomon Islands initially explored providing each school with a computer lab, but with LCCDs, “…an even better outcome was ensured, as every child and teacher would have a laptop.”¹⁰

Used computers can also be considered low-cost computing devices. Although there are costs involved with recycling, the computer itself is generally donated for free. Furthermore, some argue that recycled computers can be cheaper than low-cost laptops when all of the costs are factored in, including waste and social benefit to the country. A study on the sustainability of computers for schools in Colombia suggests that used computers that are refurbished in the beneficiary country have the highest “utility,” which factors in involvement of the local economy, creation of jobs and the environment.¹¹

Another model for reducing the cost of computers in schools is the “thin-client” approach, in which a simple computer (the “client”) is connected to a server that carries out most of the processing. This is similar to the environment that existed in the pre-personal computer era, when terminals were connected to host computers. This model is attractive from a cost perspective, since thin clients are cheaper than conventional computers. It is also attractive for a school environment, where a teacher has more control over the computer learning environment. This solution has been used in rural schools in Brazil, where the cost per workstation is around USD 50.¹²

While one-to-one computing is attractive, it is an expensive proposition. Using the figures referred to earlier, the cost of outfitting 1.3 billion developing-country students with their own laptops would be more than USD 100 billion. This assumes a USD 100 cost for the laptop and does not take into account all of the other associated costs, such as transport, distribution, maintenance and training. The advantages and disadvantages of different approaches—one-to-one computing or computer labs—are shown in the table below. Given the high cost of providing each student with their own laptop, this is not a feasible short-term approach for many developing countries, and a more practical strategy may be a mix of approaches.

Table 2‑1: Pros and Cons of Computer Labs and One-to-One Computing

Model	Pros	Cons
One computer per student (laptops)	Can be taken home and shared with family Creates sense of ownership with less theft and damage Some designed for developing country rural environment (e.g., handle extreme temperatures, low battery use, etc.) Some designed for children (e.g., rugged, ergonomic) Some include educational software and ecosystem of support More democratic in that all children receive computers	Relatively Expensive Can be disruptive
Computer labs (recycled computers, thin clients)	Less disruptive than one-to-one model Computer lab more economical than one-to-one More practical for shared settings such as computer labs or community centres. Generally more powerful than laptops	Higher maintenance and support since likely to be different Students spend less time with computer Labs may not be equitably distributed throughout school system or computers can be dominated by certain students