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Editorial - Mac OS X in Enterprise and Education 
Jaguar in Education - Making the Case.
By Dr. Tim Hillman, OSXFAQ Senior Editor - Enterprise and Education
Schools around the country wrestle yearly with technology issues, but
frequently, they wrestle with issues that make little of no practical
difference. The greatest issue facing the schools is not teaching children how
to use technology, but rather bringing the teachers to an understanding of the
need for technology in the classroom. Presently, the majority of teachers in
this country make limited use of technology.
In my education training, I was never taught about the use of technology aside
from one graduate school course. That was enough to cover the issue, but
certainly not enough to alter my teaching style. Teachers remain stalwarts in
the forces holding us back from the use of advanced technologies. Their reasons
are often sound, and their reticence on solid ground.
An interesting note first. The most technologically advanced school I have ever
seen is Brewster Academy in New Hampshire. The infusion of technology into the
schoolÕs life is so advanced that they use common technologies for everything
they do. Teachers trade messages during meetings, every student owns a laptop,
literally hundreds of network ports dot the campus, and the administration
drives the schoolÕs integration further each day.
One can argue with the Brewster model. Even members of the faculty will tell you
that the Brewster model is not perfect for every school. In addition, a
substantial number of teachers have left Brewster out of disdain for this
technology model. The school however has prospered, and arguing with success is
a difficult task. Not surprisingly, Apple hardware and software developed for
the school by the Endeavor Group are at the center of this revolution.
At the same time, Cincinnati Country Day School is a leader in the use of
laptops in the classroom. Students use Windows based machines to do a
substantial part of their work, and the school sponsors frequent workshops for
teachers from across the country. By contrast to Brewster though, CCDS seams to
be a school that leads, but does not truly make innovative choices when it comes
to educational technology and reform. That is still the territory of the
Brewster's of this world.
Remembering recent ruminations about Howard GardnerÕs theories, the Brewster
model is a much more compelling application. Knowing the independent schools
well, I can imagine that while the students at CCDS make good use of their
laptops, the laptops have not caused a fundamental change in the teacherÕs daily
practice. Students yes, but there has not been a stream of teachers away from
CCDS to get away from a technology model that pushes the limit.
The central question then is what a Brewster does that enables it to train and
attract teachers. Despite the numbers that leave, another substantial group
stays and participates in the unprecedented growth of the school. The fact that
this change has been accomplished with Apple hardware should not be lost on
observers.
Despite the recent steps toward ease of use in the Windows platform, the
Macintosh OS, even in early iterations, was still the leader in ease of use.
Take two teachers, sit them down with both platforms and no training, and the
Mac teacher will know more with greater speed. No matter what anyone tells you,
the greatest argument for Wintel architecture has always been financial. The OS
argument was finished before it started.
Mac OS X throws a wrench into the works for school reform around technology models.
Despite the excellence in execution, schools are suddenly faced with another
choice, that of rolling toward the inclusion and eventually total adoption of
the Macintosh interface. Brewster, a school based on ÒClassicÓ applications now
faces the challenge of adopting Mac OS X. To date, the school has not replied to my
queries about the adoption of Mac OS X, but I can only assume that it has forced
them to rethink much of their software strategy. The result though, will be Aqua
software that is even more friendly than the Classic interface that was central
in the school reform model.
As a user, you have a vested interest in the matter of technology adoption. The
Brewster's, and States of Maine, are still the rare cases. You know the value of
Mac OS X, and use it. Schools respond to public pressure. They still sell a product,
whether public or private. In my time as a technology educator though, the Apple
installed user base hasnÕt come streaking to my door. If we continue in that
vein, adoption of Mac OS X, despite the logic inherent in the choice, will be a
difficult sell.
How can you help? In my writing for another publication, I write to the need for
parental involvement in the use of Macs for gaming. Parental involvement in
computing at the school level will help the Mac OS X adoption or switch rate. ItÕs a
slow process, but each adult that speaks with a wavering tech director pushes
the individual that much closer to and OS that makes more sense.
Why more sense? IÕve taught teachers how to use Macs and how to use Windows.
Give me a Mac any day of the week. The more arcane structure of Windows works
for certain users, but the visual nature of Mac OS X is a simpler way to go.
teachers need to see that. Right now, they are simply concerned about why they
have to do this. Mac OS X can give them a reason to get involved, if only the
community helps them to see.
If you have any questions or comments about this feel free to e-mail me at: tim_hillman@osxfaq.com
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