Thin Client Technology
Emerging technologies and Educational change
By Annette Culley
©
Home
instructionaldesign.com.au
Background
The school that I am referring to here, is a Public school
situated in country NSW. The
school computer network consists of approximately 200 computers and
1100 students and staff: a ratio of 1:5 computers to users.
There are six computer labs with 10-15 computers in each and
every staff room has at least one PC and one Mac. There is one part
time technician employed to maintain the network and support staff.
Problem Statement.
Teachers are unable to get access to computers for their
classes and when they do they experience technical problems. There are several reasons for this: availability,
complexity and reliability of the school computers.
Availability Specialist computing classes are timetabled in the computing
labs and all other classes are required to book the lab when they need
it. However, some classes are
timetabled on the same line as the computing classes so they can never
get into the labs. Staff often complain that they can not get access
to computers when they need them for their classes.
Even with a coordinated booking system they are often unable
to access to computers. How can
the number of computers be increased to improve availability within
the current budget?
Complexity.
This school has PCs and Mac computers of
all different ages. Every one
of the 5 computer labs has a different operating system and software.
Users can login to some computers but not others so this is a file management
nightmare. “If technical and classroom management issues
become too daunting, teachers often opt not to use the technology but
rather stick with traditional practices.” (Sandholtz & Reilly,
2004, p. 6). How can the technical demands on the teacher be reduced
so that they can get on with teaching and embrace the use of technology
in the classroom?
Reliability
Maintenance & Technical Support.
Computers crash, freeze, need to be updated or patched. Staff continually need new software installed.
With a network of over 200 computers the part time network administrator/technician
is stretched to the limit. How can the number of computers be increased
to meet the demand without increasing the workload of the network administrator/technician? The district office has started to take on a more centralised
role in managing computer networks.
If a computer breaks down the central office will clean the hard
drive and reinstall a new image. This
is a potential problem because many of the computers in the school have
had extra software installed. The
reinstallation by the central office will mean that these extra programs
and student files will be lost.
Hostile Users-Security.
Users
can intentionally or unwittingly install viruses into the network through
their workstations. Both
students and teachers create an endless array of software bugs, glitches,
freezes and crashes by loading software or making changes to the existing
software such as deleting files needed by the operating system. Students always find ways to “circumvent whatever safeguards the network
administrator has put in place” (D. Romm, 2006, para 1). How can
we make the network more secure?
Aging hardware
Computers
continually need to be upgraded because new software can’t run on the
old computers. How can we guard
against enforced obsolescence?
Theft & Vandalism.
Students make sport of disconnecting or damaging school computers (particularly
CD Rom or floppy drives). How can we prevent theft and vandalism in
the school?
Introducing Thin Client Technology
|
|
Thin Clients are computers that have little or no processing
or storage power of their own.
The server does all the processing. This means that it does not have a hard-drive.
They only have a screen, keyboard, a mouse and enough computer
power to handle display and communications.
|
To the user there is no discernable difference in function
or look except that there is no large box at the workstation: hence,
a more compact workstation. Users do not see
a drop in speed either: all the processing is done at the server so
the thin client only receives the mouse clicks and keystrokes and the
monitor refreshes the page. This
requires very little network bandwidth.
The server runs the applications, stores the data, and transmits
data within the LAN and out onto the Internet.
Thin client software runs on standard PC
hardware. Thin clients can do word processing, database
management, spreadsheets and Internet browsing. These are the main activities done in classrooms.
At present thin clients are not suitable for multimedia because
multimedia-rich applications are bandwidth intensive if fully served
however “as the technology improves broadband Internet
applications like streaming audio and video will be a viable option.”
(O'Donovan,
2000. para 18)
Advantages of Thin
Clients
“Relative advantage is
the degree to which an innovation is perceived as better than the idea
it supersedes.” (Rogers, 1997, para 14).
In terms of economy, satisfaction, convenience and complexity,
Thin Clients have relative advantages over the current practices.
Economy-
The cost of a thin client is approximately on third of the PC. Even if the initial outlay for
thin client hardware (generally the cost of the server) is not much
less than for a comparable number of fat clients (computers which perform
the bulk of any data processing operations itself, and only relying
on the server for data storage), the long term savings
are enormous. Thin client technology allows for the redeployment of
old machines by having their hard drive removed.
“The
life of the desktops will be increased by a factor of two, if not more,
and the only upgrade to consider will be at the server level.” (Harbour,
1998). Thin clients also only need 10-15% of
the electricity that a PC needs, thus reducing running costs.
Reliability and Satisfaction- With no moving parts and no built in obsolescence,
thin clients rarely break down. There
is no need to replace a workstation because it will not run new software
with higher requirements; the software will run from the server. This centralized management system will reduce
the workload of the network administrator. If there is a software upgrade needed, the technician
only needs to update one computer- the server. If a thin client does
break down it can be taken away and replaced without anyone losing work
saved on the hard drive. “Such
computing would be lower in cost and easier to manage than a traditional
network with desktop computers.” (O'Donovan, 2000, para
3)
Security- The technician only has to
secure one machine- the server. Students
will no longer be able to delete system files that render the machine
unusable. Thin clients are useless
if they are disconnected from the server so they are far less attractive
to thieves and vandals.
Convenience-
These
computers can even be used in dusty environments without concern that
the fan will clog up and overheat, burning out the PC.
Simplicity-
Thin
Client Technology will provide one, uniform set of hardware and software
so that will simplify the learning process for both student and teachers.
“… the thin client, simplifies the computer hardware considerably
and resolves technical issues for teachers by locating the complex hardware
in a central office.” (Sandholtz & Reilly, 2004. p. 22)
Thin clients technology has the potential to provide:
an increase in the number of computers to improve
accessibility,
one consistent or universal computer to reduce the complexity,
vastly more reliable computers.
Implementation Plan
Identifying
the need.
I worked as a computing teacher in this school from 2002-2005. These problems became evident through my personal
experience as a teacher, working with the school technology committee
and through discussion with other staff. The first step in any process
of change hinges on “analysis
of the organization and the identification of the need for change”
(Kanter et al., 1992, cited in Morrison, 1998, p. 17). Now that I am
not working in this school, I believe that I have no personal agenda
or bias; thus giving me an informed objective view. To ensure that the
solution is compatible with the school and staff needs it would a survey
should be done.
Proposing
a solution.
The next step in the process of change is the identification of some
form of “intervention to meet the need” (Kanter
et al., 1992, cited in Morrison, 1998, p. 17) and a plan for its intervention.
Thin client technology will meet these needs.
I suggest that this proposal be presented to key staff in the
school. Trowler et al. point out that face-to-face communication
is preferable to documentation when introducing a new idea.
The
Proposal.
I recommend a hybrid of fat and thin clients. “Thin clients need not completely replace desktop systems. In many cases,
both can comfortably coexist on the same networks.” (Weinstein,
1997, para 11) I propose an incremental
rather than radical approach; trialing this technology on a limited
basis first. This will mean that thin client technology will gradually
supplement (not replace) multimedia computers.
The aim initially would be to place at least one computer in
every classroom and later to increase this number.
Building individual involvement and ownership.
It's not enough to win over the support of senior management.
Everyone needs to be involved in this process of change. Every
teacher has to be able to see this need and have a sense urgency for
change. Widespread, honest discussion
will build individual involvement and ownership. “Channels” of communication
need to be established so that this discussion can be ongoing. It is
through these communication channels the ideas and support can “diffuse”
through the school. Frank & Zhao (2004, para 2) refer to these information
channels that exist between people to build “Social Capital”.
Developing a shared vision
Change must have
some goal that everyone can focus on so it is important to develop a
“genuinely shared vision that provides direction”
(Kanter et al, cited in Morrison, 1998, p. 41).
This is “a vision for the
use of technology for teaching and learning” (Bates. 2000. p. 44).
The vision needs to be “a set
of concrete scenarios reflecting exactly what we would really like to
be doing in the future” (Fritz. 1989, cited in Bates. 2000. p. 44).
Most teachers want to be involved in decisions that will impact on their
classroom. They want to be actively involved rather than
having decisions imposed upon them. The decision to try out an innovation
that comes from everyone is more likely to work.
Leadership
Tony Bates (2000,
p. 43) emphasises the need for strong leadership if the “barriers of inertia” are to be overcome. He suggests the leadership
comes from a unified senior management team working together towards
the shared vision. These “Change
Agents” need to be actively involved in supporting and facilitating
this change. They will be the ones who “provide instructional resources (models, mentors,
peers) during the change process” (Ertmer,
Addison, Lane, Ross, & Woods, 1999.
p. 17). The general plan is for a few people to lead the way. Strategic planning to achieve the vision needs
to be done at all levels, especially at the departmental teaching level
where change is to occur. Top-down strategies and bottom-up strategies
need to be adopted (Morrison, 1998, p.15, Elton, 2003, p. 5).
Cultural Change
”Part of successful management of change is to identify participants’ perceptions,
attitudes, values, beliefs and opinions and to ensure that these are
fully informed” (Morrison, 1998, p.15).
People involved or affected by the change need to be motivated. A major cultural change within the staff is
required if the challenge of technological change is to be successful. Placing computers in classrooms is only the
first step towards integrating technology into lessons. Larry Cuban (2001) in his book ‘Oversold and
Underused: computers in the classroom’ clearly argues that the provision
of computers is not enough to get teachers to integrate their use. Change
is about changing people, their beliefs and their practices; “Change Thinking, Change Practices” (Trowler, Saunders, &
Knight. 2003). It is important
to “incorporate a dual focus on
technological and pedagogical issues during training efforts” (Ertmer
et al., 1999, p. 17). Changes
in practice will only occur if there is a change in beliefs. Long lead-time may be needed to gain commitment
for change. Some people will not change until they actually see these
new ideas working.
Flexibility
A
flexible approach to strategic planning is needed because strategies
often emerge over time. “Evolutionary
planning works better than linear planning” (Hargreaves, 1994, p.
10). An inflexible approach to strategic planning
does not allow for further consultation and may exclude good ideas that
evolve. “Emphasise co-operative
and collaborative approaches, consensus-forming rather than conflictual,
decision-making” (Kanter et al, cited in Morrison, 1998, p.
41).
Reinforcing
Change
It
is also important to reinforce change so that people do not revert to
their old ways. Individuals,
who do become proficient in the skilled use of technology in the classroom,
need to be properly recognised and rewarded especially the innovators
and early adopters. These “Early
adopters are instrumental in getting an innovation to the point of critical
mass, and hence, in the successful diffusion of an innovation. “
(Rogers, 1997, para 20) “Both
pressure and support – i.e. both sticks and carrots - are necessary
for success.” (Elton, 2003.p.3)
The stick for a teacher is the yearly appraisal done by the head
teacher. One of the criteria on the appraisal could be
“Integration of Technology in the Classroom”.
This would give individuals a deterrent as well as incentive
to embrace the technological change.
Anticipated barriers
and how to overcome them.
There is a belief amongst many staff in this school that the bigger, more
powerful and more complicated a computer is, the better. However, with more powerful computers also comes
added complexity. The aim should
be to provide what is really needed within the simplest possible system. Changing the social culture and beliefs in the
school is important if this is to work.
This can be done by convincing the change agents then using communication
channels to spread the word.
“The suggestion initially met with
some resistance because of the district's relative unfamiliarity with
the technology” (Harbour, 1998, para 1).
It may be necessary to set up a small prototype for demonstration
to persuade the school community (
The school may need to upgrade servers to make thin client technology work:
more powerful and more expensive servers are needed. This is going to be a contentious issue because
there are always teachers or departments wanting new, powerful computers
they believe they need. The purchase
of a new server will seem to be in conflict with their interests for
more computers. Strong leadership
will be needed to overcome this barrier.
“Laggards tend to be suspicious of
innovations and change agents.” (Rogers, 1997, para 21) They will
argue that when the server is down no one can use the computers. These people judge the proposal by the past
with unreliable computers. It
will take time for the laggards to see that a thin client network is
less likely to crash than a traditional server/client network.
There will also be the argument
that thin clients will be slower than fat clients but in fact “thin
client computers display data more rapidly than PCs because all processing
is done on the server, no database information goes back and forth over
the network, a process that typically slows computing processes to a
crawl” (Villano, 2003, para 9).
Evaluation Plan.
Keeping communication
channels open during the entire process will assist in improving
effectiveness. Discussion about
experiences with the new technology will suggest ways to meet the needs
of the users.
Once
it is fully implement a survey needs to be taken to determine the effectiveness
of the innovation.
Riley & Seashore Louis (2000,
p. 3) point out that change requires more than the adoption of new innovation.
It also includes:
Implementation: Was the innovation ever really adopted?
The
presence of thin clients in a classroom is easily observable, visible
data. Reviewing records
on the purchase and deployment of computers (documents) will
provide this information.
Fidelity: Once implemented, did the innovation maintain its integrity
and purpose? If teachers use
technology to enhance learning and to “support
the appropriate instructional methods” (Howel & Cannon-Bowers,
2003, p. 22) then we can say that the innovation is successful. This data can be collected through observation,
survey or through the server itself by setting up a log of what software
is being used, when and where.
Impact: Have staff and students been positively and significantly
affected?
A quantitative analysis can be made comparing before and after the changes
are made to measure the (1) time taken for staff in the preparation
of lessons and (2) the exam results of students.
Institutionalisation: Did the innovation become integrated into the school’s mission
and organisation? If the provision
of computers in every classroom becomes part of the schools mission
statement we can say that the innovation is successful.
Maintenance: Did successful programmes continue to exist?
If the use of thin client technology is still widely used in five years
time we can say that the innovation is successful. The adopter becomes
confirmed by continuing to benefit from the use. If students found it
useful to have these computers in all classrooms we can say that the
innovation is successful.
Replication: Was it possible
to transfer the innovation from one school context to another? If other schools adopt this technology we can
say that the innovation is successful.
Harbour (1998, para 5) found that once they had proven the effectiveness
of thin client technology school district officials had “a new take on fulfilling the district's future computing requirements”.
Conclusion
By changing from the current practice of buying multimedia
personal computers to thin client technology, issues of accessibility,
complexity and reliability can be improved. This would take away the
technical demands on teachers and provide simple, reliable computers
so that they can focus on integrating technology effectively into the
classroom. (Sandholtz & Reilly, 2004, p. 20).
Footnotes
[1] “Formative evaluation is a type of research that is conducted
while an activity, process, or system is ongoing, in order to improve
its effectiveness (
[2] “Summative
evaluation is a type of research that is conducted to reach a decision
about the effectiveness of an activity, process, or system after it
has run its course (
References
Altrichter,
H, and Elliett, John. (2000). Images of Educational Change,
Open University Press
Bates
T. (2000). Managing Technological
Change Strategies for College and University Leaders, Jossey-Bass Publishers.
Bliss, J. (1997). Education an untapped market for
NCs.
Computer
Reseller News. Manhasset: Aug 4, 1997., Iss. 748; pg. 111, 2 pgs
Cuban,
Larry. (2001) Oversold and underused: computers in the classroom,
Publisher Cambridge, Mass.: Harvard University Press,
c2001.
Downey,
G. (2001) IT dad goes back to school to build
thin-client computing lab Technology in Government. Willowdale: Jun 2001.Vol.8, Iss. 6; pg. 5, 1 pgs
Elton,
L. (2003). Dissemination of innovations in higher education: a change
theory approach. Tertiary Education
and Management, 9(3), 199-225.
Ertmer, R.,
Frank, K., Zhao, Y., & Borman, K. (2004). Social capital
and the diffusion of innovations within organizations: the case of computer
technology in schools, Sociology of Education, 77(2), 148-71.
Haber. L , (1998). Thin-client solution aces high school
test
Computer
Reseller News. Manhasset:
May 4, 1998. pg. 18, 2 pgs
Howel,
K & Cannon-Bowers, J. (2003)
– Draft Learning Federation Learning Science & Technology R&D
Roadmaps: Instructional Design in Technology-Enabled Learning Systems:
Using Simulations and Games in Learning http://www.thelearningfederation.org/id.pdf
Morrison,
K. (1998). Management Theories
for Educational Change.
P Chapman Publishing
O'Donovan, E. (2000). The skinny on thin clients.
Technology
& Learning.
Riley, K.A. & Seashore Louis, K. (2000). Leadership for change and school reform, International
Perspectives. Published by RouthledegeFalmer.
Romm,
D. (2006). It Pays to Be Thin
from library journal.com at http://www.libraryjournal.com/article/CA6299864.html
Romm,
G. (2006). Diskless Thin Clients Made Easy Presented at Diskless Workstation
Taskforce Technology Conference, Hilton Anatole, Dallas, TX from http://www.fbcinc.com/diskless/Day2/symbio.pdf
Sandholtz,
J. & Reilly, B. (2004). Teachers, not technicians: rethinking technical
expectations for teachers, Teachers College Record,
106(3), 487-512.
Trowler,
P., Saunders, M. & Knight, P. (2003). Change thinking,
change practice.
Published by Learning and Teaching Support Network (LTSN) from
http://heacademy.ac.uk
Villano, M. (2005). Thin Is In. Technology & Learning.
Weinstein, P. 1997. Computers on a diet: The thin client Technology & Learning.