Building Networks to Support Educational Goals

Wireless Solutions—Are They Cost Effective?

Wireless technology is everywhere. Wireless phones (and annoying rings) can be heard in theaters, little league games, and classrooms. Starbucks, Kinko’s, and trendy cafes boast Wi-Fi hotspots that let savvy Internet users connect their laptop computers and Personal Digital Assistants (PDAs) to the Web. Top ten technology lists are crowded with products to boost wireless connectivity, and new products blend phones and PDAs with multimedia options.

Wireless technology, of course, means communication without wires. Wireless communications are exchanged using electromagnetic waves rather than wires to carry signals. Wireless networks provide hotspots or Internet access points. Users can connect to these access points using devices with integrated Wi-Fi (built-in capability) or devices equipped with wireless cards. Wireless connectivity has long been very slow. However, in June 2003 the Institute of Electrical and Electronics Engineers (IEEE) ratified an improved standard (802.11g) that supports a maximum bandwidth of 54 megabytes per second (MBps) with a throughput of about 25 MBps rather than the 11 MBps of the earlier standard 802.11b.

What role do wireless networks play in K–12 schools? What are the advantages of these networks? Are these networks cost effective? And are the benefits substantial enough for educators to consider establishing wireless networks in their buildings?

Wireless networks offer at least four distinct advantages to schools. They increase access, allow networking in old buildings, integrate with wired systems, and provide innovative uses to educators. Wireless networks benefit schools in both access and convenience. They allow educators to maximize use of cheaper devices like PDAs, which allow more students to access technology. Wireless networks make devices portable and, therefore, allow schools to purchase fewer devices. For instance, a laptop computer used to register students in the lobby can be quickly transported to the auditorium for new student orientation. Thus, fewer computers are required per building and a limited hardware budget is stretched. A classroom set of PDAs is easily shared and is no more complicated than sharing a classroom set of books. Common sense suggests that it is much easier to transport a small box of PDAs from classroom to classroom than it is to move 25–30 noisy and energetic students from a classroom to a computer lab and back.

Another example of convenience is parent–teacher conferences, which are often held in a large auditorium. Using PDAs connected to a wireless network, teachers can still have access to class records.

Old buildings plagued with asbestos may be networked with wireless networks. When drilling into walls is not an option, wireless networks are optimal and can be integrated with existing networks. For instance, mobile wireless access points can be plugged into existing network drops so that rooms can be used for mobile computing. Additionally, wireless networks allow teachers and administrators to use wireless telephones, which offer additional savings. Voice over Internet Telephony (VoIP) or voice delivered using the Internet Protocol means sending voice information in digital form. Most teachers and administrators would not notice a difference. However, those that pay the phone bill would notice significant savings.

In addition to convenience, establishing a wireless network may be cheaper than traditional networking. For instance, Brian Auker (2004), director of technology for the New Brunswick School District in New Jersey, suggests that installing wireless networks was a cost savings for their district. He states, "We haven't run all the numbers yet, so the best approximation I can make begins with the understanding that wired drops cost approximately $200 each. Say a classroom has four computers; that costs $800 to get that room on the network. For every cluster of four classrooms, the cost is $3,200. By comparison, those same four classrooms can be served by one wireless access point, which costs $1,200 for equipment and installation," Auker said. "That's an enormous savings" (para. 14).

Educators and administrators need to analyze the benefits of wireless networks against the cost. Return on Investment (ROI) is a common business term meaning how much profit or cost savings is realized. An important consideration in calculating ROI is the payback period or length of time required for the benefits to exceed the cost.

To begin a cost and benefit analysis, educators must consider the educational goals for their network. Consortium for School Networking (2003) reminds educators that the business of schools is education, and that “‘success’ should ultimately be measured by whether the educational goals have been met” (p. 9).

For example, a goal may be to equip each classroom with at least one networked computer and a phone so that teachers can submit and communicate accurate data with administrative offices. Administrators would first need to count how many classrooms have networked computers and phone systems. Next, they would estimate how much classroom and administrative time is wasted. They would also need to estimate the administrative cost of inadequate data (i.e., inaccurate student attendance, inaccurate lunch count). Finally, they would need to estimate the value of emergency response for each nonnetworked classroom. This benchmark would allow them to analyze the cost and benefit for the wireless network.

To calculate ROI, estimate the total positive benefits and cost of the investment. Consider the following:

How many people will use the wireless network?
How much labor savings will be realized through the wireless network? (If a wireless network is integrated with an existing network, the savings should include productivity increases from new users who now have access to the network as well as productivity increases realized by greater mobility from current users.)
How much cost savings will be realized through the wireless network? (The calculation should include estimates of cost savings from fewer devices being needed, estimates of cheaper devices such as PDAs, and cost savings for flexible room configuration.)
How much will the initial investment cost? (The investment should include administrative costs and training costs; software and upgrade costs; hardware costs; technical support; and network costs such as network cards, hubs, routers, switches, and remote access.)
How much will the maintenance of the network cost? (The figure should include subscription costs, training costs, and technical support.)

Wireless networks are flexible and allow educators to move computing devices freely around a building. This adaptability allows devices to be multipurpose, which increases teaching and learning opportunities. Wireless networks also offer educators increased opportunities to use innovative tools. However, tight budgets require that educational leaders clearly detail the cost of deploying a wireless network against the estimated benefits.

MAR*TEC is interested in your experiences in deploying wireless networks. Please share the most important benefit to your school or district and one valuable recommendation that you wished you had known at the beginning of your investigation. Share your wisdom by e-mailing Patricia Hendricks at phendric@temple.edu

References

Auker, B. (2004, June). New Brunswick schools adopt wireless to prepare students for high-tech world. Retrieved June 2004, from http://www.cisco.com

Consortium for School Networking (2003). Understanding the total cost of ownership of school networks: A presentation for school leaders. Retrieved June 2004, from http://classroomtco.cosn.org

Resources

Dillon, S. (2004, June). Waste and fraud besiege U.S. program to link poor schools to internet. Retrieved June 2004, from http://www.nytimes.com/2004/06/17/politics/17computer.html

Mendez-Wilson, D. (2000, September). Wireless in education: Fun, but do students learn more? Retrieved June 2004, from http://www.wirelessweek.com

Murray, C. (2004, June). Leadership is key to ed-tech success. Retrieved June 2004, from http://www.eschoolnews.com/news/showStory.cfm?ArticleID=5109

Smith, B. (2002, April). Boston fights truancy with technology. Retrieved June 2004, from http://www.wirelessweek.com

Tynan, D. (2004, March). The future of wireless. Retrieved June 2004, from http://reviews-zdnet.com.com

Walery, D. (2004, March) Wireless technology in K–2 education. Retrieved June 2004, from http://www.thejournal.com/magazine/vault/A4744A.cfm