"Computing in the Clouds" Response

In the article, “Computing in the Clouds,” author Doug Johnson contends that cloud computing, an open source web based tool, can offer schools resourceful benefits and could potentially reduce their cost and redistribute their savings. In his review of the cloud computing benefits, Johnson states: “…saving money and improving efficiencies are two areas where schools can use all the help they can get” (2009: 16). Johnson is a persuasive writer who demonstrates the quality and competence that cloud computing has to offer, and identifies these features as “silver linings,” (2009: 16). Silver lining tools he covers are, Netbook computers, emails, websearching and bookmarking, word processing, presentations, spreadsheets, photo storing and editing, and webpage editing and mastering. These are all effective tools and applications that cloud computing supports and are free of charge.

Johnson provides examples of the daily tools he uses that are based out of the cloud. He suggest that schools use netbooks, light weight, low-cost, fast, portable computers, to diminish their spending cost on network and reallocate the savings in areas of need. The way that schools reduce their spending is that the school can self-manage their computing system with the cloud and more effectively use the bandwith, hence they can use public servers for general use and private servers to store data, also known as hybrid cloud (2009: 18). Johnson implies that this possibility in the future will help increase school savings, as he states:

I predict that K–12 schools will at some point ask parents to provide basic computing devices for their children as a part of the school supply list. As a parent, I was asked to purchase a $100 graphing calculator when my son was in high school six years ago. How big a stretch is it to ask parents to provide a $250 netbook computer today? (2009: 17).

I agree that it will be of much financial help to the schools to have parents provide the computer for their children. However, my concern with implementing technological innovations in classrooms is access to money. If parents are asked to provide their children with a netbook, even if it is as low as $250, will many be able to afford it? Although this may be a challenge for some schools to implement, especially for underfunded schools, I believe this is a great way for schools to incorporate digital learning at affordable rates. Since Johnson has made it clear that schools will save money by switching to the cloud, then perhaps some of the money can be invested in purchasing school owned netbooks that could be loaned to students whose parents cannot afford it. This way, students’ are not deprived of learning technology due to their economic circumstances.

Johnson has some provisional questions for schools to consider before transitioning to the cloud. As they were all important questions the one that I find of most significance is: “Will its teachers have the training, resources, and strategies to use netbooks to improve student learning?” (2009:19). As a future teacher if the school that I am working for is going to transition to cloud computing, then I would like to be adequately versed in its functionality and programs. Thus, I would not mind independently exploring the cloud and its functions to gain comfort in its use, if the school would just inform its teachers in a respectable timeframe. I do, however, believe that independent research and exploration of the cloud functions should be reinforced with adequate training and shared knowledge that will ease navigation of the cloud. If teachers are encouraged to independently use the cloud and collaborate amongst each other for added learning, technical difficulties, or other aspects of navigation, all due in a timely manner before the transition, then such technological shift can be less stressful and more receptive. This also brings to mind another direction in which the money saved under the use of cloud computing can go. Why not use some to fund such teacher trainings? Or use it towards equipping classrooms and computer facilities with adequate technological supplies. The possibilities are countless, and all possible due to an efficient web tool—the cloud.

Since much like teachers, who will have to develop their efficient use of the cloud and its functions, students will also learn new concepts and develop skills associated with using cloud computing. Thus, the process of students becoming familiar with cloud computing will adhere to NETS’ Standard 6 of Technology Operations and Concepts, where students will “demonstrate a sound understanding of technology concepts, systems, and operations” (iste, 2007). For example, “if a device needs repair or is left at home [students] can easily substitute another machine” as they understand that to gain access to their files their netbook only needs “a full fledged Web browser and antivurus and spyware programs” (2009: 17), which they will also learn to maintain. This example embodies NETS’ Standard 6 part a where students “understand and use technology systems” and part b where students “select and use applications effectively and productively” (iste, 2007). In addition, students will apply their established knowledge of word processing and other applications as they learn to use alternative ones like Google Docs. This transition also incorporates section d of Standard 6 as students “transfer current knowledge to learning of new technologies” (iste, 2007).

However, as pro-cloud as Johnson may be he still has his reservations about completely relying on the cloud as he points out that it is highly inclined to web use and the virtual experience is limited when servers are down, even though some applications have offline functions (2009: 19). Most noticeably cloud computing seems to offer flexibility in its programming and a quality connection. I think Johnson provided glorious evidence of how schools (and teachers) can shift towards a cloud computing paradigm and save money at the same time. Hence, I am compelled to further research cloud computing and try out its resourcefully virtual elements.