LESSON 10: MINI-CASE STUDY

COMM 5350

KARIN PORTER

KARON TARVER

JAMYE SWINFORD

KATHERINE SQUIRES

Introduction

In lesson 10 we focus on the issues of technology costs and the cost-benefit analysis in planning for technology utilization in instructional and training settings. Our group has developed a mini-case study on a technology delivery mechanism for a new textbook for the Crane High School English department. Many scenarios have been discussed to meet the need of this department. The department is comprised of 5 teachers that will be participating with the new curriculum.

Planning for the utilization of educational telecommunications and distance communications technologies requires careful and detailed attention to cost issues associated both with the initial hardware, software, and facilities investment, as well as the recurring expenses to maintain, service, and upgrade these resources. According to our readings for this lesson, there are three main categories of costs: (1) the front-end costs and capital investment; (2) the costs of transmission of online media; and (3) the recurrent operating, maintenance, replacement and upgrade costs of telecommunications technology facilities.

It is important to recognize that the protocols of cost-measurement need to be tailored to the needs of the learners and the purposes of the institution. It is also important to recognize that cost data funding formulas are complex – there is not a “one-size” fits all equation for a cost-benefit analysis. Since formulas tend to be driven by the number of students who will benefit as compared to the costs incurred, there needs to be not only an accurate headcount but costs attributable to the instructional component must be separated from other related costs. Obviously the lower the cost per student the better the cost/benefit ratio. However, one must evaluate the benefits not just in terms of immediate or short-term goals but also in terms of overall contributions to the long-term goals of the institution. In any cost-benefit analysis there are also value propositions that are different for each audience (learner, teacher, staff, administration). It is important to identify the valued conditions and the price factors for these different audience groups from their unique perspectives. For example some of the considerations include: (i) what are the allocation of human assets to activities; (ii) What is the allocation of time to activities; (iii) what are the faculty resources – training needs; (iv) what is the class-size distribution; and (v) what are the technology costs (book value, depreciation, annual expenditures). We have included a cost summary in a separate section of this mini-case study.

Background for the Mini-Case Study

Since there are many new technologies available the district assessed the quality and utility of its various options in the context of cost-effectiveness and has been evaluating wireless technology as a solution. The English Department Internet content will consist of primarily text and graphic html websites. There are a few video segments that enrich the experience. The English department has worked with other departments, including Administration and Technology and has arrived at the following best-cost solution.

Technology Utilization and Projected Costs

The English department will be supplied with 150 Compaq Ipaq hand-held Internet devices. The devices will be equipped with 128MB Ram and contain scaled down versions of the Office Suite to allow students to type and print research papers and other documents. Each classroom will also be equipped with a printer that the students will share via wireless connectivity. Each Compaq Ipaq will cost approximately $500. Each printer will cost approximately $400. Compaq wireless access equipment will allow Internet connectivity at 11 Mb using shared technologies.

The district will need to purchase the required number of access points for successful connectivity. Each access point costs $900. The district conducted a survey, using Entre’ Computers of Odessa, Texas to determine the number of access points and has concluded that a best estimate is a total of 5 (1 for each class). West Orange-Cove expects the survey results to reveal placement of the access points so that additional classrooms will be able to take advantage of them as future wireless technologies are acquired. The site survey conducted by Entre’ usually costs $2500.00. However, Entre’ has agreed to survey Crane High School and a neighboring high school (McCamey High School) at the same time for a total of $2500.00. The two districts have agreed to split the costs.

The English department has elected to purchase 2 battery chargers and 2 additional batteries for each classroom (20 total) at a cost of $50 per battery/charger set. Finally, to promote student sharing, a Compaq 2800 data projector will be purchased for each of the 3 grade levels involved. Each projector will cost $2995. A projector will be purchased for each grade level. The English classes will have the priority but other classes may also check it out when not in use.

Related Costs

Since the hand-held devices will be loaded with a Windows ’98 operating system and Office Suite software and the district already supports the use of these programs in their current PC platform, additional training costs will be held to a minimum. Training will primarily consist of basic use of the hand-held unit.

The district has decided to order an extended warranty for each device along with a next day service agreement. This cost will be $50 per device for a total of (150 devices x $50) $7500.00. The district has also calculated a 10% replacement estimate for lost or damaged units during the 4 year benchmark period.

Indirect costs will include 3 release days for the English Department Chairpersons (a total of 5 teachers) to align the new curriculum and correlate lessons to the TEKS as well as develop lesson plans. The chairpersons will then team with their teachers during the regular preparation time. Predicted costs for substitutes are: 5 substitutes for 3 days at $60 each for a total of $900. See Table 1 under Project Cost Summary.

Project Cost Summary:

Table 1

Description	Cost	Quantity	Total
Compaq Ipaq	$ 500.00	150	$75,000.00
Network printer	$ 400.00	5	$2,000.00
Wireless Access	$ 900.00	5	$4,500.00
Additional Batteries & Chargers	$ 50.00	20	$1,000.00
Compaq 2800 Data Projector	$ 2,995.00	5	$14,975.00
Service Agreement	$ 50.00	150	$7,500.00
Estimated Replacement Costs for Lost or Damaged Units	$ 500.00	15	$7,500.00
		10%
Indirect Costs		# of Days
Substitutes	$ 300.00	3	$900.00
Teacher Pay for Release time	$ 750.00	3	$2,250.00
Total Cost of Migration			$115,625.00

The cost-benefit analysis of the acquisition (an outright purchase versus a lease) and the use of telecommunications needs to be justified in terms of student learning achievement, meeting of priority designated goals and objectives, and overall improvement of the effectiveness of the professional and technical staff.

The total Project Cost is estimated at $115,625.00. The total Number of Students to be served per year is 1500. The number of years expectation of current program adoption is 7 with an equipment upgrade in 4 years. The total number of students served with the original configuration is estimated at 10500. The average cost per student of program equipment is $115,625.00 annually divided by 1500 students for an approximate per student cost of $77.08. The 4-year benchmark price is approximately ($115,625/6000) $19.27 per student. See Table 2 below.

Table 2

Conclusion

Preparation for the deployment of telecommunications and distance learning technologies in an educational setting require careful and detailed attention to cost issues. Analyzing the cost on a per student basis brings the expenditure into an understandable perspective. Planning for expansion, such as placing access points in strategic places where other classrooms can utilize them with added wireless technology increases the return on the technology equipment while decreasing overall costs.

Using applications that faculty and students are familiar with lowers the anxiety level and expedites the initialization of the equipment and process. Integration between distance learning activities with existing curriculum is important for utilization, also. Allowing time for staff planning and correlation of curriculum to state standards will meet existing goals and objectives of the department and create buy-in of the professional staff.

Through partnerships with other school districts, such as the affiliation of Crane ISD and McCamey ISD, savings can be rendered for all concerned. Connections with other entities may also be established that will further benefit all parties involved.

Technology can enrich the learner’s curriculum. However, there is little formal research supporting the relationship between technology use and student achievement. With the implementation of technology, especially new technology, such as distance learning programs, a comprehensive evaluation plan must be instituted. Documentation should be made to establish the benefits that technology may supply to a student. Test scores should be monitored and appraised. Correlations should be cited and recorded.

In summary, preparation and planning is the key to implementing a successful technology project. Crane ISD began with a vision of student equity both in terms or access and success. Through expert consultations, cost leveraging and attention to issues of scalability and curriculum alignment, we believe that this project will promote the environment for all students to achieve their full potential. As we move forward and continue to watch the expansion and changes in technology we hope that our short and long-term planning will bend so as to always provide cutting-edge technology tools and satisfy the learners’ and community’s expectations of excellence and accomplishment.