Running Head: ADVANCES IN K-12 USE OF CLOUD COMPUTING

Advances in K-12 Use of Cloud Computing

Cassall Graber-Tilton

University Maryland University College

This material is not to be copied, reproduced, or altered in any way without express permission
of the author. Sources at the end should suffice to reproduce all information contained within this
document.
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Abstract

Cloud computing technology has the capability to change the teaching methods of traditional

education. These technologies can give students access to previously inaccessible resources and

reach children who are not part of the traditional school system. This paper examines the state of

cloud computing and how it can be used to benefit students. I examine the capabilities of

programs in the field of mathematics, science, and language, and discuss both the benefits and

drawbacks of using them in the system. This paper also will discuss the trend in usage for the

upcoming decade based on the inroads that have been made in the educational system thus far. I

discuss if this technology presents viable educational opportunities, and examine circumstances

where students can particularly benefit from having the technologies available to them, and the

cases where traditional education is preferable. This paper’s primary research sources are

educational databases, journal articles, and books on the subject of technology in K-12

education.
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Advances in K-12 Use of Cloud Computing

Schools consistently face the issue of increasing technology needs and lower budgets.

They are forced to make cut-backs that can take the form of removing non-core courses from the

curriculum, firing teachers, or cutting afterschool programs. Despite the many potential benefits

of using cloud computing in the educational fields of language, science, and mathematics at the

K-12 school level, educators have been reluctant to institute such programs. This technology

promotes individual student strengths, increases global and cultural exposure, creates a more

individualized experience, brings previously unavailable courses of study to schools, and is the

key to educational advancements in the future. This paper examines how an administration can

use cloud computing to provide better technology to students, expand course offerings, retain

teachers and programs they might otherwise have to cut, and reduce technology costs.

Cloud computing has shifted the way users store and access data. Traditionally data and

software were stored on a personal computer. The user would have to purchase any programs

they needed, install it on their personal computer, and save any data to the hard drive or an

external memory device such as a CD or USB key. Such computing requires the personal

computer to have large memory storage and computing power to handle the programs. Cloud

computing takes these functions and moves them into the ‘cloud’, a metaphor for the Internet. In

cloud computing one would access a service or program via an Internet connection, do their

work in a cloud application, and save the work to the cloud. “Some leading technologists have

forecast that within 5 or 10 years, 80% or even 90% of the world’s computing and data storage

will occur ‘in the Cloud’” (Nelson, 2009, p. 71). In actuality users are storing their information to

the host company’s servers. This practice eliminates the need for a user to have the programs
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installed on their personal computer, which in turn eliminates their need for large memory or

processing capabilities.

There are benefits and disadvantages to using cloud computing in an educational setting.

The main problem arises if a student’s computer cannot access the Internet, and is then unable

provide the services needed. Educational institutions also have important privacy and security

issues. Schools are responsible for filtering Internet content, monitoring access, and supervising

student emails. The use of cloud computing services rather than a school controlled server forces

the administration to relinquish some of its control over the systems and may make monitoring

less effective.

Some of the concerns mentioned above have been addressed in recent years by service

providers. By way of illustration, Google has special programs for educational institutions to

encourage the shift to cloud computing. According to Johnson, “Google Apps Education Edition

and Microsoft’s live@edu are enterprise systems that are free for K-12 schools” (2010, p.18).

When it comes to issues such as monitoring student use of emails, Internet, and programs

schools can now work out agreements with certain providers to restrict access to users based on

their category of log-in. This means that when a student logs into a computer with their unique

ID the system recognizes the ID as a student and applies the appropriate filter to the Internet.

These systems are also capable of creating an insulated email network, so that emails can only

pass from approved individuals in a secure network. Any outside emails must be approved and

added by the administration, and all emails could be monitored for explicit language in an effort

to reduce events such as cyber-bullying (Nevin, 2009, p.35-38). The remaining problem is access

to Internet. Outages due to nature or disasters cannot be completely prevented; however, service

providers have large data centers where a user’s work is consistently saved to backup servers.
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These data centers have computing capabilities far beyond our personal desktops, and unlike our

personal computers are not subject to everyday risks of theft and damage. The final downside is

that use of cloud computing will require higher levels of bandwidth, which is a main cost of

cloud computing.

The benefits provided by cloud computing outweigh the risks associated with it. For

administrators the costs of owning “network resources, such as hardware, software, systems, or

services” (Han, 2010, p. 87) are eliminated because these aspects are all owned by the host

companies. Administrators can make use of previously obsolete computers that have a working

Internet connection and avoid the cost of replacing them or updating software. In Dessoff’s

article one administrator admitted, “At one point, we were paying close to $1,800 per machine,

with the warranty and all the bells and whistles that came with it” (2009, p.48). It also provides

students with new sources of collaboration such as Google Docs. According to Bull and

Garofalo, “Once users create a spreadsheet and visualizations, cloud computing makes it easy to

share them with others” (2010, p. 10).With cloud computing students can access their work both

at home and at school, and are freed from complications such as program incompatibility or

computer crash data losses. Instances of students being unable to print out a work document

because they forgot the USB key on which their work was saved, or because the school runs

Microsoft 2000 and their home computer uses Microsoft 2007 would be eliminated. These are

just a few ways that both the administration and students can benefit from cloud computing.

The current generation of students has grown up with the Internet and is already well

acquainted with the technology behind cloud computing, even if they are not familiar with the

term. In a school based on cloud technologies a school can equip its students with netbooks

“with a price range starting at about $200” (Dessoff, 2009, p. 47). These computers have the
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ability to perform functions such as word processing, power point presentation, and photo editing

through their access to the Internet. A school can take multiple approaches to providing its

students with computers. Most commonly, schools provide access to computing and printing

facilities in a computer lab or library. An alternative method would be to allow students to use

netbooks in the classroom in conjunction with regular materials. For a school that desires a

profit, or wants to recoup the cost of providing hardware, the option of renting out a netbook to

students for use both in school and at home exists.

When a student misses class because of illness they risk falling behind, inadequate

comprehension of the subject material, and resultant lower grades. Cloud computing can allow

educators to use the Internet to communicate with students in previously impossible ways. A

teacher could choose to record his/her lectures and post to an online forum for the teacher and

students. If a student is absent, has unclear notes, or is confused by the subject material, the

ability to revisit the class or access the lectures online allows them to review at their own pace

what was covered in class. Through the use of cloud computing and social networking

technologies together a teacher can provide students with a more interactive learning experience.

Other opportunities to use the Internet for interactive learning include the use of educational

podcasts, and the creation of a class blog, calendar, or discussion forum.

A key component in the success of these technologies is the level of involvement of the

teachers and students. Cloud computing provides applications that one can use either

individually or in a group. The opportunities provided by the cloud allow students and teachers

to create virtual spaces where they can work together, discuss class material, or have debates

outside the physical classroom. If a school decides to use cloud computing technology they

should dedicate at least one class to safe Internet practices, and the administration of the school
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should have agreements with service providers so that a secure community is available.

Regardless, it is a fact that these are dangers children will encounter while using the Internet in

their free time, and it is primarily the responsibility of parents to teach their children safe Internet

practices.

It is necessary to understand the complexities of cloud computing to realize the full

potential of online learning. Schools that have used a traditional model of purchasing hardware

and software for so long are probably reluctant to make a switch to cloud computing for a variety

of reasons. They may not believe the capabilities of software available in the cloud, may be

reluctant to decrease school control, or may be attached to their old systems because they have

invested time and money into it. Such a viewpoint limits a school from using online education to

educate people regardless of their economic status or level of intelligence.

Mathematics is a subject that students can struggle with if they do not understand core

concepts or do not retain the material after the topic has been completed. The frustration that

comes with not understanding a topic can lead to demoralization and a lack of enthusiasm.

Learning more advanced levels of mathematics requires that a student build off of knowledge

garnered in previous years. A student cannot complete a Pythagorean Theorem if they cannot

multiply. Online education can provide children with real life scenarios that they can apply

mathematics too. By making the education relevant the cloud computing applications encourage

children to apply mathematics in their daily lives. (Bellamy & Mativo, 2010, p 1). A child could

hypothetically apply their knowledge of measurement to rearranging the furniture in their home

or use knowledge of percentages to calculate discounted store prices.

Another advantage to online education is that it provides students with an opportunity to

learn outside the classroom. During the summer break students forget some of the material they
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have learned. An average student can use online software to refresh their current knowledge,

while a student requiring remedial mathematics can utilize an educational algebra or geometry

program to be on par for the coming year. Access to online education will help students unable to

afford or access tutors and help alleviate income based education disparities. The only thing

required by the student is access to a computer with Internet access either at home or from a

public library.

Mathematics programs can allow the student to work at their own pace, show in detail the

method for working out the problem, and provide links to the appropriate course material if

student still does not understand. One such program is Educational Options at edoptions.com, an

accredited program that is accessible anywhere a student had Internet access and provides the

student with instant feedback on their tests. According to edoptions.com,

Students can either take the full course including lessons, submissions and a final exam,

just like one of Novel’s delivery modes or choose a second mode called “adaptive

assessment.” Within adaptive assessment mode, students take an initial assessment exam

and then receive a prescribed course of study. Items students have mastered are marked

as “complete,” while non-mastered topics are marked as “new.” Students work through

the new concepts and take a follow up assessment, which covers all of the new topics as

well as the concepts previously identified as “complete” to ensure the student truly

understands everything (EdOptions, 2007, “How it works”, para 1).

The initial assessment that creates the course of study recognizes student strengths, thus assuring

that students are working on areas that require improvement. In addition to mathematics,

Education Options covers the subjects of language, science, and social studies as well. One

obvious concern with online education would be the issue of cheating, however if online
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education is coupled with the physical administration of tests to assess student performance than

it is no longer an issue. Schools would benefit from recognizing online programs since remedial

education will allow students to achieve higher mathematics levels, and also because such

programs can allow intellectually gifted students the opportunity to pursue levels of mathematics

that may not be offered at the school such as advanced calculus courses. One of the greatest

features of educational cloud computing is that new courses of study can be offered by schools,

and education can become highly specialized.

Language offerings in schools are limited by the education and expertise of teachers.

Public schools traditionally offer Spanish and French, and sometimes also offer Latin, German,

Russian, Italian, and Japanese (“Enrollment in foreign”, 2002, p.1). In recent years we’ve

noticed a rise in the demand for Middle Eastern and Asian languages such as Chinese, Arabic,

Hebrew etc. due to current events. Schools typically do not provide these languages; there are a

number of reasons for this, including the fact that these languages are unique and lack teaching

professionals who speak these languages fluently. Taking into a consideration the need for

students to be educated in new languages and a lack of teaching professionals, what is the

solution?

The solutions are either to hire teachers from abroad or to utilize the power of the cloud

and find applications that will allow students to receive a proper language education via the

Internet. Rosetta Stone TOTALe is a good example of a language learning program. The new

Rosetta Stone Version 4 TOTALe allows students to combine the traditional program with a host

of online services including connections to native language speakers. If you learn Chinese, your

tutor will most likely be in China. Other features include live online learning, conversational
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tutoring, and a real-time community to converse with. This is an example of a combination of

cloud computing and traditional software.

The ability to interact with an instructor fluent in the language being learned no matter

where they reside is an advantage that traditional schooling cannot provide. Language is not as

easily taught as concrete subjects like mathematics and science. Language is subject to nuances

such as grammar, euphemism, tones, spelling, and conjugation. Language is a subject where

there is not always one correct answer and the result of this complication is that human teacher

presence is required whether it be in person or via the Internet. Access to programs such as

Rosetta Stone will allow students to develop much more marketable skills and has the potential

to deliver access to a broader educational base to rural areas that may not have many language

professors. The education of a child should not have to suffer because of where they live.

Online education in science has huge potential. Like language courses, science is

restricted by a school’s curriculum to topics like biology, chemistry, and physics. School systems

are limited by the number of teachers, classrooms, budget, and types of mandatory courses

offered. In public schools students are frequently deprived of one course because the time

conflicts with other courses they are required to take. The ideal solution to this problem would be

to find an online program the school accepts, which will allow students to make some

personalized course substitutions. The benefit to students studying sciences is that a student who

wants to be a doctor could hypothetically forgo a class in astronomy to take classes on

immunology, genetics, or biochemistry. Like the mathematics curriculum, if a student desires to

learn more once they have completed the highest level of sciences, a school encourage gifted

students to seek advanced classes elsewhere.

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Online education is beneficial to children who have some need that is not met by the

school system. Traditional education works well for average students and manages to educate the

majority. Children in rural areas must overcome the distance either through lengthy bus trips to

the closest school system or through remote access to class via the Internet. Children in

disadvantaged or rural areas can connect to their peers and collaborate on documents through the

use of cloud computing. In addition to allowing children from disadvantaged areas to connect

cloud computing also opens up the possibility for children to connect with other children in

schools all over the world. Students who used to send letters to pen-pals can now video chat with

them over Skype. Instant access to information via Skype allows children to learn about new

cultures from the source, rather than from a textbook. As previously mentioned, this global

exposure is also a key component of Rosetta Stone TOTALe, a program which provides student

with native speaking teachers who are sure to know all the nuances of their language.

There is a lot of technology currently present in schools. One major concern of the

educational system is a disparity in the technology available and the ways that technology is

used. Graduating students are expected to have higher levels of computer skills now more than

ever. The author Maeroff suggests that the increase of technology in classrooms is creating yet

another educational divide, yet I believe that the divide results from how schools choose to use

technology available to them (2002, p. 219 ). By taking a progressive approach to education and

allowing students to use cloud computing and other educational resources available online both

administrators and students can reap the benefits of collaboration.

For administrators cloud computing and online education can decrease costs by replacing

software the school used to pay for with open source software and cloud services. They also

offer countless opportunities for school systems to expand their curriculum and allow students to
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achieve their full potential. The use of cloud computing will allow students a great education

regardless of whether a school has the money or resources to provide specialized teachers. To

tend the growing needs of students and desire for a more specialized, globally exposed

education, schools can utilize cloud computing technology to give students more control over

their individual education. I think that allowing students to control their personal end of the

educational process can lead to them being more engaged and involved, contributing to an

overall better learning environment. Schools can save money on technology by buying cheaper

hardware and using cloud technologies, and these savings may enable schools to restore

programs and hire more teachers. Based on the research conducted on cloud computing and

education it is my belief that the benefits of using this technology are clear, and I believe that

cloud computing is a viable option to implement in schools to provide a quality education in

spite of budget cuts.

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