CRC Low Cost Computing

Intro | First Effort | Math Lab Vee | English L | Social Science Stag | x300

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After spending his first year identifying needs, Assistant Superintendent Chuck Hinman strongly suggested that Back Bay Continuation High School establish a Credit Recovery Center, with the understanding that the center would evolve rapidly and continue to evolve.

The need for Credit Recovery is well established: once an at-risk student falls behind, it is far easier to dropout than to climb a steeper hill.  The attitude to continually change the center was one of necessity, with only the summer available for planning, not all of the details could be ironed out.

Chuck Hinman asked Principal Debbie Davis and Assistant Principal Liz Lovett to establish the CRC with a minimal budget.  Most new schools require years of planning.  The photos on the following pages show quick solutions: surplus chairs, surplus tables, card tables, many wires, and seven-year-old donated computers.  The maxim: don't let the best be the enemy of the better.

Learning was greatly enhanced!  Using computers became the underlying strategy to individualize instruction for each student. In Mathematics, computer software allows mastery learning with inherent formative assessment.

The final page show how the NComputing's x300 can not only greatly lower the cost of classroom computing, but also allow a realistic teacher-directed computer implementation that fits the classroom need.  This needs elaboration.  First, three x300 computers allow for 21 computer workstations to be deployed in a classroom.  This ultra low cost approach allows software that has annual licenses to be employed, if appropriate.  Second, computer usage is function of the students, teacher, and curriculum needs and understandings.  For example, in a conventional classroom with one dual x300 computer, a teacher can establish his or her own workstation and at a low price a workcenter for projects.  It would be an example of 4:1 or 5:1 computing.  With two dual x300's, 3:1 computing with groups rotating through the computer or some students permanently assigned to computers because of learning styles becomes reasonable.  With three dual x300 systems, 2:1 computing (1:1 at the CRC) becomes possible.  This would allow half of a class to compute one day and the other half the next.  This may suit a math class wonderfully for example.