Computer Control in KS2        

For many years, laptop users have suffered with lower specifications against price compared to conventional desktop PC systems, poor battery life, weight and connectivity issues. The shipping of the all new Tablet PCs combined with recent falls in prices threatens the very survival of the 'old order' as we know it. Given the marked advantages offered by Tablet, they could be the system of choice on future 'Laptops for Teachers' schemes (ironically, the current government specification excludes them, as the minimum display is a 14" screen) and be favoured by schools looking for fast wireless connectivity at the desk. The concept of 'one per desk' mooted in the recent past could become a reality.

Tablet offer a more mobile solution than laptops and a more practical classroom solution than Palmtop systems. Consequently, you can read, email, surf the web and much more in situations which prove difficult or impossible for a laptop. I use a Compaq Tablet PC regularly on training sessions and usually carry it around connected through a lightweight video cable to a projector. In essence it is used as an interactive mobile whiteboard. A teacher could call up any pupils Tablet from anywhere within the school, check on progress and mark the work. In essence, the classroom could be virtually anywhere!

While mobility is a key factor in the take up of Tablet PCs, it is how they can be used which makes the deciding difference. The natural way to write text or create a graphic, is on a horizontal writing position with a pen. Given the limited vertical screen on traditional laptops and the crude means of input through a mouse, keyboard or touchpad, the slate design of the Tablets, combined with the new tools included with the new Microsoft Tablet PC operating system, makes for a new 'digital ink' revolution. Using a wireless pen, we now have a natural means to accurately input text and graphics. Text recognition is a real winner. Using the Journal utility, text can be inputted in portrait mode and be easily selected, converted and pasted into a word processor. The onscreen keyboard or the standard keyboard can be used for larger amounts of text.

When first launched around January 2003, street prices came in around £1400. Once again, Moores Law has come into play, and by November 2003 the Compaq Tablet PC was retailing for an amazing £899. For the first time, this places them on a par with Centrino wireless laptop prices. This makes them an attractive option for schools who would normally buy laptops, or who require an alternative to Interactive whiteboards.

As with any new emerging technology, problems or shortcomings exist or emerge over time. Thankfully, few hardware or software failings have arisen with the Tablet PCs. For classroom use, the main issue is battery life. With power management optimised, expect roughly around four hours of use, if not driving external devices such as CD-ROM drives. While some users will find this acceptable, school who share the systems out between classrooms on a morning and afternoon basis will be disappointed. The charge needs to last a minimum of five hours without having to purchase additional batteries (which add weight), and remember over time the battery performance will degrade.

For KS3/4, the systems need to be bundled with the new Tablet version of MS Office, or be heavily discounted for education. The applications can call the Tablet tools, such as the highlighter pen and Sticky notes with audio and these can be inserted by the Teacher to mark work. In KS 1 and 2, software designers need to 'enable' existing and new applications with similar or identical tools. This is an opportunity for alternative software suppliers, such as SUN with Star Office to work alongside a manufacturer such as Toshiba, to develop new rival applications! This would give the first adopters an important marketing lever over its competitors.

The classroom of the future may not be one centered around traditional rows or clusters of desks facing the teacher. We may well see the gradual emergence linked to technological development, of a more 'fluid' environment of 'hot learning spots' comprising artificial intelligence learning software and traditional direct teaching. Self learning will be at the core, aided by new technology, allowing children to progress at a rate suited to their ability and freeing the teacher to concentrate on those children needing direct intervention. Within this vision, the Teachers role may well move to that of a learning manager, with the Tablet PC forming the cornerstone of the school environment. Assigned to each pupil, it will serve as the bridge for most learning activities, including homework, 'digital letters' for parents, assessment and attendance records.