XVI Technology options

Technology is very wide

  It’s varied and diverse

One must think deep and then decide

  How in it to immerse


One’s tempted by the leading edge

  To be the first to try

Be wary of the bleeding edge

  Don’t be too quick to buy


Technology – state of the art –

  Attractive it may be

It does appear so very smart

  Its glamour only see


Take care – don’t be the first in line –

  To be the guinea pig

It may not be so very fine

  The risks you take are big


Adopt a model well proven

  On which you can depend

Take time – make sure it’s well chosen –

  One that you can defend


The type of the technology

  That helps one to succeed

As well as the topology

  Must match the learning need


What type of P C will be used

  At what capacity

How many screens must be produced

  To match necessity


What printing needs are to be met

  In colour or in black

Maybe one must a scanner get

  To keep the class on track


A cam’ra that is digital

  At times will useful be

Snap shots – in fact – are pivotal

  A crucial learning key


A data projector one needs

  Throw pictures on a screen

A steady flow of teaching feeds

  From chalk teachers to wean


However it’s debatable

  If this is a good thing

And whether it’s advisable

  It in the lab to bring


When these devices are employed

  All at the wall will stare

P Cs are rendered null and void

  Attention now elsewhere


D Ps do fill a useful role

  If they are used in class

There they have a specific goal

  But give the lab a pass


The network needs to be designed

  It could be peer to peer

Components must be well aligned

  From standards do not veer


The network cables and the joints

  In ducts around the wall

Connect P Cs at chosen points

  Where one would them install


The server – is it thin or fat –

  Which client should one buy

Should C P U boxes lie flat

  Which switch must one supply


Work stations for the teachers’ use

  Should feature in the plan

From them pick up learner abuse

  These tools they use to scan


A P C with a C D drive

  Invites learners to pry

One must them of this vice deprive

  They may not even try


The P Cs must be specified

  Components all just right

A spec that’s tested and that’s tried

  Will then be watertight


Describe each hardware element

  Once all aspects are checked

This leads the plan to betterment

  Due diligence reflect


While hardware makes it possible

  To change the way kids learn

Software that makes it feasible

  Must be the prime concern


The question – what product to use –

  Which option should one take

Upon this topic some enthuse

  A crucial choice to make


An option offered – opensource–

  It’s free of charge to you

But there are other costs of course

  It’s too good to be true


The other choice is Microsoft

  Will it make Bill Gates rich

This argument one hears too oft’

  The question now is which


It’s also claimed that some are crooks

  Use free tools as a bait

With care they’re hiding all the hooks

  Locked in will be your fate


There’s no such thing as a free lunch

  A very true cliché

When it comes right down to the crunch

  A price you’ll have to pay


No strings attached there are – they claim

  They say you’re free to go

To get you hooked – that is their aim –

  You can’t break without woe


There is a lot of politics

  And egotism too

Some even try their dirty tricks

  To hide that which is true


Some argue with religious zeal

  Proclaim loudly their cause

To prejudice they do appeal

  Ignoring all the flaws


Some of the schools just do not know

  What is the best to use

Decision making may be slow

  And time one can not lose


Don’t let emotions sway your view

  Opt for long term return

Your reasoning must not be skew

  Don’t let your fingers burn


Decisions must be diligent

  After a proper scan

Then put in a clear document

  The details of the plan


The operating system’s not

  Something one can ignore

It occupies a special spot

  But there’s a need for more


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