Concise Summary[DB1]
In his article, Paul Nastu explores the use of open-source software in educational settings, mainly public schools. Open-source software is currently being dominated by closed-source software such as Microsoft Windows and Office. While most people know little about open-source software, such as Linux and Open Office, it offers many advantages over its closed-source counterparts. Open-source software is free or very cheap to distribute and maintain, yet it offers equivalent functionality of closed-source software. Schools can save thousands of dollars a year in licensing fees alone by using open-source software. Linux based servers and computer labs are also easier to maintain, cheaper to maintain, more stable, more efficient, more flexible, and much more secure than their Windows based counterparts. Schools using open-source software encounter virtually no maintenance downtime or threat of virus attacks. Schools also save money by salvaging old computers that cannot run current versions of Windows but run Linux without a problem.
Nastu recognizes that implementing open-source software into a school system has its drawbacks as well. The biggest problem is that open-source software requires higher levels of computer knowledge and skill than Windows does. Consequently, increased staff training is required. Schools will also have a hard time employing an IT staff that is fluent in Linux – a must if the full benefits of Linux are to be reaped. Business students will also find themselves at a disadvantage as most businesses run off of Microsoft software. School leaders will have to battle their staff’s resistance to change, a commonly cited problem. While an extensive array of educational software is available for Linux, many popular programs are not yet supported. Most educators already using open-source software recommend gradually implementing it into a school system and that school leaders make their software needs known to the Linux community.
Evaluation[DB2]
Nastu does an excellent job in informing the reader about the use of open-source software in school systems. The content of this article is highly objective. Nastu presents the advantages and disadvantages of using open-source software equally and thoroughly. The reader is not influenced by Nastu’s personal opinions on the subject, as they are completely left out of the article. This article opens educators’ eyes to a very practical and viable alternative to closed-source software, while maintaining a balanced view of the potential drawbacks. I have no problems with this article and highly recommend it as an introductory article for any educator interested in using open-source software.
Application[DB3]
This article is highly relevant to my studies of educational software. In essence, the software on a computer dictates the usefulness and functionality of the machine. It is the means in which the user interacts with the hardware. Not knowing how to use a computer’s software renders its hardware as useless. If the trend of using open-source software continues to grow, then I will be required to learn how to use it in order to be an effective educator. Computers are an integral part of an effective learning environment. If I am not capable of using a computer, my effectiveness as a teacher will decrease dramatically.
[DB1]Notice that the critique contains a concise summary of a paragraph or two. And this summary demonstrates insightful understanding of the article, and is written in the author’s own words.
[DB2]Notice how the author interprets and makes judgments of certain findings in the summary.
[DB3]The application section required the author to derive the significance, relevance and importance of the article. These three themes were derived particularly in the context of and linkage to what the author learned of this article. And so, it is important to explain how the article’s findings are linked to what is learned and taught in EDOL 633.
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