Empowering High Schoolers with Advanced Technology

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Looking at school-aged kids, we can tell the difference between a third grader and a 10th grader. Physical attributes aside, compared to a third grader, a 10th grader is able to have in-depth discussions with their peers, they are more comfortable using newer technology, they have more patience to learn processes with multiple steps, and they can learn complex lessons quickly.

So it may seem fairly obvious that we understand that a 10th grader’s educational needs are wildly different from a third grader’s needs. But if this is actually so obvious, why are 10th graders using technology that does not align with their level of education? Why are they working with devices—if they have access to any—that are only just capable of supporting a third grader’s education?

At this year’s Computex event, Intel introduced a new addition to the Intel® Core® processor family, the 11th Gen Intel® Core® i7, as well as the Intel® Evo™ vPro® platform and Thunderbolt™ 4. While education was not highlighted at the event, I believe it is still important to think about why we need innovative and advanced computing in education. If these advancements in Intel® technology are optimal for work, content creation, and gaming, then I think the education industry should have advancements such as these as well.

The value of a powerful device
In school, students in 10th to 12th grade need devices with more-advanced processing technology. At this age, students are multitasking, running multiple apps at once, using videoconferencing apps, and working with other software/apps for high-level lessons in topics like data science, analytics, and simulation.

At this age, students are developing skills and mindsets that will help them get ready for their first jobs and/or college. So, when they are given a device that meets their needs, they are able to succeed in their academics and pursue their future career or higher education. Besides, their futures will be filled with and run by technology, so it makes sense to give them an adequate head start by integrating powerful, learning-capable technology for inside and outside the classroom.

There are plenty of high-performing device options for students in 10th to 12th grade to choose from, starting with Chromebooks. Contrary to popular belief, Chromebooks are not low-quality devices. They run the latest Intel Core processors—like 11th Gen Intel Core i7—that match the processing power in the latest Windows devices. They can support powerful configurations of storage, memory, and security, offering personalized, interactive, and even cloud-based learning experiences. Additionally, Chromebooks are easy to deploy and manage while also coming at a low cost of ownership for IT admins and decision-makers.

Another popular choice is using 2-in-1 notebooks, which are the most flexible form factor for students. Ever since the COVID-19 pandemic, the need for adaptable learning has been a must. With 2-in-1s, students can go from watching a lesson tutorial to taking notes with a stylus to turning in an assignment online—all with the fully featured software they may need and not just defeatured app versions. And, capable of long-lasting battery life and easy tablet-to-keyboard configurations, 2-in-1s change fluidly to match whatever a student’s needs are.

International Society for Technology in Education
The International Society for Technology in Education (ISTE) is a great advocate of technology in the classroom as well as an ideal resource for professional development, especially in high schools. The ISTE Standards provide competencies for learning, teaching, and leading in the digital age, providing a comprehensive road map for the effective use of technology in schools worldwide. These standards are continuously used, researched, and updated to reflect the latest best practices that define success in the classroom.

The ISTE also makes sure to recognize innovation and critical thinking in high schools. For example, they covered a story of an Oregon high school theater group who pivoted to radio dramas to keep performances alive during the pandemic. This is a great example of how the ISTE discusses new approaches to learning that are enabled through technology, even during a pandemic. I would recommend checking out their website to learn more about their mission in enabling students of all ages, including high schoolers, to access a better education through technology.

All in all, providing older students with technology that aligns with their level of education is the best way to set them up for success. If we are serious about preparing our students for their futures, we need to give them devices that will enable them to learn skills and mindsets that they will actually apply in the future.

It is our responsibility to supply and prepare these students for the tech-driven world that we spent so much time developing. And at Intel—as facilitators and developers of technology that aims to enrich the lives of everyone on earth—we want to give these students their best shot as the next generation of innovators.


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Published on Categories High Performance Computing, Productivity
Michael A Campbell

About Michael A Campbell

Michael A. Campbell is the Global Head of Education at Intel Corporation responsible for leading the Education consumer and commercial segments. He is responsible for influencing Intel’s product strategy; working with OEM partners to optimize product portfolios; defining the best learning outcome experiences on Intel-based devices; and influencing the company’s go to market strategy in partnership with the sales teams. His background includes bridging the gap between Silicon Valley and Asia by launching innovative new products and opening new markets that increase market share and boost the bottom line. His broad areas of expertise include product marketing, business analysis, product process improvement, product development, go-to-market strategy, business development, new business development, P&L management, and international operations. Michael holds a BA in Political Science & International Relations from Carleton College and an MBA in Marketing & International Business from the University of Wisconsin - Madison. He also studied Political Science & Cultural Studies at Doshisha University in Kyoto, Japan.