Think about the future

Educators should think about their future needs. Open source may be a better choice in the future.

• Open source may get better (or worse)
• Web services & software subscriptions
• Digital rights management & trusted computing
• What do vendors say?
  • Apple | Dell | Microsoft | Red Hat

Open source may get better (or worse)

Even if educators don't choose open source software now, they should think about their future needs. As more alternatives to specific proprietary programs emerge, open source may become more attractive to schools. As major technology consumers, schools and districts should consider how their purchasing habits influence the technology industry. Some open source proponents argue that proprietary software hurts the consumer by inhibiting a market of inexpensive computers. Regardless of whether this is true, the industry may be changing significantly.

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Web services & software subscriptions

Web services and software subscriptions are an emerging alternative to traditional software licenses and one-time sales.

Traditionally, software has been installed on individual computers with an individual license for each computer. Software companies prosper by regularly offering new and better programs. Most software is a one-time sale: the user buys a copy of the program (e.g. a CD-ROM in a box) and the right to use it indefinitely. The specific version of that program may have some bugs and its features will remain constant. So users expect regular bug fixes (i.e. patches), service, and discounted upgrades. Users need this continuous service and support, but if the program is a one-time sale then it's only a one-time source of revenue for the company. As a result, most large corporations buy support contracts and these contracts (rather than the software) represent a more continuous source of revenue for the software companies. The corporate customers still make one-time purchases and they upgrade at their discretion.

Web services represent a different model for installation, use, and licensing. Programs run on application servers (instead of desktop computers) and are accessed through a network. Users never "own" a copy of the software and they only pay for use. There are no individual copies of the software to upgrade and users may be able to access the same programs and their data from anywhere (e.g. from a cell phone). This is not unlike the original mainframe model of computing but on a much larger and more ambitious scale, since it may start to replace the traditional model. Just as ISPs replaced the original system of peer-to-peer modems, Web services may be the new model for mainstream software. Web-based email is a visible example of the success and advantages of Web services.

Until broadband connectivity is more abundant, Web services remain largely impractical. If Web services do become popular, they will probably be offered as subscriptions. The subscription model is already emerging. With new licenses and price plans, companies like Microsoft are essentially leasing their software. Rather than a one-time sale with a support contract, Microsoft offers annual plans that encompass software and support. The right to use such software may be contingent on continued payment and upgrades may not be optional.

Schools may find advantages in Web services and software subscriptions. The simplicity of a single-price solution is attractive. With proprietary software like Microsoft Windows, the software company will probably offer the best support. Companies like Microsoft promise big savings with the subscription model. Schools may have to decide between leasing a "chaperoned" solution like Web services or software subscriptions, and building and supporting their own solutions.

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Digital rights management & trusted computing

Digital rights management (DRM) is a contentious issue. DRM is supported by hardware, software, and content companies like Intel, Microsoft, and Viacom. DRM supporters want the next generation of computers and media players to restrict what users can do with content. Just as users can't simply copy-and-paste the text of an Adobe Acrobat document, they won't be able to copy music or video to a hard drive and points beyond (e.g. a portable MP3 player, a disc burner, a peer-to-peer file sharing network). For example, next-generation video recorders may only accept video if it comes from an approved source, like a home video camera.

Trusted computing is a related, contentious issue. Supporters of trusted computing want hardware and software to secure and certify electronic identities and communication. A secure identity may protect privacy and deter fraud. It will also restrict what a user can open and change, with locks like digital watermarks.

By nature, these security features depend on proprietary, closed source software. To prevent any user from pirating content or impersonating another user, the formats and protocols for DRM and trusted computing must be secret. Open source won't necessarily prevent DRM or trusted computing. For example, a proprietary DRM program could run on an open source operating system like Linux.

These security features could significantly impact schools, and may interfere with integrating technology into curricula. Under traditional fair use laws, teachers and students have limited rights to copy and share media for educational purposes. Teachers can enhance their curricula with excerpts from electronic documents and multimedia. Students learn valuable academic and career skills creating and sharing media. Even if DRM allows for educational use, the licensing and technical obstacles may be arduous. For example, a school may have to buy more expensive, niche solutions if the mainstream solutions prevent fair use. At that point, open source solutions may be attractive alternatives.

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Open Options is a product of the Northwest Regional Educational Laboratory. These materials are in the public domain and may be reproduced without permission. The following acknowledgment is requested on materials which are reproduced: Developed by the Northwest Regional Educational Laboratory, Portland, Oregon.

This Web site was developed and maintained by the Northwest Educational Technology Consortium. The federal funding for the regional technology consortia program ended on September 30, 2005, and no further updates are planned unless additional funding becomes available. However, much of the content is still useful and NWREL will continue to provide access to this site to support educators and to meet its own technical assistance needs.