IT Asset Management Makes Students and Educators Responsible
Asset tagging also helps connect devices with individuals. When a device is missing at the end of the year or the end of a semester, district IT leaders can work with administrators in individual schools to identify the student or staff member who did not return the device. This can help them track down and locate missing tech more easily.
“If a student receives a Chromebook, that device is actually checked out to the student directly,” Alsayed Suliman says. “Typically what we do is check out devices directly to the building, so we can account for how many devices are present within that building, and then the building will go through and check those devices out specifically to students.”
Within the asset management system used by Bloomfield Hills Schools, students and parents can see — but not manage — the asset tracking information. By identifying problems early, schools can more easily retrieve any assets that go missing.
Assigning devices to individuals also helps districts keep track of assets in the possession of staff members. With asset tagging, when someone leaves their position within the district, the IT team can be sure all of the tech checked out to that person is returned before they go.
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Asset Tags for Equipment Help Districts Track Device Lifecycles
The last year and a half of online and hybrid learning disrupted many districts’ device purchasing plans. There was a rush to get devices into students’ hands, and five-year plans became initiatives that needed to happen overnight. As a result, lifecycle and device refresh schedules are in turmoil.
Asset tagging and asset management can help schools save money on their device refreshes. When assets are properly managed, districts can take a holistic look at their operational technology.
“Knowing what the district has ensures that schools are reducing any unnecessary spending on replacement equipment,” says Jerome Ohnui, a data specialist for Michigan’s Troy School District. “Equipment that’s deemed obsolete by one program may be more than adequate for another, which allows a district to purchase updated equipment for a more advanced use case while moving older but still serviceable items to another program.”
This can help schools assess where they need to make investments and determine which devices can be kept in rotation for a few more years, which cuts down on unnecessary purchases. Districts can see what they have and what they actually need to spend money on, rather than rushing out to buy the newest and most recent version of a product.
“Without asset management, districts will simply bleed money by chasing after needs without properly assessing and accounting for them,” Ohnui says.
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