Laptops Conserve Power, Reduce School District Energy Costs and Help Minimize Carbon Footprint

U.S. K-12 schools are challenged to serve growing student populations and rising community expectations with constrained operating budgets and ever-increasing energy bills. According to Energy Star, the annual energy bill to run America's primary and secondary schools is a staggering $6 billion - more than is spent on textbooks and computers combined. In the midst of this energy crisis, the debate rages on: laptops or desktops? To some, the answer is clear. Energy Star, a joint program of the U.S. Environmental Protection Agency and the U.S. Department of Energy, is aimed at helping American consumers save money and protect the environment through energy efficient products and practices. According to Energy Star's Web site, "Notebooks are the most obvious way to save energy ... laptops use the most energy efficient displays (LCD), adapters, hard disks and CPUs that are available."

The Web site adds that notebooks can offer up to 80 percent in savings when compared to desktop PCs. "Even in the notebooks intended as 'desktop replacement,' with a larger screen (up to 17 inches) and less aggressive power management settings, the savings are still well over 50 percent."

In areas with blackouts and power-surges the notebook (batteries included) could save even more. In these areas, desktop PCs typically require the backup of a UPS (Uninterruptible Power Supply) to keep computer users from losing data. And a UPS is not only a significant extra cost, it is also a significant energy-eater.

If a school district's budget takes priority over total cost of ownership, most desktop PCs are cheaper than notebooks. However, even when only looking at the energy cost advantages, buying a notebook might well be worth the extra money.

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Converge magazine provides strategy and leadership for technology use in K-12 and higher education. Senior policy makers in education utilize Converge for articles on proven, effective educational methods and models for 21st century learning and beyond.

Published in the Special Issue 2007 of Converge