1 to 1 Implementation

1 to 1 Implementation: 1 to 1 Implementation: Discussing a 1:1 computer initiative with some of the people in my school district's technology department is like discussing what a child wants for his birthday. The technology department gets very excited and nervous about discussing such a venture. One of the biggest things that I took from these discussions concerning implementation was the concern over timelines. The thing that the technology department stressed was the need for a staggered implementation period. The thoughts of handing out laptops or netbooks to every student and teacher in an entire grade or school building was an overwhelming thought. The idea of starting with a group of properly trained staff, supportive and understanding administrators, and informed parents made the technology department much more understanding and excited. <<Click here to read more>>

Written by Jason Kincaid

1 to 1 Elementary Computing: 1 to 1 Computing at the elementary school level

1 to 1 Elementary Computing: 1 to 1 Computing at the elementary school level: Much has been written about the benefits and drawbacks of 1 to 1 mobile computing initiatives over the past decade.  As I looked at the existing research on these initiatives as part of my graduate course in instructional technology, however, I found myself wanting to know more about the positives and drawbacks to programs like this at the elementary school level.  Numerous studies support middle and high school initiatives, but relatively few seem to exist demonstrating clear support for this type of program in the elementary schools.  I have used this site to provide links to some of the more promising studies and programs that exist at the elementary level, but I am convinced that more evidence needs to be gathered to determine the extent to which elementary schools should "jump in" to 1 to 1 computing.  Below is an excerpt from a paper I wrote for this course.  Portions of this are included on our main page that talks about 1 to 1 computing more comprehensively.:

Despite what appears to be a strong correlation between student achievement, future ready skills, and the use of technology,  the majority of the studies found tend to point to these gains in the middle school and high school levels only (Kulik, 2003). Because drill and practice activities and taking comprehension quizzes on the computer are not fundamentally different from simply taking a paper/pencil test, taking an oral exam, or preparing a book report, there is not much of a change instructionally.  These are often the methods that are being used in the elementary classrooms, rather than more interactive, research-type activities.  Similar activities have been taking place in classrooms for ages, just not with the aid of technology.  I would guess that this lack of “change in delivery” of instruction is one more reason that elementary implementation of technology has not shown the results seen at older age levels. <<<Click here to read more>>>

Written by Keith Madill

Funding the 1:1 Initiative

Talking with the Chief Information Officer of our school district about the possibility of going to a one to one initiative, she stated that there have been conversations going on in our district for several years about this possibility.   She said that the biggest problem was funding.  Our technology budget is not big enough to undertake a 1:1 initiative.  She stated that the only chance our school has to fund a 1:1 initiative is for textbook companies to get on board.  Right now these companies are offering a lot of resources online, but they are expecting schools to also buy the textbooks to be able to use those resources.  She said that until the textbook companies get on board with going to 1:1 systems then it is going to be very hard for school districts to fund these programs.  Funding has also become extremely difficult with the budget cuts that have plaguing school districts throughout the state of Kentucky.  Our school district is facing a 1.2 to 1.5 million dollar budget cut over the next year.  This will further slow down any efforts to initiate a 1:1 initiative in our district.  We talked about the many different benefits of a 1:1 initiative, but it seems as if it is a few years away for our district. 

Written by Tim Cooper

The impact of Instructional Technology

There is no doubt that technology has a huge impact on student learning but I think the larger question is whether or not technology has an impact for the good of our students.  Yes, we know it has an impact as we will see in the summaries to follow, but two issues arise; where does the funding come for the technology like 1:1 computing we are seeing as successful in schools across America?  Is their objective research to support the idea that technology has a beneficial impact on our students in the classroom?

Students will use technology no matter if we make it available to them or not.  In a recent interview I did with a 12th grade student here at Henry Clay High School in Lexington, KY, the student estimated that she uses technology more than 25 hours outside of school during a school week but only two hours a week during the school week.  That is shocking, and it could be added that she is not a “gamer”, but a fairly normal user of basic teenage technologies.  She stated that if she was given a laptop during school hours, she would put it to good use.  This technology could be used to easily communicate with classmates, teachers and administrators.  She would be able to get things done quicker and this would benefit her instruction in class.  

There are two issues we must deal with.  Yes, if you ask any student in any middle or high school if they would like to have an Apple iPad to work with in class, their answer is going to be “YES!”  Where does the funding come from?  Where is money going to be allocated so that something like this can happen?  We can read all kinds of stories about success when 1:1 computing is added to a school, but that really isn’t feasible at this point in every school across America.  Henry Clay High School is a school with more than 2,300 students and over 200 faculty and staff.  Can a budget really support more than 2,500 mobile devices for every person in the school building?  The second issue, and maybe a more important one to ask from the beginning, is technology going to make a mind more in tune with the world and better prepare him/her for life or will it take away an ancient art of learning?  I remember not being able to use a calculator in high levels of math and the benefit of not having this device helped me in the long run.  I see many students relying upon calculators, sometimes even in their phones for basic addition of multiplication.  Yes, a calculator is useful in some math classrooms, but I am thankful my teacher did not implement a calculator in my classroom because it made me a better student at the simple arithmetic for life.  I know how to find 20% of 10,000 pretty quickly.  There is, sometimes understated, an issue with technology having a negative impact on an individual’s learning. 

Written by Kristian Junker

More Schools Continue to Adopt 1:1 Computing

 Recently the results of a educational technology survey by the National School Boards Association found that about 35% of schools say they’ve incorporated 1:1 computing in their schools. Most of these schools have began implementing 1:1 through iPads and netbooks, however some schools are simply allowing students to use personal devices, such as cell phones. 

The results of the surveys from schools currently using 1 to 1 computing also had some important findings:

•  A majority of respondents (96%) said education technology has increased opportunities for learning for their students.
•   93% say that 1 to 1 computing has increased student engagement.
•   50% say that 1 to 1 computing has helped ELL students.
• 60% said 1 to 1 has provided increased learning opportunities for special education students.
• 35% said that 1 to 1 computing assesses 21^st century skills, which is a top priority in education.
• 24% said that traditional textbooks could be dropped if schools have 1 to 1 computing. Only 7% of educational professionals said that traditional textbooks were necessary.
• 47% said helping teachers learn to use technology effectively is the greatest challenge currently facing districts.
• 57% said their districts have created bullying policies specifically addressing online activities since implementing 1 to 1.

For more information about the survey, click on the following link.

http://thejournal.com/articles/2010/10/19/1-to-1-computing-programs-on-the-rise-with-netbooks-leading-adoption.aspx

Written by Sheena Murphy

Four Critical Elements to a Successful 1 to 1 Program

The implementation of a 1 to 1 computing initiative is a huge undertaking for any school district.  But many educational leaders that are focused on producing 21st Century learners believe that this type of program is vital to  maximizing student achievement and well worth the effort that is involved in such a major educational reform.  Below is a list of four things that must be successfully implemented in order for the program to positively impact student achievement:

1. Vision In order to produce students that possess 21st Century knowledge and skills it is imperative that educational leaders think in an innovative and futuristic manner. It is time that we quit preparing our children for jobs that no longer exist, and we start preparing them to compete, not only nationally, but globally.  The most innovative leadership groups are using technology based resources to drive instructional practices.  Implementing a 1 to 1 program requires a leadership group that can create and share a vision of what it takes to educate children of the "digital native" generation. 
2. Financing Finding the funds for a 1 to 1 program can be extremely challenging.  In a time where more and more budgets are being slashed, it is becoming increasingly difficult to fund large technological initiatives.  In the case that funding is not available, the leadership group must get creative and find more unconventional methods for raising money.  Some of these ideas include grants, partnerships and soliciting donations. If the 1 to 1 program is a top priority, then you may need to think outside of the box to make it happen.
3. Infrastructure Many schools across America are full of wasted technological resources.  Computer labs and laptops often go unused because of infrastructure issues. It is vital to the program's success that all connectivity and maintenance issues are resolved ahead of time.  A combination of a delivery of 300 laptops and no wireless internet possibilities can curtail the program before it ever gets off the ground. Before moving forward with any 1 to 1 program it is important to determine if the district possesses the physical capabilities and manpower needed to implement and maintain the program.
4. Implementation Technology alone cannot revolutionize our educational process.  It still starts with good teachers.  In order for a 1 to 1 program to be successful, professional development has to be a top priority.  Most teachers are beyond the age of the "digital native" generation and have not been adequately trained in how to identify and use the best methods for integrating instructional technology.  In order to completely change the culture of the learning environment, teachers must receive extensive training in how to use the available technology to create an innovative learning environment. If this step is not done correctly, then the entire process will be utterly worthless.

To learn more about implementing a 1 to 1 computing initiative, please listen to the following interview with  Cullman City Schools (Alabama) Superintendent Jan Harris: click here to listen. To visit Cullman City Schools' 1 to 1 webpage, click here.

Entry written by Jeffery Stout