Implementing a One-to-One Computing Program

Implementing a One-to-One Computing Program

An Examination of the issuesAn Examination of the issues

IntroductionsIntroductions

Jeffrey McNuttDirector of Technology

Plainwell Community Schoolsmcnutt@plainwellschools.org

Jeffrey McNuttDirector of Technology

Plainwell Community Schoolsmcnutt@plainwellschools.org

Some Guiding QuestionsSome Guiding Questions

Why do you want to implement a 1:1 program?

What does the research tell us about 1:1?

How does a 1:1 program impact teachers and students

What role does administration play in the implementation process?

Why do you want to implement a 1:1 program?

What does the research tell us about 1:1?

How does a 1:1 program impact teachers and students

What role does administration play in the implementation process?

What is one-to-one computing?

What is one-to-one computing?

The idea that all students have individual access to a computing device. One-to-one computing encompasses not only the device, but access to the internet as well.

The idea that all students have individual access to a computing device. One-to-one computing encompasses not only the device, but access to the internet as well.

Why?Why?

Why implement a 1:1 program?

Why implement a 1:1 program?

Common reasons given for 1:1 Develop 21st century skillsIncrease student achievementMinimize the digital divideEconomic competivenessChanging the nature of educationPrepare students for college and

careerPrepare students to work in a global

economy

Common reasons given for 1:1 Develop 21st century skillsIncrease student achievementMinimize the digital divideEconomic competivenessChanging the nature of educationPrepare students for college and

careerPrepare students to work in a global

economy

Federal pressuresFederal pressures

“All learners will have engaging and empowering learning experiences both in and out of school that prepare them to be active, creative, knowledgeable, and ethical participants in our globally networked society.”

“All students and educators will have access to a comprehensive infrastructure for learning when and where they need it.”

(National Ed Tech Plan, 2010)

“All learners will have engaging and empowering learning experiences both in and out of school that prepare them to be active, creative, knowledgeable, and ethical participants in our globally networked society.”

“All students and educators will have access to a comprehensive infrastructure for learning when and where they need it.”

(National Ed Tech Plan, 2010)

State pressureState pressure

Online learning is booming in the public schools

Lifting of the cap on charters, including virtual charters

Online learning is booming in the public schools

Lifting of the cap on charters, including virtual charters

21st Century Skills21st Century Skills

Students collaborate moreStudents are better problem solvers Improve research and analysis skillsTransfer knowledge across disciplinesTeachers collaborate moreTeachers use more project-based

learning techniques

Students collaborate moreStudents are better problem solvers Improve research and analysis skillsTransfer knowledge across disciplinesTeachers collaborate moreTeachers use more project-based

learning techniques

The truth about 1:1 and test scores

The truth about 1:1 and test scores

One-to-one does not significantly increase standardized test scores

There is one exception to this. Writing scores have been shown to

increase in a statistically significant way.

One-to-one does not significantly increase standardized test scores

There is one exception to this. Writing scores have been shown to

increase in a statistically significant way.

History of 1:1The short version

History of 1:1The short version

The history of 1:1 computing is tied to the history of educational

technology of the last 100 years.

The history of 1:1 computing is tied to the history of educational

technology of the last 100 years.

Motion PicturesMotion Pictures

“I believe that the motion picture is destined to revolutionize our educational system and that in a few years it will supplant largely, if not entirely, the use of textbooks.”

Thomas Edison, 1922

“I believe that the motion picture is destined to revolutionize our educational system and that in a few years it will supplant largely, if not entirely, the use of textbooks.”

Thomas Edison, 1922

RadioRadio

“The central and dominant aim of education by radio is to bring the world to the classroom, to make universally available the services of the finest teachers, the inspiration of the greatest leaders…and unfolding world events which through the radio may come as a vibrant and challenging textbook of the air.”

Radio: The Assistant Teacher, by Benjamin Darrow

“The central and dominant aim of education by radio is to bring the world to the classroom, to make universally available the services of the finest teachers, the inspiration of the greatest leaders…and unfolding world events which through the radio may come as a vibrant and challenging textbook of the air.”

Radio: The Assistant Teacher, by Benjamin Darrow

The Teaching MachineThe Teaching Machine

"I have no doubt at all that programmed instruction based on operant principles will take over education.“

B.F. Skinner

The 1950s brought the Teaching Machine. It was heralded as a more efficient means of teaching children.

"I have no doubt at all that programmed instruction based on operant principles will take over education.“

B.F. Skinner

The 1950s brought the Teaching Machine. It was heralded as a more efficient means of teaching children.

Educational TelevisionEducational Television

“Samoan children are learning twice as fast as they once did, and retaining what they learn…[The] one requirement for a good and universal education is an inexpensive and readily available means of teaching children…Samoa has met this problem through educational television.”

President Lyndon Johnson, 1968

“Samoan children are learning twice as fast as they once did, and retaining what they learn…[The] one requirement for a good and universal education is an inexpensive and readily available means of teaching children…Samoa has met this problem through educational television.”

President Lyndon Johnson, 1968

1977 – the introduction of the Apple II

1985 – Apple Classrooms of tomorrow project

1990s – Anywhere Anytime Laptop project, Microsoft and Toshiba

2000 – Maine Learning Technology Initiative, Texas Immersion project, Henrico Count, VA

1977 – the introduction of the Apple II

1985 – Apple Classrooms of tomorrow project

1990s – Anywhere Anytime Laptop project, Microsoft and Toshiba

2000 – Maine Learning Technology Initiative, Texas Immersion project, Henrico Count, VA

The Potential of 1:1The Potential of 1:1

With 1:1 students: Have access to a wider array of resources Can communicate with peers and teachers Can collaborate on work Have increased problem solving

opportunities Have increased opportunities for developing

higher level critical thinking skills Have access to learning outside the

traditional school day

With 1:1 students: Have access to a wider array of resources Can communicate with peers and teachers Can collaborate on work Have increased problem solving

opportunities Have increased opportunities for developing

higher level critical thinking skills Have access to learning outside the

traditional school day

What impacts the successful implementation of a 1:1

program

What impacts the successful implementation of a 1:1

program Merely having access to technology

doesn’t guarantee integration into the classroom

Teacher attitudes and beliefs about the role of technology in education directly affects adoption

School culture and climate as well as school tradition

Pedagogical beliefs and practices Teacher skill level with the technology Quality professional development

Merely having access to technology doesn’t guarantee integration into the classroom

Teacher attitudes and beliefs about the role of technology in education directly affects adoption

School culture and climate as well as school tradition

Pedagogical beliefs and practices Teacher skill level with the technology Quality professional development

Teacher’s adoption of technology is related to a

number of factors

Teacher’s adoption of technology is related to a

number of factors

Their attitudes and beliefs about the role of technology in the learning process

Ease of access Quality and timeliness of technology

support School culture Their fears about technology Quality and amount of Professional

Development

Their attitudes and beliefs about the role of technology in the learning process

Ease of access Quality and timeliness of technology

support School culture Their fears about technology Quality and amount of Professional

Development

Teacher impactsTeacher impacts

The amount of Professional Development teachers receive

directly affects the level of adoption and use

The amount of Professional Development teachers receive

directly affects the level of adoption and use

Teacher impactsTeacher impacts

When teachers spent significant amounts of time in PD (9 or more hours) they felt better prepared to use it with students

PD amount directly affects their attitudes and beliefs.

When they perceived that PD was aligned with curriculum content, they were more likely to integrate it into lessons

When teachers spent significant amounts of time in PD (9 or more hours) they felt better prepared to use it with students

PD amount directly affects their attitudes and beliefs.

When they perceived that PD was aligned with curriculum content, they were more likely to integrate it into lessons

PD Structure is vitally important

PD Structure is vitally important

The structure and content of the PD must go beyond instruction on how to use the equipment.

For wide spread adoption teachers must believe that technology can support student learning

PD that addresses how to improve instruction and provides curricular resources tied to content have the best chance of making significant changes.

The structure and content of the PD must go beyond instruction on how to use the equipment.

For wide spread adoption teachers must believe that technology can support student learning

PD that addresses how to improve instruction and provides curricular resources tied to content have the best chance of making significant changes.

Quantity of PD is also a factor

Quantity of PD is also a factor

The structure and content of the PD must go beyond instruction on how to use the equipment. Learning how to use the equipment is important since technology must be used before it can be integrated

For wide spread adoption teachers must believe that technology can support student learning

The structure and content of the PD must go beyond instruction on how to use the equipment. Learning how to use the equipment is important since technology must be used before it can be integrated

For wide spread adoption teachers must believe that technology can support student learning

PD that addresses how to improve instruction and provides curricular resources that are tied to content have the best chance of making significant changes.

21 Things for the 21st Century Educator is a great resource to use when building a PD plan. http://www.21things4teachers.net/

PD that addresses how to improve instruction and provides curricular resources that are tied to content have the best chance of making significant changes.

21 Things for the 21st Century Educator is a great resource to use when building a PD plan. http://www.21things4teachers.net/

Stages of Instructional Evolution

Stages of Instructional Evolution

Stage 1: EntryTeachers use technology for

introductory tasks, learning how to email, creating documents, etc.

Teachers struggle with classroom management, react to problems during this stage

Stage 1: EntryTeachers use technology for

introductory tasks, learning how to email, creating documents, etc.

Teachers struggle with classroom management, react to problems during this stage

Stage 2: AdoptionTeachers adapt tools to existing

curricular and pedagogical practicesBegin to use computers to deliver

some instruction, but do so in the traditional manner

Teachers use computes to conduct some research for classroom purposes

Teachers begin to anticipate problems and develop strategies to solve them

Stage 2: AdoptionTeachers adapt tools to existing

curricular and pedagogical practicesBegin to use computers to deliver

some instruction, but do so in the traditional manner

Teachers use computes to conduct some research for classroom purposes

Teachers begin to anticipate problems and develop strategies to solve them

Stage 3: Adaptation Lecture, recitation and seat work remain

dominate Traditional teacher-led instructional

practices still prevail but student computer use for in-class projects and homework

Teachers begin using the technology to manage the classroom, recording grades, collection of work, general record keeping

Teachers begin to focus more on the effects of their teaching

Stage 3: Adaptation Lecture, recitation and seat work remain

dominate Traditional teacher-led instructional

practices still prevail but student computer use for in-class projects and homework

Teachers begin using the technology to manage the classroom, recording grades, collection of work, general record keeping

Teachers begin to focus more on the effects of their teaching

Stage 4: AppropriationTechnology is integrated into the

curriculum regularlyPersonal mastery of the technology is

achieved evidenced by more of a change of attitude

The teacher comes to understand technology and its use

The technology is used as a tool. It has become a way of life in the classroom

Stage 4: AppropriationTechnology is integrated into the

curriculum regularlyPersonal mastery of the technology is

achieved evidenced by more of a change of attitude

The teacher comes to understand technology and its use

The technology is used as a tool. It has become a way of life in the classroom

Stage 5: InventionProject-based approaches become common

place and computers are used across disciplines

Teachers experiment with new instructional patterns and ways of relating

Team teaching Project-based instruction occurs regularlyMove toward the teacher as a facilitator of

learning instead of the dispenser of learning

Stage 5: InventionProject-based approaches become common

place and computers are used across disciplines

Teachers experiment with new instructional patterns and ways of relating

Team teaching Project-based instruction occurs regularlyMove toward the teacher as a facilitator of

learning instead of the dispenser of learning

The situated Professional Development model

The situated Professional Development model

Situate the teachers into an environment similar to their classroom environment and relate it to things they are interested in; e.g. Intel training, or creating a project that they complete that helps them develop project-based lessons.

Teachers are active learners and construct meaning from their work

Situate the teachers into an environment similar to their classroom environment and relate it to things they are interested in; e.g. Intel training, or creating a project that they complete that helps them develop project-based lessons.

Teachers are active learners and construct meaning from their work

Situated PDSituated PD

Teachers need to be empowered to learn Professional Development should be

situated into classroom practice Trainers should treat teachers as they

expect teachers to treat students

This helps create an authentic learning environment and offers teachers

opportunities and time to reflect on what they have learned

Teachers need to be empowered to learn Professional Development should be

situated into classroom practice Trainers should treat teachers as they

expect teachers to treat students

This helps create an authentic learning environment and offers teachers

opportunities and time to reflect on what they have learned

The importance of district and building administration The importance of district

and building administration

Define the PD opportunities for teachers

Define the culture o f the buildingDefine expectations of useCreate an environment where it is

OK to try something new and have it possibly fail

Leadership in 1:1 is an essential support

Define the PD opportunities for teachers

Define the culture o f the buildingDefine expectations of useCreate an environment where it is

OK to try something new and have it possibly fail

Leadership in 1:1 is an essential support

LeadershipLeadership

Create and administer an informed and consistent set of policies.

Leaders need to be as prepared for 1:1 as teachers and must regularly meet with stakeholders to develop logistical plans for the implementation

Create opportunities for collaborative peer support

Create and administer an informed and consistent set of policies.

Leaders need to be as prepared for 1:1 as teachers and must regularly meet with stakeholders to develop logistical plans for the implementation

Create opportunities for collaborative peer support

The importance of Technical SupportThe importance of Technical Support

Timely support is an essential need.A well developed and capable

infrastructure needs to be in placeAdequate wireless coverage is

essentialResources need to be availableAs teachers become more

sophisticated in their use of the technology the level of support needed also becomes more advanced

Timely support is an essential need.A well developed and capable

infrastructure needs to be in placeAdequate wireless coverage is

essentialResources need to be availableAs teachers become more

sophisticated in their use of the technology the level of support needed also becomes more advanced

Technical SupportTechnical Support

Instructional support must be available to teachers

A good technical infrastructure and human infrastructure is needed for a successful implementation.

Instructional support must be available to teachers

A good technical infrastructure and human infrastructure is needed for a successful implementation.

ObstaclesObstacles

Lack of quality professional development

Time. Time to practice. Time to collaborate. Time to redesign materials for use in a 1:1 environment

Lack of instructional resourcesNo leadership support or

expectations

Lack of quality professional development

Time. Time to practice. Time to collaborate. Time to redesign materials for use in a 1:1 environment

Lack of instructional resourcesNo leadership support or

expectations

RecommendationsRecommendations

Begin with the end in mind. Use backwards planning.Start planning early. Plan the rollout as well as

necessary PD Plan for adequate technical support

during and after the rollout. Consider a plan to use student technical expertise for support.

Begin with the end in mind. Use backwards planning.Start planning early. Plan the rollout as well as

necessary PD Plan for adequate technical support

during and after the rollout. Consider a plan to use student technical expertise for support.

RecommendationsRecommendations

Promote a collaborative environment where teachers are encouraged to ask peers and students questions.

Focus initial PD on using new tools and processes. However, teacher training should also include strategies for curriculum integration.

As soon as feasible, incorporate training on developing project-based and collaborative student work

Promote a collaborative environment where teachers are encouraged to ask peers and students questions.

Focus initial PD on using new tools and processes. However, teacher training should also include strategies for curriculum integration.

As soon as feasible, incorporate training on developing project-based and collaborative student work

RecommendationsRecommendations

If professional development includes training on monitoring software, train teachers to use the software for formative assessment.

Ask teachers what professional development they need, but realize early concerns will be on managing classrooms. School administrators may need to push curriculum integration training

If professional development includes training on monitoring software, train teachers to use the software for formative assessment.

Ask teachers what professional development they need, but realize early concerns will be on managing classrooms. School administrators may need to push curriculum integration training

RecommendationsRecommendations

Establish expectations through student-parent orientations and acceptable use policies

Teachers and administrators should carefully consider the academic ramifications of punitive actions before establishing penalties; e.g. suspending privileges.

Teachers, develop a good classroom management plan.

Establish expectations through student-parent orientations and acceptable use policies

Teachers and administrators should carefully consider the academic ramifications of punitive actions before establishing penalties; e.g. suspending privileges.

Teachers, develop a good classroom management plan.

Questions?Questions?

http://www.plainwellschools.orgClick on the following links:

Our DistrictDistrict DepartmentsTechnology at PCS

http://www.plainwellschools.orgClick on the following links:

Our DistrictDistrict DepartmentsTechnology at PCS