This website gave an
overview of technological issues that may arise for a school district
considering a 1:1 initiative. These include input/output issues such as
monitors, mice, keyboards and speakers. Networking issues such as Wifi
connections and browser issues may arise as well. Smartboard and projector
issues as well as Microsoft office issues may require assistance. Lastly, there
may be issues with printers and scanners.
Corn
et. al, 2011
This
was a three-year evaluation of a 1:1 initiative in North Carolina that was
comprised of seven early college high schools and five regular high schools.
There were 6,000 students and 400 staff members participating in this study.
The researchers wanted to discover any barriers, successes and lessons learned
through this initiative. (1)
Several
areas the researchers examined were deployment of the devices, wireless
network, hardware and software issues, policies and procedures implemented by
the schools, support personnel, professional development, school leadership and
sustainability. (2)
In
the area of deployment of the devices, it was reported that the district needs
at least six months to get ready for a 1:1 initiative. Ideally, teachers would
receive the devices and professional development during the second semester of
the school year prior to deployment. They would then have the summer to plan
and attend professional development sessions. Students would then receive their
device during the fall semester. (2)
A
proper wireless network was critical to the success of the program. The
strength needs to be able to support mass usage and be effective in every room.
(3) Hardware issues included tablets being preferred by teachers because many
still prefer to handwrite instead type. Also, tablets were reported as being
easier to use by math and science teachers due to the use of writing equations.
Selecting the appropriate device for teachers and students is critical. (3)
Six
questions arose during the study that affect the success of a 1:1 initiative.
These include the following: Is the device multipurpose? What operating system
will you use? Will you use local or web applications or both? What peripheral
equipment is needed? What protections are in place for the device? (4) One
major challenge to the district was the limited battery life of the devices.
Schools considering a 1:1 initiative should consider installing more outlets or
providing charging stations throughout the school. (4) Peripherals that may be
needed include digital cameras, flip cameras, microphones, speakers and
scanners. Schools should also consider distributing flash drives and external
hard drives to students. Teachers required a projector, a printer, an
interactive whiteboard such as a Smartboard as well as math and science
specific peripherals. (4)
Repairs
were not a major issue; however, around 25 percent of students required some
type of repair throughout the year. Most of these repairs were due to broken
screens or problems with the screen. Researchers suggest five to ten percent
more laptops on hand to have has loaners when these issues occur. Software
tools that are needed are Microsoft Office, Internet, Smartboard tools,
assessment and study tools, learning management systems and class monitoring
tools. (5)
Resources
for learning for students included Microsoft Office tools, Internet, editing
software, note-taking software, LMS, email and calendars as well as subject
specific software such as Geometer’s Sketchpad. Researchers also found that
schools were only using a handful of the free Web 2.0 applications available.
(6)
Policies
and procedures are also important when implementing 1:1 devices. The North
Carolina schools had clear guidelines for use and care of the device. They also
had sites that were prohibited to students and students were not allowed to
install anything on their device. They collected insurance fees and collected
the devices each summer. Parents also had to sign a permission form and attend
a parent night to learn how to use the device as well. (7) Schools should be
sure to have clear policies regarding student participation, security and
storage, virus protection, access privileges, filters, student email, saving
work, discipline for cheating and cyber bullying as well as classroom
management. (7)
An
issue arose during the initiative regarding daily participation. Up to twenty
percent of students each day failed to bring their device to school. This
caused teachers to create two lessons, one for the device and one without, or
create buddies so students could share. Every
teacher reported negative consequences to learning time based on daily
participation. The study suggests having loaner devices in each room or a day-user
policy to combat this issue. (7)
Several
issues arose pertaining to security and storage. Students were required to
carry their laptops with them in a laptop bag. However, the schools still
reported needing a safe area to store the devices when not being used and some
type of tracking system. Students reported getting virus attacks at home. The
researchers suggested routing Internet access through the protected school
server to avoid these issues. Teachers were frustrated by the use of drive
restoration software; they suggested they be given some administrative
privileges on the devices. There was also frustration reported due to sites
being blocked either for students or teachers. Student email is also an
important tool for communication. Teachers also reported issues with saving
student work. They used a flash drive or hard drive but reported a central
secure drive would be safer and more efficient. (8)
Students
reported that there needed to be a consistent enforcement of rules in each
class; they stated the most effective tool was alerting parents of their
misuse. Cheating and cyber bullying did not increase due to the use of 1:1
devices. Teachers credited this to increased awareness of these issues. Classroom
management software was not user friendly according to the teachers in the
study. (9)
The
role of support personnel is vital to any 1:1 initiative. The technology
facilitator should be onsite to help teachers and is an important resource for
support. They should be viewed as a professional development guide, not one to
provide technical issue support. On-site techs are also a vital service. They
need to be local to provide short wait times. The study also suggested the use
of student tech teams who are student volunteers trained in the use of technology
and issues. (10)
Professional
development for this 1:1 initiative needs to include content specific
demonstrations, hands-on opportunities, provide instructional strategies,
lesson planning sessions, site visits to other schools already using devices,
assessment strategies, lessons differentiated to all levels of technology
fluency, classroom management and policy issues, collaboration time, more time
to plan and practice and provide ongoing support. (10) School leadership needs
to provide a vision statement for the use of technology, shared decision-making
processes, advocacy, infrastructure, professional development, evaluation tools
and solid communication to teachers. (11) School districts also need to
consider sustainability issues such as budget planning to include fund for
upkeep and support and engage key stakeholders. (11)
In
conclusion, a 1:1 initiative is seen as important for the students. They need
it to compete in our current community and they are eager to learn when using
technology. These opportunities will help them be better prepared for our
globally connected, tech-supported world. (12)
Reflection
I
feel as though I have great insight on this week’s topic due to my teaching
experience at a virtual school and a school with a 1:1 initiative. As I was
reading through the findings and suggestions, I found myself shaking my head
affirmatively throughout the article. Corn et al suggested at least six months
to get ready and for teachers to have professional development prior to the roll
out. (2) I can’t emphasize enough how important this is to teachers. At both
schools, the virtual and my current with 1:1 devices, I was not provided with
any professional development or time with the device itself. Luckily, I am
tech-savvy, but I can’t imagine how difficult it must be for those teachers who
aren’t. You need time not just to get familiar with the device itself, but to
also consider how you’re going to use it in the classroom.
My
current school has had issues throughout the year with the wireless network and
with the server. This is beyond frustrating and any measure that can be taken
to assure these issues are kept to a minimum are vital to the success of a 1:1
program as Corn et al suggested. (3) The peripherals suggested for teachers by
the article are spot on as well. Without a projector, printer, interactive
whiteboard and Microsoft Office tools, it would be a waste of the purpose of
the devices. (4) We also have not had major issues with repairs but the issues
we have had have been, as Corn et al suggested, with the screen. (5) I have not
had a huge issue with students not bringing their laptop to school as seen in
the study. (7) However, I do have two loaner laptops in my room and our school
has several available for day use as well as suggested in the article. (7)
Students were provided with a bag to carry them in to keep them safe as well.
(7) We do run into issues with battery life as the article also suggested.
Teacher
access can be frustrating. I’ve had several lessons where sites I wanted to use
were not blocked for me, but were blocked for the students. Giving teachers
some administrative privileges, as Corn et al suggested, would definitely help
with some of these issues. (8) We did have major issues with routing the
Internet access through our school server at the beginning of the year. We had
to make some major changes to that process in order for students to be able to
access our LMS at home. I would caution districts to be careful of that
suggested method. (8)
We
do not, to my knowledge, have a technology facilitator in our building. (9)
However, our on-site technology help as been outstanding and timely for me this
year. (10) I definitely see a need for more content specific professional
development that includes time to collaborate. (10) I would love to spend a day
learning different ways to integrate technology with math specifically. At my
virtual school, we rarely had technology professional development, which I
always thought was ironic.
Overall,
the 1:1 initiative has been successful in our school. There is much room for
improvement but I think our district followed most of the suggested guidelines
by the researchers.
Self Assessment
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