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Showing posts with label 1:1. Show all posts
Showing posts with label 1:1. Show all posts

Thursday, October 10, 2013

Guest Blog: Why Do Schools Begin 1:1 Computing Initiatives in Iowa? - Part 2


Dr. Jerry Schnabel
In my last post, we looked at factors that did not influence superintendents to implement a 1:1 initiative in their district. These included “keeping up with the Jones,” attracting students from neighboring districts, increased student achievement and budget. So . . . onto factors that did influence their decision:

School Visitations: When I had finished the interviews with the superintendents, my first observation was that the decision to implement a 1:1 initiative was not made in isolation.  Without exception, a factor that influenced the superintendent’s decision was visits to others schools that had implemented a 1:1 initiative. All the superintendents I interviewed told me that they had sent teams to schools that had already implemented a 1:1 initiative to see for themselves, firsthand, a program that was already in place.  These teams consisted of teachers, administrators and in some cases school board members and students.  The number of visits each team made to other schools ranged from 3-20.

Political Considerations: The superintendents also talked about the multiple efforts they undertook to work with staff, school board, parents and the broader community to engage and keep them informed of the progress of the consideration.  Most superintendents assumed the students would be receptive to the idea, but in one instance, students got the notion that once the computers arrived, all the teachers would be fired and students would receive their education strictly via the computer.  So, a lesson learned was not to overlook the students and to enlist them in the exploration process.

Equity: Equity was another factor that influenced the superintendents in the study in their decision to implement a 1:1 initiative.  The superintendents talked about equity in terms of equal access to learning opportunities for all students. These opportunities included access to technology and online resources.   

Staff Readiness: The superintendents in the study indicated staff readiness was an additional factor that influenced their decision. Staff readiness fell into two categories. The first was characterized by the staff being open to or supporting the idea of implementing a 1:1 initiative. The other category of staff readiness was their comfort using the technology.  There was a consensus among the superintendents that staff would need to gain further technology skills, but none of the superintendents were held back because of the technology skill level of the staff.  Districts were also on a continuum of teacher possessing the pedagogical skills required to teach in a one-to-one classroom.  But all superintendents felt their staff could gain this understanding through training and experience in the one-to-one classroom.

Student Engagement: This was an important factor in the decision.  One superintendent remarked that “when we observed and went to other schools and we saw student involvement in the classroom, that became our number one thought.  What a wonderful thing—you have 27 kids in class, everybody is involved, everybody is interested.”  Even once implemented, when the students told the administration in one district that they were not using the computers enough, the district’s response was to send the students to another district that was using the technology successfully. Students wanted to be engaged and after the visit to another district, they returned to their district and helped design changes in the classroom that increased student engagement.

Best for Students: The most important factor that influenced superintendents to implement a 1:1 initiative was they felt it was what was best for students.  This was an unexpected finding and the conclusion was based on examination of the transcripts in response to the question: “As you reflect on the various factors that influenced your decision to become a one-to-one school, what was the most important?”  One Superintendent articulated acting in the best interest of children in terms of increased opportunities for students being the most important factor in her decision.  “To be able to create things for their classes and projects.  To have an endless amount of resources to do that.  I see some of the projects that our kids are doing and I feel that it has been a smashing success with seeing the kids create stuff even more amazing than we thought they would when you give them these tools.” 

This was also cross-referenced using Wordle, an online tool found at http://www.wordle.net/.  When the transcripts of the interviewee’s answers were displayed in Wordle, “important” and “kids” are used most often and thus, appear as the largest words.  The words that were used most frequently after that included “students,” “involvement,” “education,” “everybody” and “projects.”  In contrast, when asked, “as you reflect on the various factors that influenced your decision to become a one-to-one school, what was the least important?” the word “kids” does not appear.   


Figure 1: Wordle Display for the Most Important Influence on the 1:1 Decision

As the map of 1:1 districts in Iowa continues to add more schools, there is a likelihood that many of the factors discussed in this piece influenced the decisions to implement the 1:1 initiative.  And it’s good to know that these decisions are not being made to “keep up with the Jones” but rather to do what is best for students.

Jerry Schnabel is the Director of Information and Technology Services at AEA 267 in Cedar Falls, Iowa. He may be reached via email at: jschnabel@aea267.k12.ia.us

Monday, September 23, 2013

Guest Blog: Why Do Schools Begin 1:1 Computing Initiatives in Iowa? - Part 1



Dr. Jerry Schnabel
Have you heard that Bill Gates is giving $5,000 to Facebook users who click on a share link? I got it in my email, so it must be true, right? Well, thank goodness for sites such as Snopes.com that can either confirm or debunk many of the urban myths going around the Internet. (And no, Mr. Gates really isn’t giving money away to Facebook users).

Okay, maybe that was an easy one. Well, have you heard that the reason school districts are implementing 1:1 programs is to “keep up with the Jones?”  In my position as Director of Information and Technology Services at AEA 267, this is a belief I have often heard expressed.  Unfortunately, Snopes.com can’t tell me if this is true or not. And this is important for me to know, as the reasons and expectations schools have for implementing 1:1 programs give direction to the work of the AEA in the support of schools. So in the fall of last year, I went on a trek to visit a number of superintendents in Iowa to explore what factors influenced their decision to implement a 1:1 initiative.

I asked all the superintendents I interviewed if “keeping up with the Jones” was a reason they implemented their program.  They discounted this as a factor, although a few didn’t seem to mind that they had a 1:1 program and their neighbor did not.  Even given that nod to a bit of competitive school pride, I concluded this was not a factor in their decision. 

I also wondered how enrollment trends of the district influenced the decision to implement a 1:1 initiative.  I thought that an initiative might be part of an effort to attract more students from surrounding districts and retain the students the district already had.  This was akin to a “getting ahead of the Jones.”  All but one of the districts had experienced declining enrollment in the past five years.  Enrollment ranged from a one-student gain in five years to 20% fewer students in the same timeframe.  Even then, this was a minor factor at most.  While some superintendents felt it couldn’t hurt, none used a 1:1 initiative in an effort to attract and retain more students.

Another factor that I speculated might have played a part in the decision was increased student achievement.  With the emphasis of NCLB on student achievement, I thought that might explain the surge in the number of programs.  But I discovered student achievement was a minor factor in their decision.  In fact, most superintendents that I interviewed went to great lengths with their constituencies to downplay the possibility that a 1:1 program would increase student achievement.  When I asked why, some superintendents pointed to the mixed research results, with some studies finding a link to increased student achievement and others not.  Some said they did not know how they could determine that an increase (or decrease) in student achievement was directly linked to the 1:1 program.

A possible factor that puzzled me was how in a year of 10% across the board budget cuts to the general fund and a year of zero percent allowable growth, districts were moving ahead with 1:1 initiatives, without apparent budget concerns. The answer to that was the two-fold.  Almost all the superintendents I interviewed used proceeds from the one-cent sales tax to fund the program.  The other source of revenue was the PhysicalPlant and Equipment Levy (PPBL).  Both of these revenue sources largely escaped the hits that the general fund experienced and were available for 1:1 initiatives. With a steady source of funding, budget was not an issue.

So in the interviews I conducted,  “keeping up with the Jones,” attracting students from neighboring districts, increased student achievement, and budget were not really factors in influencing the superintendents to implement a 1:1 program.  So what factors did influence them? I’m no Snopes, but I’ll share with you what I discovered in the next edition of this blog.

What is your opinion on why schools go 1:1?

Jerry Schnabel is the Director of Information and Technology Services at AEA 267 in Cedar Falls. He may be reached via email at: jschnabel@aea267.k12.ia.us
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Tuesday, September 03, 2013

Iowa is a Leader in 1-to-1 Computer Use in Schools

Do you realize that over 50% of the 327 school districts in Iowa's 99 counties have 1-to-1 computing initiatives? This doesn't mean that all of the students in each of these districts have their own computer, but it does mean that most of our school districts have decided that providing students their own laptops/tablets can be a positive influence on their learning.  

Above is a map of the school districts and the brands/types of computers they were using as of the 2012-2013 school year. It appears that there are more Mac laptops and iPads than any other brand. This may change over time. I understand that there are a number of districts that have decided to invest in Chromebooks.


NOTE: The map above is a screenshot of the interactive map that is available on the Iowa Area Education Agencies website. Link to the active page, and you will be able to Click on the district within the map to get additional information around implementation date, platform used, and technology coordinator. There is even a link to a spreadsheet with the specific data. 

Over the next few weeks, I plan to write (and have guest authors write) about some of the 1-to-1 activities in Iowa.  We have a burgeoning 1-to-1 culture in Iowa schools and it will be fascinating to see what we uncover.

Are you doing 1-to-1 and how is it changing what you do in your schools?

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Thursday, April 26, 2012

1-to-1 Pedagogy: Curriculum for the 21st Century Classroom - Hot Topics Webinar

What is this 1-to-1 curriculum all about?

Dr. Ping Gao and I will have an opportunity to share our ideas about Curriculum for the 21st Century with you in a Webinar that we will be giving on April 26, 2012 at 4:00 CST.

We will be discussing the need to rethink how education should be framed and explore some tools for making the changes.

Here are some links to the resources we have shared.  If you don't find something important here that you think should be included, just add it in the comment section below.

Watch our hour-long webinar. We have participants from Oklahoma, Arizona and around Iowa.





Watch this Slide Show on SlideShare
Included Videos:
Included Resources:
  • Iowa Universal Constructs - The universal constructs identified following an analysis of the competencies and habits of mind needed for future successes in careers, college and citizenry.
  • Technology Integration Matrix  - Florida Technology Integration Matrix creates a 25-cell table that integrates 5 types of Meaningful Learning Environments (Jonassen et al) with 5 levels of Technology Integration (Apple Classroom of Tomorrow).  Filled with 100 short videos of best practice examples for Math, Science, Social Science and Language Arts.
  • TPACKing for a Wild Learning Trip - This is a link to a resource page that I created for my students when they were studying TPACK. It is filled with a plethora of resources about the Technological, Pedagogical and Content Knowledge (TPaCK) model.
  • Book: From Fear to Facebook  by Matt Levinson  Pub: ISTE
    Exceptional book where a school administrator chronicles his many adventures while directing a school into a 1-to-1 paradigm. Must read!!!
What ideas or accomplishments or resources would you like to share about 1:1 curriculum?  Please share them in the comments section below.

Z & G

Tuesday, April 10, 2012

1:1 is NOT Enough

We have the privilege to join Iowa's leading educators at the 1-to-1 Institute. This is the third year for this event.  It has been a great success. This year I believe that there are over 1,000 attendees.

We have a whole team of UNI folks who are sharing their ideas.
Using QR Codes in the Elementary Classroom - Joshua Mitchell, Nelson Rokke, Robin Galloway and Dr. Ping Gao.

Here's the schedule for the conference. 

I will be sharing my ideas about how improving education will require much more than just buying hardware for students. Here is my presentation along with some links to the resources that I discuss.

Thursday, August 04, 2011

Is THIS Fully Digitalized Classroom Better?

Recently, the Learning Matters blog posted a 9-minute piece that they filmed about a school district in Mooresville, North Carolina that went "completely digital."  All of the students and teachers from grades 4 - 12 have laptops (over 5,000).  This project began 3 years ago and the teachers are describing big differences in their teaching and the students' learning.

Is this any different then other 1-to-1 experiences? Is it really about the computers? What changes do you see in the pedagogy of the school?  It is difficult to answer these questions in 9 minutes, but what do you think?

Watch the video and see what you think? They have had reductions in school problems. They have an active filtering system on the information accessible. They blog YouTube, FaceBook and MySpace.


What do you think?

Z

Monday, March 21, 2011

1-to-1 Principal Tells It ALL!!!

What does it take to succeed in implementing a Technology-Rich Learning Environment in your school?  Dr. Z had an opportunity to speak with Principal Deron Durflinger at the Van Meter High School where they have provided laptops for their students for 2 years. This 10-minute video is the second in a series of video interviews that Dr. Z had with leaders in the Van Meter School District.



What do you think? Do you agree with Principal Durflingers ideas?  What works for you?

Z

Tuesday, October 05, 2010

Shannon Miller - The Technology-Rich Learning Environment at Van Meter Community Schools Makes a Difference

I had the opportunity to visit Van Meter Community Schools a few weeks ago. Superintendent John Carver share with me the long-reaching vision that his administration team and faculty have been developing. It was an exciting opportunity to walk the halls of a school where students and teachers were bringing the world into their daily learning using their personal laptops.

Here is a 10-minute video of an interview that I held with Shannon Miller, their teacher librarian and technology director for the semester. Shannon is an avid Twitterer who is constantly sharing ideas and resources about education. I have a couple of more interviews that I will be sharing in the near future.


Shannon Miller - The Technology-Rich Learning Environment at Van Meter Community Schools Makes a Difference from Leigh Zeitz on Vimeo.

Monday, August 09, 2010

Is Teacher Education Addressing the Needs of Future Teachers?

How do we effect change in our schools if our Teacher Education programs just keep doing more of the same? We talk about changing the learning environments of our schools, but where is the paradigm changing in our Teacher Education institutions?  A new set of standards (INTASC) are being released to guide teacher education programs, but will it make difference?
Teachers tend to teach the way they were taught. Learning experiences will have a greater effect on a teacher's teaching style than all the textbooks in the world. We can't fully appreciate a different learning experience unless we personally experience that experience. New teachers won't teach differently in their classrooms unless they have learned in a different manner and found it to be a positive experience. In short, we won't see change in our schools until we change how we prepare new teachers.
Last week I attended the School Administrators of Iowa (SAI) conference in Des Moines as a representative of our Iowa Technology and Education Connection (ITEC) organization.  I spoke with scores of administrators who told me that they are in the process of exploring and/or implementing a  1-to-1 computer learning environment. When I asked them how they were going to change their curriculum and pedagogical strategies so that the technology-enriched environment would actually make a change in how their students learned, most of them chuckled and said "We're still trying to figure that out."
Technology doesn't make the difference.  It provides the opportunities for education to be different. It is truly the teaching/learning strategies that make the difference.  But if we haven't defined the teachers' knowledge, skills and attitudes that are needed to successfully support a different technology-enriched learning environment, how can we provide a preservice teaching program to address these needs?
A Teacher Education program needs to identify what skills and tools need to be mastered to effectively work in a 1-to-1 learning environment and then they need to teach/use those methods in the classes they teach.  It's as simple as that.
I made a drastic change in the way I taught my Emerging Instructional Technology course this summer.  I have spoken on it at ISTE '10, but haven't blogged on it yet. It changed the way I plan to teach all of my courses and such an insight into how learning can be different is something that all teacher education professors should acquire.
This posting is part of the ongoing self-inquiry I am going through to become a better teacher. You might remember my first posting, How Do I Move to an Inquiry-Based Form of Teaching/Learning?
What are your ideas about this?  Do you know a source for finding/identifying the necessary knowledge/skills/attitudes/tools for optimizing a technology-rich learning environment?
What do you think?
Z

photo:http://illinoiseducationassociation.org/

Tuesday, September 18, 2007

Technology Integration: What is it?

Technology integration has so many different levels of success. It is tiring to hearing of educators who think that they are "effectively integrating technology" into their classroom because they are using PowerPoint to accompany their lectures.

Technology integration is not about using technology. Technology integration is about providing the materials and opportunities through technology that are necessary for student-based learning. The trick for making this a reality is to provide a common vocabulary to identify the levels of integration and application.

I was just reviewing Random EIT Thoughts from Lois. Lois Lindell uses this forum to share the gems of EIT (Emerging Instructional Technologies) that she finds on the web. The one that caught my eye was here discovery of how the Florida Center for Instructional Technology used an integration matrix to show various levels of using 1:1 computing in the classroom. The greatest part about this matrix is that they are using videos to compare using 1:1 computing with the shared access that most schools use in their computer labs.