With 1:1 initiatives being a hot topic in every boardroom, teacher workroom, classroom, newsroom, and living room, it is certainly a subject that must be discussed in a technology class. These initiatives were started in our state as early as 2005 with Cullman City Schools, so this is not new, and there have been many different versions of these initiatives ranging from laptops to ipads to chromebooks. What is new, however, is the decision being made about whether or not to proceed with 1:1 initiatives in other districts. The problems experienced in early rollouts and the lessons learned there are becoming the topic of journal articles, planning sessions, and board discussions statewide for systems currently looking at this enormous expense. Those of us who are not new to education know that it is a constantly changing field, with new initiatives being introduced to us frequently. Why then, is this technology issue any different? Why is the focus on how to have a successful 1:1 implementation or whether to have one at all so important and the topic of such heated discussions and debate? Maybe because “a 1:1 laptop computer initiative is such a visible, expensive, and labor intensive, effort that stands out in a forest of reforms.” (Weston & Bain, 2010, p. 9) I think most could agree in all of the initiatives we have seen in education, this one is at the least one of the most-- if not the most--expensive to implement. Indeed, most systems that have not tried to implement a 1:1 initiative have not done so because of the cost. These programs are also very visible, districts are proud of them and publicize their initiatives, and the local media is sure to cover their success or failure. So these expensive programs are being implemented and their success or failure is being vetted in a very public arena. Additionally, many systems are opting not to move forward not only because of the cost but also because they do not want to just purchase “$1000 pencil programs” (November, 2013) Just like the Lotusville case study we looked at in chapter 2 (Picciano, 2011, p.30), the focus with many systems seems to be on getting more computers into the schools and not on the actual change of instructional methods and pedagogy that must accompany this technology integration. If we are to have successful implementation of these programs, we have to have planning that is “comprehensive, collaborative, and continuous.” (Picciano, 2011, p. 32) We cannot continue to think that just by adding computers to the classroom and changing from textbook-based assignments to web-based assignments that our rigor has increased and that our test scores will rise and our students are learning more. The following video (although produced by a consulting company) points out the positive impact a 1:1 initiative can have when implemented correctly and used effectively.
We have to “begin with the end in mind” when looking at any new initiative, technology included. We have to look at what we want our students and teachers to gain from this. We have to know what we want the outcome to look like and what our needs are. Do we just want to transition from paper reading and composition to digital reading and writing? I doubt it. I believe we want our students to own their own learning and become comfortable in the digital age with crafting their digital footprint in a responsible way. I alsoI think we can all agree that our students need access to technology and that we as teachers have to adapt our teaching style to incorporate this new technology as well. We cannot, however, just add more computers and think that will be the answer. According to one teacher interviewed by Storz & Hoffman (2013) for their article, “If we’re still doing the same things we did prior to the computers, then we’re misusing them.” Just as teaching in a 21st century classroom should look very different, the learning should look very different too. But then again, the workplace of the 21st century looks very different from the workplace of the past as well. We can only imagine what the classrooms of the future and workplaces of the future may look like. It is our job to successfully implement the technology we have, whether it be a 1:1 initiative or mobile labs, so that our students are ready to face the world that will meet them when they have finished their education. I think the following video shows just how great that responsibility is, and, in turn, how great our role as educators is.
November, A. (2013, February 10). Why Schools Must Move Beyond One-to-One Computing. Retrieved 17 February 2015, from http://novemberlearning.com/educational-resources-for-educators/teaching-and-learning-articles/why-schools-must-move-beyond-one-to-one-computing/
Picciano, A. (2011). Educational Leadership and Planning for Technology. (S. Dragin, Ed.) (5th ed.). New Jersey: Pearson Education.
Storz, M., & Hoffman, A. (2013). Examining Response to a One-to-One Computer Initiative: Student and Teacher Voices. Research in Middle Level Education Online, 36.
Weston, M., & Bain, A. (2010). The End of Techno-Critique: The Naked Truth about 1:1 Laptop Initiatives and Educational Change. The Journal of Technology, Learning, and Assessment, 9.
Global Revolution - Education Then and Now. (2013, October 30). Global Revolution - Education Then and Now. Retrieved from https://www.youtube.com/watch?v=UqvuP4je1Ok&feature=youtu.be
How is a 1:1 Classroom Initiative Defined? (2014, March 5). How is a 1:1 Classroom Initiative Defined? Retrieved from https://www.youtube.com/watch?v=kAaVWeQG9RI&feature=youtu.be
One to one initiatives are very valuable to school systems. The traditional computer labs are ineffective because the technology cannot be truly integrated into the curriculum. I agree that we must start with the end in mind. When technology is available to students, educators can prepare students for the future. Unfortunately adequate resources to implement a 1:1 initiative are limited for most school districts. This should be a priority to implement into the schools to prepare students for the future.
ReplyDeleteI love your comments on teaching students how to read and write using technology. That is a skill that is often overlooked. It is much different for students to be able to read/comprehend information on a device in comparison to pen and paper. I constantly have parents that tell me their student is "having a hard time with the class on the chromebook." Or "they don't know how to study that way." As teachers, we need to focus on teaching the students how to integrate their devices in a way that helps their learning and understanding. The direction of our world is moving towards being very heavily reliant on technology, and our students need to be prepared.
ReplyDeleteI truly enjoyed reading your thoughts on the 1:1 initiative in your school system. We currently do not have 1:1 initiatives in our district, at least not at the elementary level. The students at my school have computer once a week where they learn basic skills on Microsoft Word, Excel, and PowerPoint. At one time, these skills seemed necessary to the use of technology. Now, I think we need to be moving our students in a different direction. As Hicks (2013) states on page 61, teachers "need to differentiate instruction and employ a variety of multimedia sources." This can be extremely difficult when the technology is unavailable.
ReplyDelete“If we’re still doing the same things we did prior to the computers, then we’re misusing them.” How true! I am old, and therefore, old school! I can deal with a world that does not integrate technology. I can deal with paper and pens and textbooks. However, my students are not old school, and their world is increasingly digital. Go big or go home may be in the mindset of some educators promoting 1:1, but the truth is that if schools simply gave teachers the tools for integrating computers into the daily lesson plan--with working technology, SmartBoards, projectors, online access including YouTube and other video services--then we could at least present lessons that are timely. I have worked in two different BYOD environments, and the truth is that students don't always use the technology as it is supposed to be used. I understand the reluctance to venture into 1:1. But we teachers better know how to use the technology first, or else we are sure to lose support for giving students their own devices on a daily bases.
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