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An exploration of 1:1 computer environments in the Elementary School

Reasons to move to a 1:1 environment and critical fators to consider during the planning phase.
by

Michael Moody

on 9 February 2011

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Transcript of An exploration of 1:1 computer environments in the Elementary School

Reasons for moving to a
1:1 laptop environment 1:1 classroom management
Tools for communicating, collaborating, publishing and critical thinking
Support and mentoring is critical to success
Time to reflect and share has to be provided
Location of pilot teachers a factor
Teaching styles will change
Learning experiences will change
Assessment needs to change
Learning outcomes need to be reviewed
Professional development accelerates growth
Phased implementation is an effective and manageable strategy
Parents would like access to support and training
Connectedness / community as a class
Steep learning curve - re-evaluate - retry Observations A year of exploration Biggest takeaway We have an opportunity to leverage the power of technology as a cognitive tool or wear it as a shiny medal Web 2.0 Instructional Practice Technology Powerful learning experiences have to be constructed
Requires a different mindset and a skill-set
Support, enhance or transform learning?
Time for learning - Time for sharing - Time for trying
Coaching - making the abstract concrete
Developing a C21st toolkit
Project based learning Look familiar? Tools for creativity, communication, collaboration, problem solving and publishing..... More on this later! Access Potential Reality Change 'It isn't the changes that kill you
its the transitions'

William Bridges Why is the Elementary School going 1:1?
What is C21st learning?
Do I need to throw out my instructional toolkit or add to it?
How is 1:1 learning better than existing practices?
What does a 1:1 classroom look like in action?
What skills will I need to learn?
Will I still be able to reach the outcomes of the current curriculum?
Who will help me develop a C21st toolkit?
Will I be evaluated on this?
Who will support me?
When and how often will I receive support?
What is expected of me in the first year?
Are we committed to this or is it just a phase or a way to save money?
What am I expected to assess in a 1:1 environment?
How do I assess learning in a 1:1 environment? Both proponents and opponents of educational technology agree that the full effects of technology in schools cannot be fully realized until the technology is no longer a shared resource (Oppenheimer, 2003; Papert, 1992, 1996). What the research tells us…
Student attendance increases and students are more motivated and more engaged (Russell, 2004, New Brunswick, 2004-06)
Students write more, more often and better. (Silvernail, 2004, Warschauer, 2005)
Overall improvement in test scores (New Brunswick, 2004-06 +)
Students engagement in critical thinking, problem- solving, and higher-order thinking on a task increased with 1-to-1 students; more willing to address/assess controversy within an assignment (Rockman, 1998)
Increase in 21st century learning skills – including multimedia engagement, greater quality/quantity of writing, multiple/deeper investigation of information (Warschauer, 2005)
Motivation, engagement, independent work, interaction, and class preparation/participation of students with disabilities improved (Harris, 2004)
Access to a laptop for teachers and their students often forced a change in teachers’ level of risk and openness to learning (Rockman, 1997) To sustain and support what we are already doing
(conservative use – does not lead to change)

To supplement and extend what we are doing
(leads to improvement and reform)

To subvert and transform what we are doing
(leads to transformation and innovation)

George Thomas Scharffenberger, 2004 Educators use methods that ensure success for all learners
There are high expectations for achievement
Multiple forms of feedback is provided to learners for further improvement
Learners are actively engaged in authentic, meaningful tasks that develop critical thinking and problem solving skills within the context of their lives
Student peer learning, such as in an open discussion, is encouraged
Learners display pleasure in learning
Learners have access to multiple audiences

Anytime Anywhere Learning Foundation www.aalf.org Innovative Classroom Environments Questions from teachers: What type of change? Good listener, with excellent social skills, and able to work closely with staff.
Has enough depth and breadth of pedagogical knowledge and strategies to help teachers who are at various stages of technology integration.
Knowledge of how to organize/structure a technology-rich classroom, and awareness of relevant classroom management skills.
Planning technology rich activities or projects with individual teachers
Knowledge of effective grouping strategies, and able to partner with staff in developing integration opportunities.
Knowledge of curriculum framework and how technology can support it.
Recognized by staff as a strong teacher/ perhaps an outstanding teacher who will keep teachers up to date with current research on issues related to the integration of learning technologies.

Patience........and a good sense of humor! A bridge to change C21st Coach / Technology Facilitator Leading the change Ask...?
Invite...?
Beg? Expect? Don't expect what you don't inspect Build accountability and responsibility at every level of the organization http://www.slideshare.net/mukeshrijhwani/56-reasons-why-innovation-initiatives-fail-3353111 http://www.slideshare.net/jamadrid/why-technology-is-failling-in-public-schools Support Learning
Enhance Learning
Transform Learning Innovation + Change Managing complex change towards inclusive schooling
J. Thousand and R. Villa How do we get there? Administration - Leadership skills
Teachers - Pedagogy
Students - Learning
Learning environment Redfine http://www.ascd.org/publications/educational_leadership/sept09/vol67/num01/21st_Century_Skills@_The_Challenges_Ahead.aspx September 2009 | Volume 67 | Number 1
Teaching for the 21st Century Pages 16-21





To work, the 21st century skills movement will require keen attention to curriculum, teacher quality, and assessment. Andrew Churches - www.edorigami.com As digital confidence grows, and teachers are more ambitious.....More students are accessing more mathematics in deeper ways...... Students explore new dimensions of accessing new knowledge...... Students are more engaged in in-depth research (Warschauer, 2004)
As digital confidence grows, and teachers are more ambitious…
More students are accessing more mathematics in deeper ways. • Students explore new dimensions of accessing new knowledge • Students are more engaged in in-depth research (Warschauer, 2004)
Teachers perceive that students exhibit a range of learning behaviors that are better because of the laptops (Silvernail, 2004)
There is a greater level of effective delivery to students with special needs and individualized learning programs. (New Brunswick, 2004-06)
There is a statistically significant change towards a constructivist teaching practice; teachers indicated the laptops were important in making these changes (Rockman, 2000)
Teachers’ attitudes and beliefs significantly affect implementation and success (Penuel, 2005) Improvement efforts consistently did not attend
to what teachers do and value (Cuban, 1998, 2003; Cuban & Usdan, 2003).
Not surprisingly, most have done little to change, innovate, or reform education
(Noddings, 2007; Pogrow, 1996). The Naked Truth about 1:1 Laptop Initiatives and Educational Change Advocates of 1:1 computing who engage in such replacement exercises
use the tree to hide the forest. They believe that educationally beneficial
uses of computers will emerge spontaneously from the deployments of
laptop computers in ratios of one computer per user. In other fields, this
has not been the case. Form and function of usage have driven access to
computers, not vice versa. Educators should think similarly. In their [transformed schools] view, laptop computers are not technological tools; rather, they are cognitive tools that are holistically integrated (Senge et al., 2005) into the teaching and learning processes of their school (Bain, 2007). Our thinking is so heavily invested in a C19th paradigm that even the research has not changed its focus. It isn't easy to find evidence of right-brained learning using left-brained assessment tools. 21st Century Skills: The Challenges Ahead
Andrew J. Rotherham and Daniel Willingham "This audit was about technology and learning and the report can be used to inform your decision (moving 1:1), but I'm not going to make that recommendation."
Elizabeth Hubble - MCREL A great foundation upon which to build - 1st order change Developed by Mike Moody Why is the Elementary School going 1:1?
What is C21st learning?
Do I need to throw out my instructional toolkit or add to it?
How is 1:1 learning better than existing practices?
What does a 1:1 classroom look like in action?
What skills will I need to learn?
Will I still be able to reach the outcomes of the current curriculum?
Who will help me develop a C21st toolkit?
Will I be evaluated on this?
Who will support me?
When and how often will I receive support?
What is expected of me in the first year?
Are we committed to this or is it just a phase or a way to save money?
What am I expected to assess in a 1:1 environment?
How do I assess learning in a 1:1 environment?
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