ECHS were offered a total of 239 hours - monitoring software such as E-Chalk and DyKnow; course management including Moodle and Eduplatform; the implementation of techniques learned at outside workshops and conferences; gaming technology such as Second Life and Study Island; tools such as VoiceThread, podcasting, and United Streaming; and Web 2.0 tools including wikis, blogs, and social bookmarkingthe 1:1 traditional high school were offered a total of 195 hours of professional development by their school or district on topics such as Microsoft Office; SmartBoards; website design; assessment tools such as clickers or ClassScapes; and photo editing. Like the 1:1 ECHS, the traditional high school held professional development regarding classroom management and monitoring software.
Transcript of "Initial Results From 1 1 Learning Initiative Pilot"
Initial Results from North Carolina’s 1:1 Learning Initiative Pilot<br />Jessica D. Huff<br />Jennifer Tingen<br />
Overview: Requirements for Success<br />Committed school and district leadership teams made up of instructional, curriculum, technology, and administrative leaders;<br />Updated curriculum, teaching methods, and assessments that incorporate 21st century skills as central goals;<br />Professional development and ongoing support for teachers as they reshape and update teaching practices and curriculum content;<br />School-based staff who provide instructional support for the use of technology to enhance learning and technical support to ensure that the technology is reliable and up-to-date;<br />
Overview: Requirements for Success<br />High bandwidth connectivity to the school and sufficient wireless connectivity throughout the school;<br />A laptop computer for each student, teacher, and administrator;<br />Technology tools in each classroom, such as productivity software, printers, projectors, digital white boards, document cameras, digital cameras, and curriculum specific resources;<br />Strategies for ensuring student safety and appropriate use of computers in accord with the Children’s Internet Protection Act (CIPA), while still enabling teacher and student access to a wide range of information and communication resources.<br />
Evaluation: Research Design<br />Matched Group Design<br />Comparisons of the 1:1 pilot schools to comparable, non-1:1 schools.<br />
Y1 Evaluation Results: Good progress on implementation of infrastructure<br />Connectivity to the school<br />Wireless network within the school<br />Hiring technology support staff<br />Hardware and software resources<br />School policies and procedures<br />Software images<br />Parent information sessions<br />Professional Development<br />
Y2 Evaluation Results: Good progress on professional development<br />National and State Education Technology Conferences<br />Face-to-Face Friday Institute Professional Development<br />Friday Institute Online Workshops<br />Locally –Supported Professional Development<br />
Y2 Evaluation Results: Teacher use of technology has increased<br />Planning and Managing Instruction <br />Innovative Instructional Strategies<br />Across all Major Core Content Areas<br />
Using Technology Across all Major Core Content Areas<br />Percent of 1:1 (n = 611; 550) and Non-1:1 (n = 448; 695) students reporting daily use of laptops/computers in various classes.<br />
Using Technology for Innovative Learning Activities<br />Percent of 1:1 students reporting daily use of laptops/computers in various learning activities in April 2008 (T1, n = 544; 451) and September 2008 (T2, n = 703; 675)<br />
Using Technology for Development of 21st Century Skills<br />Percent of 1:1 (n = 760; 607) and Non-1:1 (n = 576; 741) students reporting agreement with various statements about their development of 21st century skills.<br />
Use of Technology and Student Engagement<br />Percent of 1:1 high school classrooms observed in which 100% of students showed positive student engagement in April 2008 (T1, n = 46) and September 2008 (T2, n = 41).<br />
Laptop storage/transport</li></li></ul><li>Selecting Machines<br />Schools reported almost no loss or theft of laptops and limited breakage except for the tablet-style PCs<br />Plans need to be in place for smooth replacement of machines in need of repair<br />Loaner laptops<br />Network backup of teacher and student work<br />
Personnel<br />Onsite technology facilitator<br />Help teachers and students use technology to improve learning<br />Onsite technician<br />Help teachers and students troubleshoot<br />Student Tech Team<br />Enables quick assistance and tech-savvy students opportunities to share their expertise<br />
Professional Development<br />Ongoing PD is essential<br />Differentiated<br />Teachers are eager to not only learn how to use technology, but they also want to see models of how to effectively integrate technology<br />Regularly survey staff for PD needs/requests<br />Ask staff to evaluate PD experiences<br />
Professional Development<br />Provide opportunities for large blocks of planning time and collaboration among teachers<br />Utilize the 1:1 technology to provide training and support for teachers<br />Include parents, students, and community in PD plans<br />
Policies and Procedures<br />Ensure same policies/consequences are applied the same way in every classroom<br />Must keep students safe while also enabling the use of educationally appropriate digital resources<br />Consider allowing teachers to unblock sites<br />Insist that teachers learn to monitor student use<br />Encourage teachers to decide when it is appropriate to use or not use the laptops<br />
Policies and Procedures<br />Provide training on Acceptable Use Policy for students, teachers, administrators, and parents<br />Provide district-managed insurance policies for laptops<br />Consider asking families for nominal fee<br />Plans for laptop imaging, maintenance, storage, and distribution<br />
Promote Innovative Leadership<br />Consistent, supportive, distributive leadership promotes adoption and buy-in<br />Teachers emphasized the importance of:<br />Supporting teacher PD<br />Reasonable expectations for effective technology integration<br />Modeling technology use<br />Readily addressing instructional and technical needs<br />Communicating commitment to the purpose of the 1:1 learning initiative<br />
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