Initial Results From 1 1 Learning Initiative PilotPresentation Transcript
Initial Results from North Carolina’s 1:1 Learning Initiative Pilot Jessica D. Huff Jennifer Tingen
A 1907 Learning Ecology
A 2002 Learning Ecology
A New Learning Ecology?
Overview: Requirements for Success Committed school and district leadership teams made up of instructional, curriculum, technology, and administrative leaders; Updated curriculum, teaching methods, and assessments that incorporate 21st century skills as central goals; Professional development and ongoing support for teachers as they reshape and update teaching practices and curriculum content; 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;
Overview: Requirements for Success High bandwidth connectivity to the school and sufficient wireless connectivity throughout the school; A laptop computer for each student, teacher, and administrator; Technology tools in each classroom, such as productivity software, printers, projectors, digital white boards, document cameras, digital cameras, and curriculum specific resources; 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.
Evaluation: Research Design Matched Group Design Comparisons of the 1:1 pilot schools to comparable, non-1:1 schools.
Evaluation: Research Design
Y1 Evaluation Results: Good progress on implementation of infrastructure Connectivity to the school Wireless network within the school Hiring technology support staff Hardware and software resources School policies and procedures Software images Parent information sessions Professional Development
Y2 Evaluation Results: Good progress on professional development National and State Education Technology Conferences Face-to-Face Friday Institute Professional Development Friday Institute Online Workshops Locally –Supported Professional Development
Y2 Evaluation Results: Teacher use of technology has increased Planning and Managing Instruction Innovative Instructional Strategies Across all Major Core Content Areas
Using Technology Across all Major Core Content Areas Percent of 1:1 (n = 611; 550) and Non-1:1 (n = 448; 695) students reporting daily use of laptops/computers in various classes.
Using Technology for Innovative Learning Activities 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)
Using Technology for Development of 21st Century Skills 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.
Use of Technology and Student Engagement 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).
1:1 Evaluation Results: Lessons Learned
Wireless access points
Some schools reported needing double the amount of wireless routers than initially thought
Core classroom equipment
Selecting Machines Schools reported almost no loss or theft of laptops and limited breakage except for the tablet-style PCs Plans need to be in place for smooth replacement of machines in need of repair Loaner laptops Network backup of teacher and student work
Personnel Onsite technology facilitator Help teachers and students use technology to improve learning Onsite technician Help teachers and students troubleshoot Student Tech Team Enables quick assistance and tech-savvy students opportunities to share their expertise
Professional Development Ongoing PD is essential Differentiated Teachers are eager to not only learn how to use technology, but they also want to see models of how to effectively integrate technology Regularly survey staff for PD needs/requests Ask staff to evaluate PD experiences
Professional Development Provide opportunities for large blocks of planning time and collaboration among teachers Utilize the 1:1 technology to provide training and support for teachers Include parents, students, and community in PD plans
Policies and Procedures Ensure same policies/consequences are applied the same way in every classroom Must keep students safe while also enabling the use of educationally appropriate digital resources Consider allowing teachers to unblock sites Insist that teachers learn to monitor student use Encourage teachers to decide when it is appropriate to use or not use the laptops
Policies and Procedures Provide training on Acceptable Use Policy for students, teachers, administrators, and parents Provide district-managed insurance policies for laptops Consider asking families for nominal fee Plans for laptop imaging, maintenance, storage, and distribution
Promote Innovative Leadership Consistent, supportive, distributive leadership promotes adoption and buy-in Teachers emphasized the importance of: Supporting teacher PD Reasonable expectations for effective technology integration Modeling technology use Readily addressing instructional and technical needs Communicating commitment to the purpose of the 1:1 learning initiative