Emerging technologies
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Emerging technologies



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    Emerging technologies Emerging technologies Presentation Transcript

    • 1:1 Initiative using Microsoft Surface Pro Tablet/PC Emerging Technologies Project Karen Leonard
    • Which product to select? • With our school planning to launch a 1:1 initiative for students in grades 6-12, much time has been spent researching the product type which will be implemented • Narrowed down to: • iPad/MacBook Air OR • Microsoft Surface Pro Tablet/PC
    • iPad/Macbook air • Both have features desired for our school • iPad used for interactive textbooks • MacBook Air used as a production tool • Too expensive to use both devices
    • Microsoft surface pro tablet/pc • Can be used for both productivity and as a creation tool • Acts as a fully functioning laptop as well as a tablet • Stylus greatly increases potential of use in terms of math and science projects • Runs Microsoft Office software which is currently used on campus • less professional development would be required
    • School Vision for Technology • MPCS believes that student learning outcomes should drive the use of technology. It should be used to enable and empower teachers and students. It is not meant to replace or reduce the role of a teacher. • The use of the Surface Pro Tablet will give teachers the opportunity to provide more authentic tasks that will promote greater critical thinking and problem solving skills which are goals in our School Improvement Plan
    • Target population • All students at the middle school (6-8) and high school (9-12) levels would use the Surface Pro Tablet for classes as well as homework assignments • Best to implement all at once to eliminate issues of inequity due to student involvement in classes at different school levels. • Middle school students taking high school level classes would be without this tool which would require teachers to change lesson requirements
    • Equipment and Software • All students and teachers would be supplied with the following equipment and software: • Microsoft Surface Pro Tablet/PC • Removable magnetic keyboard • Built-in camera • Software required for class work • Microsoft Office Suite • Inspiration • Geometer’s Sketchpad • Monitoring device • Other software as requested by teachers
    • Equipment and software • Students could purchase any additional peripherals and software they wish provided it is school- appropriate and does not interfere with the performance of the computer for school related work • Students would be able to print assignments and documents at school via Wi-Fi printers at various locations around campus
    • Technical support • The IT department would purchase approximately two dozen extra devices to loan out when student- owned devices need service • All service would be completed on-site by the school IT department. Student interns would be used to help with basic maintenance needs • The school would also train “IT Coaches” (classroom teachers with a strong knowledge of IT) to help troubleshoot basic problems for teachers and students
    • limitations • Ethical Concerns on Campus • Accessing inappropriate websites would be limited while on campus due to a filtering system • Monitoring software could be used by the teachers in the classroom setting to limit accessibility of sites and software during instruction. This would also allow teachers to ability to see what individual students were doing on their computers.
    • Limitations • Ethical Concerns at Home • Parents would need to install a filter system on the home network or monitor student usage • Students would lose the right to use this technology if inappropriate use has been detected or they have downloaded inappropriate software or illegal content
    • Limitations • Safety Issues • Bar codes would be placed on computers and would be registered to specific students • Parents would be required to carry coverage on their homeowners insurance for lost/stolen coverage
    • Limitations • Health Concerns • The weight of a student backpack can cause physical issues for many students • The Surface Pro Tablet weighs only 2 pounds • Electronic versions of textbooks would be used so the weight students would carry would be greatly reduced
    • limitations • Legal Issues • A legal contract would be created regarding proper use, replacement, maintenance, insurance, and consequences for misuse • Contract would be signed by all parties • School • Parents • Students
    • Material cost • $1,100 per student • Would include the following: • Microsoft Surface Pro Tablet/PC • Removable magnetic keyboard • Required software • Insurance against damage • Warranty • IT support and maintenance
    • Material cost • Parent/Teacher Fellowship (PTF) would provide fund for ½ to ¾ of the Surface Pros necessary for teachers • These funds would come from the money raised at the school’s annual Spring Auction • Remaining funds would come from a combination of sources • Principal budgets • Department budgets • IT budget
    • Training cost • All of the professional development for teachers would be provided in-house in order to keep training costs to a minimum • IT staff and other teachers would provide the required training • Teachers would receive the Surface Tablets one year prior to student distribution • This would allow the teachers time to become more familiar with the device and to allow for teacher training
    • funding • The Surface Pro Tablet/PC would be required for all students in grades 6-12 • The cost of the device would be included in the tuition cost • Parents would be made aware of this tuition increase 1-2 years in advance in order to be prepared financially • Financial assistance would be available for those students who receive financial aid for tuition
    • Use in classrooms • Usage would vary by content • Note-taking • Research • Data entry with probes (science) • Access to electronic textbooks • Video/audio recording (foreign language, music) • Graphing calculators (math) • Collaborative projects
    • Content and tech standards • Many of the student technology standards could be met with the use of the Surface Pro Tablet • Use of simulations to explore complex systems/issues • Communicate information and ideas to multiple audiences using a variety of media and formats • Apply digital tools to gather, evaluate, and use information • Evaluate and select information sources and digital tools for specific tasks. • Practice digital citizenship • Understand and use technology systems • Troubleshoot systems and applications • Transfer current knowledge to learning of new technologies
    • Student-learning goals • Students having access to specific software would allow teachers to assign higher-level activities • Products such as videos and websites or blogs could be created without the worry of accessibility for all students • Individualization of assignments could be made with the use of assistive technology tools • By allowing students to use the tools in a supportive and nurturing environment they would gain the skills required for 21st century learning
    • Differentiation of instruction • Use of the Surface Pro Tablet would allow students with learning disabilities to make audio recordings of class notes to review outside of class • Headphones could be used to allow students to listen to audio versions of textbooks • Teachers could record classroom lectures or make screencasts of notes and place them online for students to review outside of class • Use of Dragon Notes on the Surface Pro Tablet would allow students to speak assignments into device instead of writing
    • communication • By involving students in a 1:1 initiative, communication could occur more easily in numerous ways: • More rapid email access between students and teachers and students and students • Faster access to clarification on assignments • Since all students would have access to a laptop, teachers could easily post assignments, notes, and videos from class lectures onto a learning management system for retrieval if a student missed a class or needed further clarification.
    • Effectiveness of 1:1 • Denver School of Science and Technology instituted a 1:1 program (Zucker & Hug, 2007) • 80% of teachers believe the use of laptops has increased the quality of work by their students • 90% of teachers believe students have become more independent learners as a result of using the laptops • 2/3 of teachers rely less on textbooks due to the accessibility of information available through laptop usage • 85% agree they are better able to meet needs of students who have special needs (gifted, learning disabled, struggling)
    • Effectiveness of 1:1 • As stated in an article by Storz and Hoffman (2012) that students involved in 1:1 programs would show more synthesis of information • Taking what they know and utilizing it in new ways • Students tended to use more creativity in a 1:1 program, which lead to more engagement and motivation • Student felt that easy access to the Internet made their easier and more productive
    • Effectiveness of 1:1 • Dunleavy, Dextert, & Heinecket (2007) stated there were numerous values to a 1:1 environment • Easier to formatively assess how a student is learning • Better ability to individualize instruction • Ease of accessing information online • Increased student collaboration • Better organization and management of materials
    • IMPLEMENTATION PLAN • The implementation of the 1:1 initiative would occur in multiple steps • Teachers would receive Surface Pro Tablet/PC one year prior to full implementation • Would allow time for training and curriculum planning • All students in grades 6-12 would receive their Surface Pro Tablets/PC two weeks prior to the start of the school year • Would allow time for experimentation • Technology classes would be offered to students at both middle school and high school levels to aid in increasing technology skills
    • Implementation plan • Teachers would be required to submit 2 lesson plans per 9 weeks to their level principal that would reflect inclusion of technology • Lesson plans would be reviewed by principal and teacher together to rate level of student engagement and LoTi levels • Guidance can be provided to increase the level of critical thinking and learning outcomes • At the end of the first year, surveys would be sent to teachers, students, and parents to analyze feelings regarding the implementation process and ways this could be improved
    • Implementation plan • In future years, students entering sixth grade would receive a Surface Pro Tablet/PC • Any students new to the school would also receive a device • Technology classes at both the middle school and high school levels would be provided to students who need additional help involving the use of technology
    • PROFESSIONAL LEARNING • Teachers would be provided with basic training regarding usage • Two weeks would pass prior to any additional training to allow for personal experimentation • Training classes would occur monthly and be given by various faculty members who could be considered the “experts” for given software • This would occur at a variety of times during a school day • Would provide teachers with an easily accessible resource if more training is required
    • CHANGE MODEL FOR IMPLEMENTATION • The model of change that would be best to use in the implementation of the Surface Tablet/PC would be the Concerns-Based Adoption Model • This would cause focus to be placed upon questions that could arise from those involved as stakeholders in this change (teachers, students, parents) • Questions and concerns regarding training, usage, and implementation would be expected and encouraged • Reminds all involved to be mindful “to pay attention to individuals and their various needs for information, assistance, and moral support” (Loucks-Horsley, 1996).
    • REFLECTIONs • The more time I spent researching the use of a device such as the Surface Pro Tablet/PC in a 1:1 school environment, the more excited I became about the potential outcomes at my school. We began researching this initiative during the last school year and hope to be able to begin such an implementation as early as the 2014-2015 school year. • I had originally felt that a full-size PC would the best device to meet the goals we are setting as a school. It would have provided the necessary processing speed and other technical requirements. • After spending time using a Surface Pro Tablet/PC, I was thrilled to see a smaller, lighter weight device that could still provide a fast processing speed while also allowing students the ability to “write” through the use of a stylus. This provided many more use options in classes such as math and science.
    • RESOURCES • Dunleavy, M. M., Dexter, S. S., & Heinecke, W. F. (2007). What added value does a 1:1 student to laptop ratio bring to technology-supported teaching and learning?. Journal Of Computer Assisted Learning, 23(5), 440-452. doi:10.1111/j.1365-2729.2007.00227.x • Loucks-Horsley, S. (1996). Professional development for science education: a critical and immediate challenge. In R. Bybee (Ed.), National standards & the science curriculum. Retrieved from http://www.nas.edu/rise/backg4a.htm • Storz, M. G., & Hoffman, A. R. (2012). Examining Response to a One-to- One Computer Initiative: Student and Teacher Voices. Research In Middle Level Education Online, 36(6), 1-18. • Zucker, A. A., & Hug, S. T. (2007). A Study of the 1:1 Laptop Program at the Denver School of Science & Technology. Online Submission, December 2007; Available from: ERIC, Ipswich, MA. Accessed July 14, 2013.