The document discusses strategies for implementing successful one-to-one computing programs in schools. It emphasizes that the goal of such programs should be personalized learning focused on the needs of individual students. It outlines key factors for implementation including integrating technology into instruction, principal leadership on change management, online collaboration and assessments. The document also summarizes research finding improvements in student outcomes associated with proper implementation of one-to-one computing programs.

1. Fujitsu
Education
Ambassador
Program
Leslie Wilson
CEO
January 30, 2018
Sunnyvale, CA

2. © One-to-One Institute 2017 www.one-to-oneinstitute.org
Who Are We?
Leslie Wilson
lesliew@1two1.org
@OTOInstitiute
@leslieawilson

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It’s All About Learners
One-to-one technology is
only a tool!
It’s about:
 Personalizing learning
 Creating systems for
continuous improvement

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Personalized Learning
 Revolves around the learner, not just the learning.
 Learners and teachers are partners
 Define pathways
 Collaborate benchmarks, timelines, strategies
 Demonstration of achievement
 Embedded
 Learner identifies goals, has voice and choice:
 how and when they will access and acquire information,
 how they will engage with content,
 how they will express their understanding.

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Power of Practitioners
• Network – Ambassador Event
• Sharing
• Risk-taking
• Best practices
• Research-based
• Focus on learners
• Vendor relationship - Fujitsu

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Successful, Sustainable 1:1
Personalized Learning Programs

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Get Ready!

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Questions
1. What are your desired outcomes from one-to-one
computing? Why?
2. How does this relate to your district’s strategic
goals?
3. Where is your district or school on the continuum?

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The Research
• 997 schools, representative of the U.S. school
universe
• 11 diverse Education Success Measures (ESMs)
• 136 independent variables in 22 categories
• Comparison of findings by student/computer
ratios (1:1, 2:1, 3:1, 4:1, or more)
• Comprehensive demographic data correlated to
survey results

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The Research
Project RED:
Research on Two Major Issues
• Project RED seeks to define
technology models that lead to
improved student achievement.
Improving student
achievement
• Project RED identifies cost savings,
cost avoidance, and revenue
enhancements.
Evaluating the
financial impact of
technology on
budgets

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Technology Integration in intervention classes
Principal training in 2nd order change
Change management leadership by principal
Online collaboration
Technology integration in core subjects
Online formative assessments
Student/computer ratio
Virtual field trips
Search engines
Key Implementation Factors (KIFs)

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Where do you rank?
5%
11%
15%
21%
15%
13%
8%
7%
4%
1%
None
1 Factor
2 Factors
3 Factors
4 Factors
5 Factors
6 Factors
7 Factors
8 Factors
9 Factors
Percentage of Schools Employing Key Implementing Factors

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1:1 Personalizes Learning Success When
Properly Implemented
0%
20%
40%
60%
80%
100%
Proper 1:1* 100% 92% 90% 89% 83% 63%
All 1:1 88% 65% 70% 58% 68% 57%
All Other Schools 77% 50% 69% 45% 65% 51%
Paperwork
Reduction
Disciplinary
action
reduction
High-
stakes test
scores
Drop-out
rate
reduction
Paper and
Copy
Machine
Graduation
Rates
Pct. of Respondents
Reporting Improvement
•Proper 1:1: Those schools practicing the top 4 Key Implementation Factors (13 schools).
Intervention Classes Every Period, Principal Leads Change management, Online collaboration Daily, Core Curriculum weekly

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RED III Findings: Leadership
1. Substantiated initial findings about change
management and principal leadership
2. Importance of Distributed Leadership
3. Importance of creating a culture of learning and
creating systems of continuous improvement at
all levels
4. Fidelity of implementation one of the most
important elements, but also one of the biggest
challenges

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RED III Findings: Instruction
• Matching the appropriate pedagogy to the desired
learning yields better outcomes
– Student voice, choice, engagement, demonstration
– Effective digital content scope and sequence
• The most important factor in improving student
outcomes seems to be the effective use of ongoing
formative assessment data
– Professional learning communities reflect, debrief, plan,
shift practice

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RED III Findings: Professional Learning
• Ongoing, consistent, job-embedded
• Culture matters
• Organic usage vs mandated usage
• Data collection and usage drives effective
professional growth efforts

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RED III Findings: Finance
Project RED financial modeling revolves around three
seminal areas:
• Understanding the total cost of implementation and
how to maximize a district’s current situation
• Capturing savings through digital efficiency that can
be redeployed to offset technology expenses
• Identifying the long-term financial benefits of improved
student outcomes (e.g., lowering costs associated
with course repetition, disciplinary actions, dropout
rates, etc.)

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Common Vision
Having points in all directions
is like having no point at all..

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Managing Complex Change
VISION SKILLS INCENTIVES RESOURCES ACTION PLAN CHANGE
SKILLS INCENTIVES RESOURCES ACTION PLAN CONFUSION
VISION INCENTIVES RESOURCES ACTION PLAN ANXIETY
VISION SKILLS RESOURCES ACTION PLAN
GRADUAL
CHANGE
VISION SKILLS INCENTIVES ACTION PLAN FRUSTRATION
VISION SKILLS INCENTIVES RESOURCES FALSE STARTS
Source: Dr. Mary Lippitt, Enterprise Management, Ltd.

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Vision
Essential Questions:
1. What do you believe your stakeholders
think is the reason you are committed to
education technology?
2. Has your district defined digitally
transformed teaching & learning?
3. What is the district vision?
4. Who makes up the team for ‘change’
leadership?
5. Is there an overarching project plan?

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Say No to Silos
• All in
– District leadership team and departments
– Parents/caregivers
– Learners’ voice, choice
– Community
– Business & industry
– 360 degree communications
with feedback loop

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Get Set!

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23

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24

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Traditional practice isn’t
effective today
“Studies over a span of two decades have
documented low levels of engagement”
Helen M. Marks
American Educational Research Journal
Vol. 37, No. 1 (Spring, 2000), pp. 153-184

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Model Project Plan

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Financial Planning

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Potential Savings
Category National Impact Per Student
Student Data Mapping $605,000,000 $11
Online Professional Learning $654,000,000 $12
Teacher attendance increase $718,200,000 $13
Power savings $861,666,667 $16
Digital core curriculum savings $935,000,000 $17
Disciplinary action reduction $1,100,000,000 $20
Post-secondary remedial education $1,660,000,000 $30
Digital supplemental materials vs. print $1,700,000,000 $31
Copy machine cost calculations $2,200,000,000 $40
Online assessment savings $2,392,500,000 $44
AP/dual course enrollment $3,180,343,000 $58
Paperwork reduction $3,300,000,000 $60
End of course failure $5,865,200,000 $107
Total Per Student Savings $25,171,909,667 $448

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Infrastructure
• Sufficient, consistent & scalable
bandwidth
• Redundant connectivity and access
• Integrated data systems
• Data management & Security
• Support policies and procedures
o 24/7 access (home and school)
o Mobile Device Management (MDM)
o Security and content filtering
o Maintenance, help desk, etc.
Don’t neglect your human support infrastructure!

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Software Tools
Integrated Data Systems
• Learning Management System
• Digital Content and Production
• Systems for Formative and Summative
Assessment
• Other Administrative Systems
Do you have or are you working toward a single sign-on
environment?

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Digital Content &
Production
• Important characteristics
– Dynamic and engaging content
– Artificial intelligence
– Allows for self pacing and direction
– Provides opportunity for student questioning and
creation
– Provides formative and summative data
– Provides collaborative space
What content is the district considering, or has already been purchased?

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Professional Learning
Ongoing growth model needed for administrators,
teachers and tech personnel
• Embedded in their work in an ongoing way
• Dedicated time on a regular basis for reflection
• Focused on student outcomes-personalizing
learning
– Formative student data
– Deep and meaningful student engagement and ownership
– Maximizing each student’s potential (personalization)

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Go!

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Cycle of Improvement
Create teacher and administrator cohorts
(PLCs). Cohorts meet on a regular basis (every
2 weeks).
1. Each member commit to trying something
2. Each member takes action and collects data
regarding the outcomes of his/her actions
3. Cohorts meet to debrief
4. Repeat every few weeks for the rest of your career

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District Measures
What measures are used to assess learner
progress?
How often are these assessments reviewed by
teacher and principal teams?
Is this data used to drive learner activities and
instruction?

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Data Driven Decisions
• Ongoing Formative Assessments
• Periodic Summative Assessments
• Benchmarking personalized learning & 1-1
program progress
What digital systems will you
use for:

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Quality Tools
Guide and Measure Practices

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TIM Model
http://fcit.usf.edu/matrix/matrix.php

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SAMR Pedagogy Wheel
Designed by
Allen Carrington

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What do you
need?
What resources are available to
support those needs?

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Integration of Systems
• Communications
• Long-term Funding
• Infrastructure
• Implementation
• Curriculum & Instruction
• Professional Learning
• Assessment & Evaluation
Leadership and management of systems are
needed for these processes. Are those in place and
well communicated among stakeholders?

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Underlying Structures for
Academic Improvement
Technology is
only a tool!
 Understanding Human
Motivation
 Personalization
 Mastery
 Demonstration of
Competency
 Understanding the
Learning Process
 Systems for Continuous
Improvement
 Adult Professional Growth

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Thank You
Thank you to our sponsors and supporters!

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