This document summarizes research from a 3-year experiment in Israel on introducing 1-to-1 computing in classrooms. The experiment involved 14 classes with grades 4-6. Results showed improvements in effective learning time, reduced discipline problems, and teachers taking on more supportive roles. Students reported more engaging and relevant learning, deeper engagement and motivation, and increased self-efficacy. The research also outlines lessons learned, including the need for ongoing teacher training, technical support, relevant digital content, and sufficient annual funding per student. Remaining challenges include the traditional assessment system and getting the Ministry of Education to become a learning organization.

1. ICT in schools –
A lesson in Israel
1 to 1 computing, Buenos Aires October, 2010
Prof. Ami Volansky
amivolan@post.tau.ac.il
Tel Aviv University
& T2K

2. Time to Know – R&D
 Was established as a philanthropic
initiative in 2005
 The R&D includes research on barriers for
success and failure in Israel and abroad
 R&D center with 300 full time workers
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3. The main product of the R&D
 The class as the main unit of planning
 1 to 1 laptop
 A Teaching Platform (navigation/management
system) for effective teaching
 Engaging relevant and rich digital content
 Different contents for different levels of pupils
 Three years of field experiment
 Pedagogic Reform not Technology Reform
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4. Main pedagogic assumptions
 Teacher-centered approach
 Active learner - learning by doing (child
centered)
 Meeting the needs of mixed ability classes
 Technology is the “new playground” of
children – take advantage of it in learning
activities
 Learning anytime anywhere
 Meeting the curiosity of individual students
 Enjoyment in learning is not necessarily
imagination
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5. The outcome of three years’ experiment
 A research study led by the National
Research Center for behavior sciences
(Szold Institute)
 14 classes engaged in the experiment
 Grades 4-6
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6. Teachers
 Improvement of effective learning time
(84% of average lesson)
 Reduction in discipline problems
 Effective practice and tools addressing
different levels of teaching and learning
 Better response to students needs
 Changing role of a teacher: supportive,
and advisory position
 Upgrading the teaching status among
students and parents
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7. Students
 Learning process is more relevant
and attractive
 Deeper engagement and higher
motivation for studies
 Deeper sense of self-efficacy, self-
directed and autonomous learner
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8. Informal strategic planning committee
 Engagement of stakeholders and
influential figures as members of the
strategic planning committee
 Involve treasury officials, heads of the
teacher unions, parents’ national leaders,
MOE officials and academic experts
 Real and reliable funding system
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9. Practical lessons
 The class is the basic unit for planning
 Teacher support includes: 112 hours of
training, mentoring, full time technical
support at each school
 No shortcuts in resources: training,
mentoring, relevant content, teaching
platform, hardware renewal, ongoing content
development
 The cost per-capita: approximately $450 per
annum at a steady state
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10. Unsolved challenges
 Traditional assessment system
 School-based reform: Challenge the
school rather than impose reform
 Political needs for fast implementation
 MOE has to become a learning
organization
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11. Thank you
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