1:1 Computing Provides Gains
District Works to Put Laptops
In the Hands of Students, Grades 8-12
The Douglass Public Schools are working to provide the best educational opportunities for students. A key element in that development is the inclusion of computer technology in the hands of each of our students. The following article explains the procedure and direction for technology that the Douglass Board of Education and Douglass schools wish to engage by the 2007-08 school year.
Students live in an on-demand, technology-dependent world. They learn differently and approach schoolwork differently than students did even a few years ago.
This impacts learning, and some school districts are addressing students’ need to get answers instantly, to communicate as they learn, and to create information and share it with others. With 1:1 computing and wireless Internet access, students are able to learn in an environment where technology brings subjects to life and where students can own their learning environment and are so engaged that learning is meaningful. Establishing this new environment for such learning takes careful planning and consideration. The Douglass schools have spent the past two years researching best practices and practical strategies.
While the success of any plan depends on individual goals, environments, planning, and personnel, certain strategies and ways of thinking emerge as universal. In simple terms, the issues are planning, leadership, funding, infrastructure, professional development, instruction, evaluation, and sustainability. Establishing well-defined goals and objectives has been one of the most important components in implementing an effective 1:1 computing program. The key has been focusing around student learning and aligning our technology policies and instructional supports with them in mind.
Students and Technology
To anyone born within the last eighteen years, technologies such as cell phones, laptop PCs, and MP3 players are staples of life. They’ve never known a world without technology such as, video games, email, and instant messaging. News reports and studies confirm that the media habits of today’s youngsters are very different from that of their parents and teachers.
They’ve been called digital natives, who automatically accept new technologies as their own, while adults are digital immigrants who have to adapt to new tools and new ways of doing things. According to the 2005 Pew study Teens and the Internet, 87% of teenagers use the Internet. 51% of them say they go online daily. 84% report owning at least one personal media device: a desktop or laptop computer, a cell phone or a Personal Digital Assistant (PDA). And 44% say they have two or more devices. 45% of teens have cell phones and 33% are text messaging. 75% of online teens — or about two-thirds of all teenagers — use instant messaging. Going to Junior High seems to be the tipping point when many teens who were not previously online get connected.
TECHNOLOGY IS A CATALYST FOR STUDENTS TO BE MORE PRODUCTIVE
AND TO HONE COLLABORATION AND COMMUNICATION SKILLS AS
THEY LEARN.
While about 60% of the 6th graders report using the Internet, by 7th grade, it jumps to 82% who are online. From there, the percent of users for each grade climbs steadily and reaches 94% for eleventh and twelfth graders. What do teens do online? According to the Pew study, these are the percentages of teen Internet users who do the following online:
• Send or read email 89%
• Go to websites about movies, TV shows, music groups, or sports stars 84%
• Play online games 81%
• Go online to get news or information about current events 76%
• Send or receive instant messages 75%
• Go online to get information about a college, university, or other school they are thinking of attending 57%
• Look for news or information about politics and the presidential campaign 55%
• Buy things online, such as books, clothing, or music 43%
• Send or receive text messages using a cell phone 38%
• Look for health, dieting, or physical fitness information online 31%
• Look for information about a job online 30%
• Look for religious or spiritual information online 26%
• Look for information online about a health topic that’s hard to talk about, like drug use, sexual health, or depression 22%
Technology and technology-empowered students are here to stay. Schools can either capitalize on young people’s affinity for technology or fail to engage them in learning and be perceived as more and more irrelevant. Logically, without technology, schools will not be able to prepare students for an increasingly technology-driven world of the future.
Thus technology-empowered learning is a requirement for any education institution to be an effective school. Learning for the 21st Century, a report from the Partnership for 21st Century Skills, explains how schools can best prepare students to succeed; it focuses on six key elements of 21st century learning that rely on technology as tools.
The report challenges schools and policymakers to expand their focus beyond students having basic competency of core subjects to their understanding the content at much higher levels. It proposes that students need to know how to think critically, apply knowledge to new situations, analyze information, comprehend new ideas, communicate, collaborate, solve problems, and make decisions. It stresses the need to incorporate information and communication technologies into education from the elementary grades up and use experiences that are relevant to students' lives, connected with the world beyond the classroom, and based on authentic projects. The report recommends moving beyond standardized testing as the sole measure of student learning; balancing traditional tests with classroom assessments to measure the full range of students' skills, and using
technology-based assessments to deliver immediate feedback.
Over the years, the question of how many computers per student or per classroom has emerged as a pivotal issue. Advocates for different perspectives agree that technology-enabled learning is important and the question is really one of available funds. The ideal is 1:1 computing, an environment in which students use computing devices, such as wireless laptops or tablet pc computers in order to learn anytime and anywhere.
Yet, the focus is not on the technology. It is about the paradigm shift in how instruction is delivered and the spark that is created in students that provides a new sense of enthusiasm and ownership in their learning.
In today’s global economy, most adult workers use individual personal computers; they collaborate on projects but do not share computers. Student learning improves when they too have anytime, anywhere access.
“ Usually such overwhelmingly positive results like this aren’t seen for three or four years out. Clearly, our 1:1 computing program is doing what it is designed to do for our school children – enhance student learning and achievement in core academic subjects.” — Bruce Montgomery, Director, Michigan's Freedom to Learn 1:1 program
According to Lessons Learned About Providing Laptops for All Students, a report by the Education Development Center (EDC), “One-to-one computing environments are different from what one traditionally finds in most school settings because they offer all
students and teachers continuous access to a wide range of software, electronic documents, the Internet, and other digital resources for teaching and learning.”
It’s all about access to information, engaging students and encouraging them to take responsibility of their own learning.
1:1 computing addresses many challenges in education, which makes it attractive as a strategy. Each district will develop its own goals during the planning process,
but some common goals for 1:1 programs are:
• To improve equity of access to technology
• To improve the quality of learning
• To institute and support best practice in technology integration
• To improve student learning of content
• To institute formative assessments and differentiated instruction
• To increase performance on standardized tests
• To improve student ability to become lifelong learners
• To prepare students for the world of work
• To improve the home-school connection
Early research shows that 1:1 computing produces impressive results. In several of these studies, researchers’ findings indicate that 1:1 computing provides greater access to resources, information, and up-to-date instructional content for more students and families as well as increases student motivation, engagement, interest, organization, and self-directed learning.
Educator benefits were found to increase professional productivity, encourage greater collaboration, and improve home-school communication. More recent 1:1 computing initiatives point to improvement in student attendance, academic rigor, individualized
instruction, cost savings, and Adequate Yearly Progress (AYP) goals. In Las Cruces, New Mexico, for example, the district has developed new technology based curriculum units in math, science, English and social studies. Student attrition was reduced by 50
percent in the historically worst performing schools. They improved community outreach and enrolled more at-risk students. Patricia Miller, former Director of Technology says, "Technology is helping to increase the rigor of our academic program, and at the same time, stimulate curiosity and more interest among students in completing their education."
In Floresville, Texas, teachers have developed new skills in using technology and as a result, students are receiving more individualized education. The district’s goal of student-centered learning is taking place in all classrooms. According to Melissa Ramos, Executive Director of Technology, “The 1:1 solution has proven to be ideal for our educational purposes and delivers excellent total cost of ownership for the district at the same time."
In Michigan’s statewide 1:1 program, attendance increased and student test scores improved as part of AYP goals. In January and February 2005, schools took the standardized MEAP (Michigan Educational Assessment Program) test, following the implementation of the 1:1 program in the fall of 2004, providing initial data on the effects of the program. Results from the tests show:
• In Bendle Middle School, proficiency on reading MEAP scores increased from 29 percent to 41 percent for 7th graders and from 31 percent to 63 percent on 8th grade math scores.
• In 2004, Leland Middle School students were 53 percent proficient in MEAP writing, six percentage points above the state average of 47 percent. This year they moved to 87 percent proficient – a jump of 34 percentage points – and well above the state average of 53 percent.
• Across the Eastern Upper Peninsula ISD, student proficiency on standardized tests has increased in both science and math in just one year: science from 68 percent to 80 percent and math from 57 percent to 67 percent.
• Nearly all middle schools in the Flint school district are participating in 1:1 program. Some of the most powerful and positive results have been found in reading and math scores. This year, 7th grade reading scores jumped from 29 percent to 41 percent
and 8th grade math scores increased from 31 percent to 63 percent.
“Usually such overwhelmingly positive results like this aren’t seen for three or four years out, says Bruce Montgomery, who runs the program. “Clearly, the 1:1 program is doing what it is designed to do for our school children – enhance student learning and achievement in core academic subjects.”
**Permission for use of this material granted by CMP Media LLC, Integrated Marketing Solutions. Copyright 2006 by CMP Media LLC, 600 Community Drive, Manhasset, NY 11030, USA. Reprinted from INFORMATION WEEK with permission.
