The overall mission of this blog is to examine the work of Dr. Mark Edwards, who was Superintendent of the Year in 2013. Dr. Edwards led a school district in North Carolina in an innovative “digital conversion” initiative that provided every student and teacher with a laptop, despite a very modest resource base. Results included a 90% graduation rate, a composite academic performance of 89%, and an exciting new method of learning within the school system. The 1:1 approach focused on a culture of caring, digital resources, a relentless focus on data, leadership at all levels, and student-centered learning environment. Each of these factors, in combination with each other and other important characteristics, created a unique learning culture that I wish to expand on.
I am well aware of the benefits that a 1:1 device rollout may have on a school system. Currently, the county that I work for, Loudoun County Public Schools, is preparing to launch a 1:1 device initiative to students in grades 3-12. We have spent countless hours preparing for this shift. My goal as an Instructional Facilitator of Technology has always been the same, yet the official definition of our job title has not. Currently, there is a strong focus on facilitating methods and ideas for the purposeful use of technology within our school buildings. In a time where this idea is more important than ever, when students will have daily access to their own device throughout all hours of the school day, it is critical that they spend their time creating meaningful products whenever these devices are being used. “We need to embrace technology to make learning more engaging. Because when students are engaged and they are interested, that's where learning takes place.” (Unknown). The opportunities students have to utilize their devices should be time well spent. We as educators need to fully understand the importance of this notion, and why designing authentic learning experiences in 1:1 classrooms is vital. If you’re just assigning tasks on the computer to assign them, without considering the true impact, is it really doing any good? “Teachers need to integrate technology seamlessly into the curriculum instead of viewing it as an add-on, an afterthought, or an event.” (Heidi-Hayes Jacobs).
I am well aware of the benefits that a 1:1 device rollout may have on a school system. Currently, the county that I work for, Loudoun County Public Schools, is preparing to launch a 1:1 device initiative to students in grades 3-12. We have spent countless hours preparing for this shift. My goal as an Instructional Facilitator of Technology has always been the same, yet the official definition of our job title has not. Currently, there is a strong focus on facilitating methods and ideas for the purposeful use of technology within our school buildings. In a time where this idea is more important than ever, when students will have daily access to their own device throughout all hours of the school day, it is critical that they spend their time creating meaningful products whenever these devices are being used. “We need to embrace technology to make learning more engaging. Because when students are engaged and they are interested, that's where learning takes place.” (Unknown). The opportunities students have to utilize their devices should be time well spent. We as educators need to fully understand the importance of this notion, and why designing authentic learning experiences in 1:1 classrooms is vital. If you’re just assigning tasks on the computer to assign them, without considering the true impact, is it really doing any good? “Teachers need to integrate technology seamlessly into the curriculum instead of viewing it as an add-on, an afterthought, or an event.” (Heidi-Hayes Jacobs).
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