According to a a blog on Edweek.org titled Make 1:1 Programs About the Learning & Not the Device, 1:1 initiatives in schools are becoming increasingly popular. One thing you do want to be sure to do as a district is to provide teachers with the same devices the students will be using a year before the rollout. I think this is important because it gives them time to experiment with the machine and it increases their overall level of comfort. Brady Venables points out that it's also important to provide professional development early on in the process. This gives teachers an opportunity to understand what the apps or programs can do, and how they can utilize them to their advantage in the classroom. Instead of just providing learning opportunities early on, it's imperative that professional development is carried on consistently throughout the year and into the future. Venables says, "Many schools cease professional learning opportunities after the first initial roll-out, but this leaves the teachers hanging." Next, excite the community. By exciting the community about the initiative, you're also communicating the purpose and intention behind the initiative. It's also educating the community on digital citizenship practices and providing resources for having a healthy relationship with technology at home.
One thing that is often overlooked in the process, according to what I've read here, is that investing the planning time and money in selecting and building the infrastructure is key. This consists of the switching, cabling, and Wifi access points. A school should be considered an enterprise and residential grade internet connectivity. If not, the technology won't support the goal of the initiative. And, just as it doesn't make any sense to invest money in a program that doesn't have adequate materials, it doesn't make sense to start a program like this without promoting a cultural shift. Boyd Adolfsson (Education Week Teacher), says, "Only with a shift to a student-centered learning environment can a 1:1 technology initiative truly reach its fullest potential."
In an article from Edutopia, the Main Learning and Technology initiative spent almost $120 million, but research has shown that not all schools had implemented the program to the same degree. The reason I mention this is because they did not see any significant increase in test scores. If the culture change is not there, and everyone is not on board, the program means nothing. Students need to utilize the technology correctly via authentic, meaningful learning experiences where collaboration, problem solving, learning through play, and innovation all meet in the middle.
https://www.edutopia.org/discussion/what-research-says-about-11
http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2017/06/response_make_11_programs_about_the_learning_not_the_device.html
Wednesday, June 27, 2018
Thursday, June 21, 2018
1:1 Perspective
It is very interesting to read about the topic of 1:1 devices because there are a lot of very important factors to consider when it comes to completing a digital conversion model within a school system. From the perspective of Mark Edwards, there are many positive effects that come with a 1:1 student/device ratio, but there are also many things to consider when attempting to make the change. I feel as if some of the most influential components of the initiative, in Edwards’ eyes, include creating a culture of caring, digital resources, a relentless focus on data, leadership at all levels, and student-centered learning environment. Of course, there are other strands that fall into place, but these are the main items to consider based on what I’ve read. According to a 2016 survey by Education Week, schools participating in a 1:1 device initiative saw a statistically significant increase in test scores for reading, math, language arts, and science. Edwards would certainly agree with this because he found that there was a composite academic performance of 89% within his school district, much of which was due to the change in instruction. Leo Doran and Benjamin Herold of Education Week also point out other benefits of a 1:1 digital conversion model, some of which include “increased student technology use; more student-centered and project-based instruction; greater student engagement; and better relationships between students and teachers.” Keeping students engaged in school in order to achieve meaningful, purposeful learning would be one of the items I think Edwards would rank highest in his evaluation of the change. As I mentioned in an earlier blog post, the suspension rate in his district decreased by 64%. I think everyone can agree that if students are more willing to want to learn, and tend to their studies vs. getting into trouble, that’s a major positive!
One key point of interest that ties in what other sources of information that I have read over the last week or so is that “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’ve learned that from Edwards’ experience, and others’ experiences with personal learning device instruction, you have to be able to adjust with the times and make use out of the tools you’ve been given. Children need teachers that are able to guide them in the right direction so that they have the skills necessary to contribute in the future and make a living. The quote above means a lot. It says a lot about this topic. Why 1:1? Well, Matt Levinson (From Fear to Facebook), also answers this question. “Change is happening at lightning speed, and if educators respond to it at a turtle’s pace, we run the risk of failing to prepare a generation of our future workforce for jobs that don’t exist today but will tomorrow, jobs that require citizens to be engaged, think critically, and act together.” In his book, Edwards highlighted aspects of a digital conversion model that should be in the forefront of everyone’s minds. These items can help to promote 1:1 devices in schools, and advertise the true benefits, but should also be factored in to the precautionary list of things to consider when attempting to roll out this idea for the first time. Some of these, which I mentioned earlier, include: Taking baby steps is key, while developing a strong level of commitment as a team. Eventually, goals can be established and every part of the team can work towards achieving them together! Edwards suggested a few goals, some of which were engaging students in personalized, real time content, shaping a new vision of teaching, inquiry based learning, and global awareness/digital citizenship.
One key point of interest that ties in what other sources of information that I have read over the last week or so is that “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’ve learned that from Edwards’ experience, and others’ experiences with personal learning device instruction, you have to be able to adjust with the times and make use out of the tools you’ve been given. Children need teachers that are able to guide them in the right direction so that they have the skills necessary to contribute in the future and make a living. The quote above means a lot. It says a lot about this topic. Why 1:1? Well, Matt Levinson (From Fear to Facebook), also answers this question. “Change is happening at lightning speed, and if educators respond to it at a turtle’s pace, we run the risk of failing to prepare a generation of our future workforce for jobs that don’t exist today but will tomorrow, jobs that require citizens to be engaged, think critically, and act together.” In his book, Edwards highlighted aspects of a digital conversion model that should be in the forefront of everyone’s minds. These items can help to promote 1:1 devices in schools, and advertise the true benefits, but should also be factored in to the precautionary list of things to consider when attempting to roll out this idea for the first time. Some of these, which I mentioned earlier, include: Taking baby steps is key, while developing a strong level of commitment as a team. Eventually, goals can be established and every part of the team can work towards achieving them together! Edwards suggested a few goals, some of which were engaging students in personalized, real time content, shaping a new vision of teaching, inquiry based learning, and global awareness/digital citizenship.
Thursday, June 14, 2018
Continued Thoughts on Every Child, Every Day
There are certain key drivers of student engagement that come with a 1:1 rollout. These drivers are part of the instructional transformation. They include relevance, personalization, collaboration, and connectivity. Relevance makes learning more fun for students because it connects students with the outside world. Personalization gives students the opportunity to learn based on their own interests. Collaboration builds motivation because students are able to work together and learn from each other. Finally, connectivity drives inquiry-learning and discovery.
Teaching in a digital learning environment is more important than ever because the success of the digital conversion classroom depends on the talent, initiative, and skills of the teacher. Edwards said it was their goal to make teachers more like "roaming conductors" of learning which reminds of the "sage on the stage" concept we discussed in the DDLS class. It's more about evolving the way teachers design methodology and pedagogy. "Teachers need to orchestrate a variety of activities and use a variety of digital resources." But again, it's a joint effort. Students are learning from teachers in a classroom environment that portrays a much different level of teacher proximity, but teachers are also learning from students. In a 1:1 classroom, teachers have to be open to adjust their thinking and teaching strategies accordingly. The impact on students, due to this mindset, is what Edwards calls a "productive hum" and "cognition ignition" within the classroom. These are both excellent phrases to describe the amazing and purposeful engagement levels in a 1:1 classroom where good design, appropriate teacher facilitation, and student focus all come together.
Chapter 7 focuses strictly on data. Of course, being in a digital conversion classroom means that teachers and students and principals have unlimited access to formative students data. There's a certain level of accountability that is provided to students and teachers who have this information at their fingertips on a regular basis. Students can reinforce this accountability and embrace it by monitoring their own progress, with the help of a teacher, in order to discuss their strengths and weaknesses. There are a variety of ongoing activities mentioned on p. 121 that drive the overall commitment to data analysis in a digital conversion school, all of which aid in the development of a more clear, in-depth picture. Progress has been on the rise ever since, there's no more guess work, students are informed to succeed, and parents are in the loop more consistently.
Some of the other highlights that I took away from the digital conversion model in MGSD were the dramatic level of savings involved. From paper and copying, to online assessment savings, to disciplinary actions, the involvement of computers has led to less money being put into other (less impactful) areas. With a change this big, the overall philosophy of the district changed. An "all in" attitude has impacted students and the "Students in" approach has meant that each student "has taken responsibility for his or her performance and has contributed to the success of others and the community at large." I've learned that you have to be "all in" because everyone is accountable for certain aspects of the program along the way and if one piece doesn't do its part the entire body may not operate as smoothly. Each part of the system is essentially a gear that keeps the others spinning and moving. This includes the students, teachers, administration, support staff, and parent community. I'll end my thoughts with the chart on p. 171. This chart summarizes the digital conversion critical success factors. It's a nice way to wrap up the important concepts from the book in order to remember the replicate digital conversion successfully and to sustain it over time. It includes things such as a commitment to every child, ongoing professional growth, deep transformation of instruction, and creative resource alignment. These are only a few of the tremendously important pieces, but they all matter. They all contribute to the overall level of success.
Teaching in a digital learning environment is more important than ever because the success of the digital conversion classroom depends on the talent, initiative, and skills of the teacher. Edwards said it was their goal to make teachers more like "roaming conductors" of learning which reminds of the "sage on the stage" concept we discussed in the DDLS class. It's more about evolving the way teachers design methodology and pedagogy. "Teachers need to orchestrate a variety of activities and use a variety of digital resources." But again, it's a joint effort. Students are learning from teachers in a classroom environment that portrays a much different level of teacher proximity, but teachers are also learning from students. In a 1:1 classroom, teachers have to be open to adjust their thinking and teaching strategies accordingly. The impact on students, due to this mindset, is what Edwards calls a "productive hum" and "cognition ignition" within the classroom. These are both excellent phrases to describe the amazing and purposeful engagement levels in a 1:1 classroom where good design, appropriate teacher facilitation, and student focus all come together.
Chapter 7 focuses strictly on data. Of course, being in a digital conversion classroom means that teachers and students and principals have unlimited access to formative students data. There's a certain level of accountability that is provided to students and teachers who have this information at their fingertips on a regular basis. Students can reinforce this accountability and embrace it by monitoring their own progress, with the help of a teacher, in order to discuss their strengths and weaknesses. There are a variety of ongoing activities mentioned on p. 121 that drive the overall commitment to data analysis in a digital conversion school, all of which aid in the development of a more clear, in-depth picture. Progress has been on the rise ever since, there's no more guess work, students are informed to succeed, and parents are in the loop more consistently.
Some of the other highlights that I took away from the digital conversion model in MGSD were the dramatic level of savings involved. From paper and copying, to online assessment savings, to disciplinary actions, the involvement of computers has led to less money being put into other (less impactful) areas. With a change this big, the overall philosophy of the district changed. An "all in" attitude has impacted students and the "Students in" approach has meant that each student "has taken responsibility for his or her performance and has contributed to the success of others and the community at large." I've learned that you have to be "all in" because everyone is accountable for certain aspects of the program along the way and if one piece doesn't do its part the entire body may not operate as smoothly. Each part of the system is essentially a gear that keeps the others spinning and moving. This includes the students, teachers, administration, support staff, and parent community. I'll end my thoughts with the chart on p. 171. This chart summarizes the digital conversion critical success factors. It's a nice way to wrap up the important concepts from the book in order to remember the replicate digital conversion successfully and to sustain it over time. It includes things such as a commitment to every child, ongoing professional growth, deep transformation of instruction, and creative resource alignment. These are only a few of the tremendously important pieces, but they all matter. They all contribute to the overall level of success.
Thursday, June 7, 2018
Initial Thoughts on Every Child, Every Day
According to Mark Edwards, digital conversion "refers to the transformation of instruction from a paper-based world to a primarily digital world, in which every student and teacher has access to a personal computing device and the Internet anytime/anywhere." This is a major adjustment for a school district, but it's the "second order change" that is important. That would be the goals and interventions that relate to the overall way of doing things. 1:1 deployment is a culture change, but you have to have the structure in place to do it. Yes, there are definitely positives. Some of which include the ability to level the playing field for everyone so they have the skills and opportunities necessary for today's workplace. Critical success factors mentioned in this book are a commitment to every child, a shared vision, personalized and connected learning, in-depth planning, creative resource alignment, and many, many more. Everyone has to be on board! One thing I found to be interesting was the fact that Mr. Edwards' school district ranked 100th in the state (out of 115) in per-pupil funding, however, they were third in the state in district graduation rate and second in overall test scores! This shows that a true commitment to the initiative goes a long way (in a positive direction!)
Of the successes mentioned, I liked that the personalization offered by the digital conversion has helped special education students work at their own pace and level. It's nice that you can incorporate multiple learning styles into most lessons with audio, text, movies, and/or photos! Along the same lines, no matter who you are, it's important that everyone has a chance. As I mentioned above, the digital conversion initiative has helped to level the playing field at the Mooresville Graded School District in NC. No matter a child's socio-economic status, all students are being provided a Macbook to use for educational purposes. It gives them something to look forward to, a chance to reach for the stars to show what they know. If students in these situations are able to apply their learning in unique and meaningful ways, they're more likely to succeed. The statistics back this up. Speaking of statistics, "somebody who graduates at the 85th percentile on the achievement distribution can be expected to earn 13 to 20 percent more than the average student." (Eric Hanushek; "Education and the Economy: Our School Performance Matters").
To me, 1:1 devices in schools sounds like a wonderful idea. Thomas and Brown (A New Culture of Learning) point out that "Students are both willing and capable of learning from one another in deep and profound ways." The level of collaboration and teamwork in a 1:1 setting seems amazing in my eyes. I can just picture students working on projects together or providing real time constructive feedback on others' work. I think the level of engagement would be sky high! The overall attitude would change. Edwards even mentioned that the suspension rate dropped by 64%. This is probably due to the fact that students feel a strong connection to their learning and are interested to the point where they don't have to be in situations where they're up to no good. I learned that in a setting like this, you have to develop an environment that stresses the building of caring, positive relationships. Not only between principal and staff, but between staff and student. With a change this major, everyone would have to make adjustments. Taking baby steps is key, while developing a strong level of commitment as a team. Eventually, goals can be established and every part of the team can work towards achieving them together! Edwards suggested a few goals, some of which were engaging students in personalized, real time content, shaping a new vision of teaching, inquiry based learning, and global awareness/digital citizenship. I believe all of these are an integral part of the entire process of digital conversion. In terms of digital citizenship, the expectations would have to be made very clear from the beginning. Because students in a 1:1 setting would have access to technology throughout a majority of the day, an Acceptable Use Policy would need to be in effect for sure.
I'll end the first part of my book review on this thought: no matter who you are, teacher, student, or administrator, it's imperative that everyone learn with and from each other. One thing I have taken away from this book is that commitment is key. The teachers in this district put in the work and dedicated themselves to becoming better and more equipped to embrace "evolutional" capacity building (p. 62). There will be situations where change is necessary. There is always room for growth. Roland Barth says it best. In "Learning by Heart", he says, "In times of change, learning inherit the earth, while the learned find themselves beautifully equipped to deal with a world that no longer exists."
Of the successes mentioned, I liked that the personalization offered by the digital conversion has helped special education students work at their own pace and level. It's nice that you can incorporate multiple learning styles into most lessons with audio, text, movies, and/or photos! Along the same lines, no matter who you are, it's important that everyone has a chance. As I mentioned above, the digital conversion initiative has helped to level the playing field at the Mooresville Graded School District in NC. No matter a child's socio-economic status, all students are being provided a Macbook to use for educational purposes. It gives them something to look forward to, a chance to reach for the stars to show what they know. If students in these situations are able to apply their learning in unique and meaningful ways, they're more likely to succeed. The statistics back this up. Speaking of statistics, "somebody who graduates at the 85th percentile on the achievement distribution can be expected to earn 13 to 20 percent more than the average student." (Eric Hanushek; "Education and the Economy: Our School Performance Matters").
To me, 1:1 devices in schools sounds like a wonderful idea. Thomas and Brown (A New Culture of Learning) point out that "Students are both willing and capable of learning from one another in deep and profound ways." The level of collaboration and teamwork in a 1:1 setting seems amazing in my eyes. I can just picture students working on projects together or providing real time constructive feedback on others' work. I think the level of engagement would be sky high! The overall attitude would change. Edwards even mentioned that the suspension rate dropped by 64%. This is probably due to the fact that students feel a strong connection to their learning and are interested to the point where they don't have to be in situations where they're up to no good. I learned that in a setting like this, you have to develop an environment that stresses the building of caring, positive relationships. Not only between principal and staff, but between staff and student. With a change this major, everyone would have to make adjustments. Taking baby steps is key, while developing a strong level of commitment as a team. Eventually, goals can be established and every part of the team can work towards achieving them together! Edwards suggested a few goals, some of which were engaging students in personalized, real time content, shaping a new vision of teaching, inquiry based learning, and global awareness/digital citizenship. I believe all of these are an integral part of the entire process of digital conversion. In terms of digital citizenship, the expectations would have to be made very clear from the beginning. Because students in a 1:1 setting would have access to technology throughout a majority of the day, an Acceptable Use Policy would need to be in effect for sure.
I'll end the first part of my book review on this thought: no matter who you are, teacher, student, or administrator, it's imperative that everyone learn with and from each other. One thing I have taken away from this book is that commitment is key. The teachers in this district put in the work and dedicated themselves to becoming better and more equipped to embrace "evolutional" capacity building (p. 62). There will be situations where change is necessary. There is always room for growth. Roland Barth says it best. In "Learning by Heart", he says, "In times of change, learning inherit the earth, while the learned find themselves beautifully equipped to deal with a world that no longer exists."
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