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.
Logan great insight on the topic of 1:1 devices. You provided an interesting quote that I am torn between. “Teachers need to integrate technology seamlessly into the curriculum instead of viewing it as an add-on, an afterthought, or an event.”
ReplyDeleteApart of me is all for it and support teaching the students computer skills that they will most definitely need in the work place. The jobs that are coming require computer and software skills. Teaching for instance, for adults who did not grow up with laptops and devices are struggling to keep up in the digital age due to lack of basic skills. (To no fault of their own, mostly.) Does your author give any insight on an appropriate age to start the initiative. I feel as though maybe middle and high school are a little more responsible (not necessarily smarter choices) with devices in terms of work time on the computer vs. playing on the computer.
Another part of me is thinking, students spend a significant amount of their time at home on a device. Is there a limit as to how much of their day should be spent on a device.
I think it is amazing that the research you found to support devices showed a 89% increase in results. I can't help to think that a portion of that increase comes from knowing how to use the computer, keyboard, punctuation and basic elements. I know in the elementary age, we do a lot of hands on, interacting and moving around the room. And when the students have to take a test on the computer, they simple do not know the basic functions such as using the period when putting a decimal in money. Which brings me back to supporting device usage more.
Interested to know your thoughts!
Hi Logan, This book sounds like an interesting read for me.
ReplyDeleteI teach fourth grade in Fairfax County Public Schools and my school went 1:1 for grades 3-6 three years ago. Our computer teacher was able to figure out a way to get some computers for free from the government. He goes and picks them up in his own vehicle from a warehouse and puts the necessary software on them so that students can use them. Students were very excited to be able to have access to their own computer for the year. There wasn't any formal training for teachers and how they could use these computers with students effectively in the classroom. Also, we do have an acceptable use policy that we go over at the beginning of the school year. Even though they took this policy home and reviewed it with their parents, students were still constantly on approved and unapproved website games, toggling back and forth to different places instead of staying where they were supposed to be on their computers. There are digital citizenship lessons provided by FCPS to teach students about appropriate use of computers but due to all the content we are required to teach and preparing students for three SOL tests at the end of the year creates a lack of teaching computer etiquette skills. I wonder if I try to integrate these digital citizenship lessons into other areas of the curriculum, would they be taught to students.
Students during indoor recess my team banned the use of computers and they had to find a board game, cards, Uno, and other games to play during this time. This was very difficult for our students at first but as the year continued students were able to stop asking to use their computers and actually enjoyed communicating and playing non-computer games with their classmates. My point here is that if you model what you want students to do, they usually follow your lead.