November 2012 Newsletter 

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The mission of One-to-One Institute is to transform education by personalizing learning through universal access to technology.




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Keene
 
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Project RED II Has Been Launched!! 

 

A series of activities are planned to "bring research to results" across the nation.   Get involved!! 

 

 Stay tuned and visit: 

www.projectred.org 

 

 

1:1 Institute Board of Directors

Dr. William A. Hamilton 
    President
Dr. Brian A. McNulty 
    Chairperson of the Board
TBA (Jan 2013) 
    Treasurer

Dr. Eileen Lento 

    Secretary

Ms. Camille Jones 

     Trustee

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Technology for Learning:  A Guidebook for Change

 

Tech & Learning recently produced a new guide for school districts, administrators,teachers, and community members interested in implementing change in education by integrating technologies in all aspects of a student's learning. Written by Leslie Wilson and Mike Gielniak from the One-to-One Institute, the book is a comprehensive narrative of the steps necessary for successful planning, designing and implementing one to one teaching and learning programs.

 

This FREE online book can be found on the Digital Learning Environments

 

 

 

 

lWilson

wilson

Newsletter Focus:  

Student Outcomes in 1:1 Environments

By Leslie Wilson, CEO 

One-to-One Institute

 

One-to-one teaching and learning has grown nationally and worldwide.  In 2011, Intel and One-to-One Institute developed the first national one-to-one site database.  At that time there were nearly 2000 verified one to one programs.  The Hayes/Greaves research 2008 report, "America's Digital Schools:  Six Trends to Watch", underscores the dramatic advances and aspirations for one-to-one programs across the country.  While many educators and politicians spoke against the viability and efficacy of one-to-one projects, the numbers of new one-to-one programs and interested states/districts has grown at a rate of over 4% a year.

 

At the same time, a substantial body of research is proving the value of investment (student achievement and financial), for these programs.  One-to-one projects that have been studied show increased student achievement and development of 21st century skills (A Meta-Synthesis of Research on 1:1 Technology Initiatives in K-12 Education, 2012); The Berkshire Wireless Initiative 2009; Project RED 2010; University of Memphis CREP 2005-08; Metiri Group 2006-08, Maine 2006-08).  

 

A one to one teaching and learning environment is a major building block on which 21st century skills, knowledge and experiences can be built.  Having his/her own personal, portable technology across curricula allows the learner to grab hold of learning in self-directed ways.  They can retool and relearn or advance and dive deeper into advanced knowledge and experiences.  

 

One-to-one scenarios can power up personalized learning. According to the Project Tomorrow survey reports from 2003-2011, students have told us that they 'want a more personalized learning environment' and that they 'are frustrated with the unsophisticated uses of technology in their schools.'  Research shows that while a one-to-one student to computer ratio seems to have a greater impact on student outcomes, another important factor is effectively implementing the one-to-one solution.  Project RED outlines nine key implementation factors necessary to achieve measures of success.  Those factors and tools to guide that process can be found at  www.projectred.org.

 

The following is an overview of student outcomes and benefits from 'well implemented' one-to-one solutions:

  • increased engagement & achievement
  • ability to use, create and assemble digital curricula and other learning resources
  • personalization of instruction and pedagogy
  • increased attendance
  • development of 21st century skills:  problem solving, collaborating, communications, self-directed learning, research, analysis and synthesis
  • enhancing inquiry-based learning
  • communication connect between home and school
  • content/curriculum products and creations

 

This issue's authors discuss student outcomes in 1:1 environments from a variety of perspectives and practical experiences. Let us know your comments, questions to keep this important conversation going across our community of practice.

 

Cheers,

Leslie

   

Article2

Kent School District's Post-Implementation Research Findings Similar to those by Project RED

By Rebecca Keene 

One-to-One Program Specialist

Kent School District, WA

 

Shortly after the inception of One-to-One in Kent School District, the school board had an evaluation of the Kent Technology Academy Project RED report. The evaluation's findings were so positive that KSD's Board of Directors approved the expansion of the One-to-One laptop program to continue the Technology Academy schools and, later, to all secondary schools in the district. As our One-to-One program has grown, it has become increasingly difficult to assess specifically how achievement data correlates to the level of technology access with such a significant number of variables.completed by an outside research firm. Completed in 2007, this e valuation showed findings similar to the to the Project RED report. The evaluation's findings were so positive that KSD's Board of Directors approved the expansion of the One-to-One laptop program to continue the Technology Academy schools and, later, to all secondary schools in the district. As our One-to-One program has grown, it has become increasingly difficult to assess specifically how achievement data correlates to the level of technology access with such a significant number of variables. 

 

Students and teachers involved in Kent School District's One-to-One Lapt

op Initiative complete an annual survey about the program. The survey asks 

respondents to state their agreement on a scale (agree, neutral, disagree) in reference to 11 statements about the program. In May 2012, almost 4000 students and 300 staff members responded to the survey.

 

To learn more about Kent's survey results, click HERE.

Article3

Making "Anytime Anywhere Learning" a Reality

By Ann McMullan 
Executive Director Educational Technology
Klein ISD, TX
 

computer class

In the data driven decision world in which our K-12 system of education now functions it is nearly impossible to consider any aspect of school practice without having to answer the question, "how does it improve student achievement?" This question comes up repeatedly whenever the topic of technology in schools in general, and one-to-one computing specifically, is the focus of consideration.

 

Technology, like any other initiative or instructional tool, can have a very positive impact when implemented correctly but it can also have little or no impact when used inappropriately or only as an optional add-on to the instructional day. One-to-one computing provides students with access to powerful productivity tools and limitless resources. It takes dedicated skilled professionals to leverage those tools to truly make a difference in student success. In effective schools, multiple programs go on simultaneously, all geared toward student success. It is impossible to isolate any one strategy as the "silver bullet" that made all the difference. Still, the question about technology's impact on student success, as measured by test data, continues. 
 
Klein ISD has been implementing a one-to-one Tablet PC program since 2006, adding one school at a time. This school year nearly 12,000 students in our district, spread across 5 campus locations, have Tablet PCs assigned to them to use throughout the school year, at home and at school. Next year an additional school will be added, bringing the total to 15,000 students. Two of the five locations opened as one-to-one schools so no historical data is available to do a "before and after" one-to-one test data comparison. Our fifth campus just went one-to-one this year. 
 
Key to the success of the one-to-one program is the idea that providing every student with a Tablet PC requires a paradigm shift in the approach to learning and teaching across all content areas. Strong leadership and high expectations from the building principal, combined with ongoing support for teachers is critical. Teachers receive their Tablet PCs one year before their students. Job-embedded professional development, with a focus on changing instructional strategies to a more personalized, student centered approach is the focus of the new classroom experience. 
 
For more about Klein ISD's 1:1 success, click HERE.
 
Greaves

Charleston County School District's 1:1 Personalized

Learning Initiative: The World in Their Hands

By Dr. Kristen Brittingham

Technology Learning Specialist

Charleston County School District, SC

 

In just over a year, Charleston County School District has deployed over 6,500 iPads school-wide in 3 elementary schools, 2 middle schools and 3 high schools and targeted classrooms in additional schools including ESOL, Deaf and Hard of Hearing, Autistic, STEM and early childhood.  During this short amount of time, the District has identified 3 determining factors for improving student outcomes. 

 

The first and most significant message- it is not about the technology.  In order for a 1:1 implementation to be successful, it is essential for the focus to be on instruction.  Personal mobile devices are a tool in the classroom.  Instructional leaders were quick to learn that a worksheet is still a worksheet even if it is on the iPad.  Although it is very impressive to watch a first grade student access a wiki, locate a document, modify the document and submit their work to the teacher, this is not going to improve student outcomes.  As an alternative, Charleston County School District is moving towards a 1:1 personalized learning environment that is truly learner-centered.  

 

To find out how Charleston County School District models personalized learning, click HERE. 

 

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