Education Week - Managing the Digital District - October 2, 2013 - S6

1:X Initiative Seeks to Transform Digital Learning
By Matching Specific Devices With Assignments
CONTINUED FROM PAGE S2
in the long conversations we had about the kind of learning
we think kids need.”
The results are evident in Lewisville High’s once-staid library,
transformed into a university-like student center. As a steady
stream of students line up at the new coffee shop, dozens sit
around tables, surrounded by an array of digital devices.
During a recent lunch break, junior Janae Hart read a pa-
perback copy of Slaughterhouse-Five while scanning analyses
of the book on her iPad and looking up word definitions on her
smartphone.
“Just getting ready for class,” she explained.
TAKING ‘BABY STEPS’
While there have been some big changes inside Lewisville’s
classrooms, the implementation of the new instructional approach
that the 1:X initiative is meant to spur is proceeding unevenly.
But one of the bright spots is Rebecca W. Delozier, a nine-yearveteran
teacher who has been experimenting with online and
“flipped” lessons for years. Ms. Delozier is now in the process of
putting her entire biology curriculum on iTunes U, a course-building
app for managing digital class content.
During a recent lesson on animal behavior, she used her districtissued
iPad, iTunes U, and a digital tool called AirServer to project
information for her students onto the classroom smartboard.
In pairs, the students set to work developing infographics about
such topics as sexual selection. At one point, 15 students used 11
iPads, two classroom laptops, and six personal smartphones.
Unlike some districts that have bought devices, curricula, and
software applications as part of a single bundle, Lewisville Independent
expects teachers and students to personalize their devices
with the tools they like best.
It’s part of a larger philosophy that puts priority on “authentic
engagement,” said Penny Reddell, the district’s associate superintendent
for learning and teaching.
“There are a zillion different ways to make learning fun,” Ms.
Reddell said.
Some teachers, such as Ms. Delozier, were well prepared to take
advantage of the new combination of freedom and technology.
A self-described computer geek, Ms. Delozier said she now uses
her district-issued tablet to grade almost all student work. If a
student chooses to complete an assignment the old-fashioned way,
she said, “I’ll take pictures of the papers and grade the pictures.”
Ms. Delozier appeared unfazed by districtwide network problems
early this school year. She helped students shift to laptops
when their tablets had difficulty connecting to the Internet and to
personal smartphones when they needed to bypass the filters that
block access to many sites on district-owned devices.
Confronted with similar network challenges, though, Dawn
Chegwidden’s environmental science class bogged down. After an
extended delay, students ended up using their devices to search for
basic information needed to complete paper worksheets.
“Sometimes, you have to do baby steps,” Ms. Chegwidden said.
To help bring teachers along, Lewisville has adopted a “tiered”
approach to professional development. All 2,000 school staff members
involved in the program have received basic training on how
to use the devices. This summer, 665 of those teachers took additional
classes on the Mac operating system and iLife software.
Lewisville High School officials want
students to use the right device for
the right task.
Questions and Answers
On L.A. 1-to-1 Contract
CONTINUED FROM PAGE S4
either an older-model iPad or curricular content from multiple
providers.
But for Mr. Mockler, it’s that merging of device and curriculum
that is the cause for most concern.
Los Angeles Unified, he said, “hasn’t used this technology for the
purpose they’re now using it for, and the content hasn’t been tested
in Los Angeles with L.A. kids, under L.A. circumstances.”
Education Week:Why purchase devices and curriculum as part
of a single massive contract?
Hovatter: We wanted one system. Would you buy your engine
and car separately? You can always second-guess the risks.
It’s also risky to do two things independently and hope they
fit together and work well.
We have one mission as a district, and we would like to
have one source of accountability to achieve that, rather than
having the software people pointing fingers at the hardware
people [and vice versa]. So we forced a marriage between the
two [vendors].
EW: How did you weigh the relative importance of the device
itself, the content included on the device, and other factors
when reviewing bids?
Hovatter: Certainly, the content was important. But as it turns
out, the three [vendors] on the short list were all proposing the
same [Pearson] content. There was a consensus that this was
the best. So the devices themselves, their sustainability and
S6
EDUCATION WEEK | October 2, 2013
Managing the Digital District >>www.edweek.org/go/digitaldistrict-report
security and durability, the support team, the training that
was offered, the accessibility [of vendor staff] when we do have
questions, all were important.
SHORTENING THE TIMELINE
Apple’s initial bid for iPads preloaded with Pearson content,
operating under a five-year contract, came out to $1,125 per
device, meaning it would have cost Los Angeles Unified a total
of $743.6 million to purchase devices and content that would be
guaranteed until 2018.
District officials, though, were taken aback by that price tag,
as well as other similarly expensive bids they received. Ultimately,
Mr. Hovatter said, district officials made a difficult decision:
to offer their finalists, Apple and San Diego-based Arey
Jones, the opportunity to submit revised bids for three-year
projects.
EW:During the procurement process, Apple’s proposed price point
dropped almost 40 percent, from $1,125 to $678.58 per device.
How did that happen?
Hovatter: Our goal was to have [the device] guaranteed for five
years [including providing replacements for lost and damaged
devices]. Nearly all of the proposers saw that as a significant risk,
so they basically doubled their price. They were bidding it as if
they were going to have to provide two devices for every student.
EW:Aren’t there some serious risks associated with limiting the
contract to three years?
Hovatter:We would have loved to have a 10-year guarantee, but
that’s not provided throughout the industry, and it would have
been exorbitant to do. We will have to re-evaluate and make some
arrangements to have [the curriculum] continued [past 2016]. n
“
We wanted
one system. Would
you buy your
engine and car
separately? ...
So we forced a
marriage between
[Apple and
Pearson].”
MARK HOVATTER
Chief Facilities Executive
Los Angeles Unified School District
Mark Graham for Education Week
http://www.edweek.org/go/digitaldistrict-report
Education Week - Managing the Digital District - October 2, 2013

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