Technology Counts - March 14, 2013 - 12
1-to-1 BUILDING
BLOCKS
Putting a
computing
device in the hands
of every student
requires a willingness
to take risks and
an understanding
of what has worked
in the past
By_Amanda M. Fairbanks
P
eter Sanchioni likes to joke that he has five years to
prove the 1-to-1 laptop program his district recently
put in place is a resounding success. Either that, or
he’s out of a job.
Sanchioni is the superintendent of the Natick public
school system, a solidly middle-class district of about 5,000
students in Massachusetts. He first started looking into 1-to-1
programs, in which each student is paired with a school-issued
laptop or tablet computer, a few years back.
At the time, the district was home to an antiquated high
school that was barely equipped to provide Internet access to its
teachers, let alone to stream content simultaneously on thousands of devices. But when the construction of Natick’s new
high school came in significantly under budget, the school board
voted to spend the extra money on 1,500 MacBook laptops—
first for the 8th grade class, then for the entire high school during the program’s second year of implementation, at a total cost
of $1.8 million.
“So many kids were going home and doing their homework
on their laptops, and then in school, we’d hand them an old
textbook and a piece of paper and a pencil to take some notes
on,” says Sanchioni. “We had to change that.”
For the Natick schools, like hundreds of other districts
around the country, the goal behind the digital conversion
was simple: increase academic achievement. Despite the difficulty of investing in a costly program at a time when many
districts are also facing tighter budgets, a growing number
of districts like Natick are beating the odds by adopting costeffective 1-to-1 programs—and seeing results.
“The bottom line, at least in the areas of writing and [Engish/language arts], is that laptop programs have a benefit,
and they result in measurable student improvement,” says
Mark Warschauer, an education professor and associate dean
of the education school at the University of California, Irvine.
He recently completed an analysis of more than 50 studies
that examined the effectiveness of school laptop initiatives.
While many districts have yet to take the 1-to-1 plunge,
Warschauer was hard-pressed to think of a single district
that wasn’t piloting something, somewhere.
“It’s largely been a cost issue,” he says, noting that “laptops
started to take a big dive in price ... around the same time
the country went into a major recession, making the investment in 1-to-1 computing still beyond the reach of many districts. Warschauer recently was the author of Learning in
the Cloud: How (and Why) to Transform Schools With Digital
Media, which includes several chapters on 1-to-1 computing.
INVESTIGATING WHAT WORKS
Costs aside, Sanchioni saw a need to shake things up in his
district.
While a review of Natick’s sat and Advanced Placement scores,
the percentage of students on its honor roll, and the dropout rate
didn’t reveal any major achievement problems,
Sanchioni recalls seeing a certain “flatness to
everything.”
At first, he began by investigating a
handful of districts that had already
started 1-to-1 initiatives, and he even
ventured across the country to Cupertino, Calif., to tour the Apple Inc. head-
Districts
SEE VALUE in Ensuring Home-School
CONNECTIONS
But education
leaders are
wrestling with
how to put
measures in
place to allow
school-issued
digital devices
to go home
with students
12
EDUCATION WEEK
By_Amanda M. Fairbanks
A
shley McCaslin teaches in a one-room
schoolhouse on the island of Frenchboro,
about eight miles off the coast of Maine.
In her classroom, where seven students span six grade levels—from kindergarten
to 7th grade—each has his or her own state-issued MacBook.
Whether class members are participating in a
video discussion via Skype in reading groups with
students in other communities, writing essays
in Google Docs, or building a social studies wiki,
McCaslin sees the laptops as their key link to the
outside world. And, she says, for the 7th graders,
who take the devices home in the evenings and on
weekends, they offer nothing short of salvation.
“The kids can start feeling really socially isolated,” says McCaslin, 23, a first-year teacher. Of
the island’s 30 year-round residents, most work
in some capacity in the lobster-fishing industry.
“For my older students, [the MacBooks have] really become their lifeline.”
To be sure, Frenchboro is an extreme case, set
apart by ocean waters and sparsely populated.
But experts on digital learning say it illustrates
the importance of using today’s technological
tools to bridge homes and schools in all kinds
of communities—rural, suburban, or urban—
and give students online access to learning re-
>> MARCH 14, 2013
sources well beyond the school day.
Yet, as increasing numbers of school districts
have put 1-to-1 computing programs in place, administrators are wrestling with whether to allow
those devices to go home with students at the
end of each day. While nearly all educators see
the value in continuing learning and instruction
beyond the school day, they also have questions
about how to let students take the devices with
them without too much risk of damage or misuse.
HOME USE REQUIRED
In 2002, when a pioneering program in Maine
provided each middle school student with a laptop computer, the state first gave districts the
choice of whether or not to let their students take
the devices home. Within a few years, half the
state-issued laptops were headed home, while the
other half remained under lock and key until the
start of the next school day.
The program, which later expanded to include
high school students, has since made it mandatory that all participating districts allow students
to take their laptops home. In terms of protecting the devices that are sent home, Maine has a
contract with Apple to provide various levels of
protection. The partnership with Apple allows for
a certain percentage of surplus devices, should
any laptops get lost, stolen, or damaged beyond
Senior Ariel Camacho
raises her hand during
class at Ramona High
School in Riverside, Calif.
Camacho uses an iPad to
take notes in her classes
and to access the Internet
at home.
repair. The state also takes out a catastrophic loss
plan to cover large-scale loss—for instance, should
an entire school building burn down. Otherwise,
explains Jeff Mao, the director of learning-technology policy for the state department of education, schools would have to amend their building
insurance plans to account for the additional value
of the computer equipment.
Finally, each community follows an individual
plan to suit its needs. Some districts opt to purchase additional insurance, while others pass
along any additional costs to families.
“Before we made it mandatory, students only
had 50-minute blocks of time in order to get
something done. It’s difficult to construct something coherent in that time frame,” says Mao.
“In general, we saw that integration was
far less likely to occur when they didn’t
go home with the students,” he says. “By requiring they be sent home, we started making
Technology Counts - March 14, 2013
Table of Contents for the Digital Edition of Technology Counts - March 14, 2013
Technology Counts - March 14, 2013
Contents
Tackling a ‘Complicated’ Digital Task
Faster Internet Speeds Wanted
E-Rate Assistance Needed Beyond School Walls
1-to-1 Building Blocks
Districts See Value in Ensuring Home-School Connections
Designing Better PD Models
Ed-Tech Training Options
Designing a New Digital Look
Spaces for Blended Learning
K-12 Technology Usage
Data Development Drives Change
Technology Counts - March 14, 2013 - 1
Technology Counts - March 14, 2013 - 2
Technology Counts - March 14, 2013 - Contents
Technology Counts - March 14, 2013 - 4
Technology Counts - March 14, 2013 - 5
Technology Counts - March 14, 2013 - 6
Technology Counts - March 14, 2013 - Tackling a ‘Complicated’ Digital Task
Technology Counts - March 14, 2013 - Faster Internet Speeds Wanted
Technology Counts - March 14, 2013 - 9
Technology Counts - March 14, 2013 - E-Rate Assistance Needed Beyond School Walls
Technology Counts - March 14, 2013 - 11
Technology Counts - March 14, 2013 - Districts See Value in Ensuring Home-School Connections
Technology Counts - March 14, 2013 - 13
Technology Counts - March 14, 2013 - 14
Technology Counts - March 14, 2013 - 15
Technology Counts - March 14, 2013 - Designing Better PD Models
Technology Counts - March 14, 2013 - 17
Technology Counts - March 14, 2013 - Ed-Tech Training Options
Technology Counts - March 14, 2013 - 19
Technology Counts - March 14, 2013 - Spaces for Blended Learning
Technology Counts - March 14, 2013 - 21
Technology Counts - March 14, 2013 - 22
Technology Counts - March 14, 2013 - 23
Technology Counts - March 14, 2013 - K-12 Technology Usage
Technology Counts - March 14, 2013 - 25
Technology Counts - March 14, 2013 - Data Development Drives Change
Technology Counts - March 14, 2013 - 27
Technology Counts - March 14, 2013 - 28
Technology Counts - March 14, 2013 - 29
Technology Counts - March 14, 2013 - 30
Technology Counts - March 14, 2013 - Cover3
Technology Counts - March 14, 2013 - Cover4
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http://ew.edweek.org/nxtbooks/epe/ew_20120822_v2
http://ew.edweek.org/nxtbooks/epe/ew_20120822
http://ew.edweek.org/nxtbooks/epe/ew_test
http://ew.edweek.org/nxtbooks/epe/diplomascount_2012issue34
https://www.nxtbookmedia.com