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PLANNING  (Victoria  Department  of  Educa2on  and  Early  Childhood,  2011)  •  Consider  current  research    •  Establish  the  vision  for  1:1  Tablet  Learning  Ini2a2ve  •  Develop  communica2on  strategies  to  provide  to  stakeholders  about  the  1:1  Table  

Learning  Ini2a2ve  •  Conduct  cons2tuent  survey  to  determine    support  and  readiness      •  Develop  project  plan  •  Prepare  proposed  budget  •  Determine  Purchasing  Model  

PREPARINIG  •  Determine  table  t  and  appropriate  apps  •  Provide  administra2on,  faculty,  and  select  support  services  with  tablets  •  Provide  professional  development        •  Develop  support  documenta2on  and  policy  guidelines  for  student  and  teacher  use  •  Prepare  responses  to  an2cipated    ques2ons    

IMPLEMENTING  •  Order  tablet  devices  and  other  equipment  •  Update  network  infrastructure  •  Perform  tes2ng  of  devices  profiles  •  Conduct  parent  and  community  informa2on  sessions  regarding  Tablet  Learning  

Ini2a2ve.  •  Distribute  devices  to  students  

EVALUATING  •  Impact  on  student  learning  •  Impact  on  teaching  prac2ces  •  Effec2veness  of  professional  development          

Tracy  PlaO,  Ph.D.  and  Troy  PritcheO  

INITATIVE OVERVIEW

PROBLEM  TO  BE  RESOLVED:  Lack  of  access  to  individual  technological  tools  may  inhibit  students  opportuni2es  to  develop  21st  century    skills  that  will  be  required  for  college  and  in  life.    OVERARCHING  QUESTION:  What  is  the  process  our  district  will  follow  to  implement  a  1:1  tablet  learning  ini2a2ve?  

•  How  has  tablet  impacted  student  learning?  •  How  has  tablet  impacted  teaching  prac2ces?  •  Determine  effec2veness  of  professional  development.  

The  digital  na2ve  is  generally  comfortable,  knowledgeable,  and  literate  about  technologies  that  are  central  to  how  the  world  operates  (TapscoO,  1998).  They  have  grown  up  with  technology;  it  has  become  an  inherent  part  of  their  lives  and  is  woven  into  all  aspects  of  everything  this  genera2on  does.  Research  by  Spires,  Oliver  and  Corn  (2012)  shows  a  "New  Learning  Ecology"  has  developed  as  a  result  of  1:1  environments.  This  "Learning  Ecology"  display  similar  posi2ve  learning  characteris2cs:  Personalized  and  customized  learning,  social  and  emo2onal  support,  self-­‐regula2on,  collabora2ve  and  authen2c  learning  experiences  (McCombs  and  Whisler,  1997).  School  districts  that  have  implemented  1:1  iPad  ini2a2ves  are  assessing  the  influence  these  ini2a2ves  have  had  on  their  academic  achievement.  Research  is  showing  the  poten2al  of  increased  student  learning  and  performance  on  standardized  tests.    McCombs,  M.  &.  (1997).  The  learner-­‐centered  classroom  and  school:  Strategies  for  increasing  student    mo2va2on  and  achievement.  San  Francisco:  Jossey-­‐Bass.      Spires,  H.  O.  (2012).  The  new  learning  ecology  of  one-­‐to-­‐one  compu2ng  environments:  Preparing  teachers  for  shiging  dynamics  and  rela2onships.  Journal  of  Digital  Learning  in  Teacher  Educa6on,  28  (2),  63-­‐72.      TapscoO,  D.  (1988).  Growing  up  digital:  The  rise  of  the  net  genera2on.  New  York,  NY:  McGraw  Hill.  

 June-­‐August  2012  

August  2012  August  2012  

 September  2012  

 October  2012  November  2012    November  2012  

December  2012  January  2013  Ongoing  

   January  2013  January  2013  

May  201  2013  July  2013  Ongoing  

   August  2013  

Ongoing  Ongoing  Ongoing  

PLANNING  •  School  visits  with  school  who  have  implemented  1:1  ini2a2ves  •  On-­‐line  survey  tool  •  Develop  partnerships  with  subject  area  experts  •  Cul2vate  poten2al  gigs  from  donors  

PREPARING  •  Conferences,  other  school  districts,  forums,  other  networking  opportuni2es  •  App  request    and  evalua2on    forms  

IMPLEMENTING  •  Addi2onal  switches    •  Upgrade  of  bandwidth  •  Addi2onal  access  points  •  Addi2onal  cabling  •  Con2nued  u2liza2on  of  colleagues  for  troubleshoo2ng  support  •  Tablets  for  tes2ng  

EVALUATING  •  Quan2ta2ve  and  Qualita2ve  evalua2on  tools  •  Standardized  test  results  •  Classroom  assessments  •  Porkolios    Victoria  Department  of  Educa2on  and  Early  Childhood.  (2011).  21  steps  to  1-­‐to-­‐1  success  Retrieved  from  hOp://www.ipadsforeduca2on.vic.edu.au/userfiles/files/ipads_for_learning_21Steps.pdf    

Administra2ve  Team  and  Director  of  Technology  Administra2ve  Team  and  Director  of  Technology  Administra2ve  Team,  Director  of  Technology,  and  Public  Rela2ons  Office  Administra2ve  Team,  Director  of  Technology  and  Tablet  CommiOee  Administra2ve  Team,  Director  of  Technology  and  Tablet  CommiOee  Director  of  Technology  Administra2ve  Team  and  Director  of  Technology        Administra2ve  Team,  Director  of  Technology  and  Tablet  CommiOee  Technology  Department  Professional  Development  Facilitator,  Technology  Integra2on  Specialist,  administra2on,  faculty,  and  staff  Administra2ve  Team  and  Director  of  Technology  Administra2ve  Team  and  Director  of  Technology      Director  of  Technology  IT  Department  and  outsourced  IT  Company  IT  Department,  Select  Teacher,  and  Select  Students  Administra2ve  Team,  Director  of  Technology,  and  community      IT  Department        Administra2ve  Team  and  Director  of  Technology  Administra2ve  Team  and  Director  of  Technology  Professional  Development  Facilitator,  Technology  Integra2on  Specialist,  administra2on,  faculty,  and  staff  

Ohio  Department  of  Educa2on.  (2011,  March).  Proficiency  tests  reports  Retrieved  from    hOp://www.throughstudentseyes.org/ipads/Unlocking_Literacy_with_iPad/iPads_files/Unlocking_Literacy_iPad.pdf  

(1)  Vision  for  Learning  •  Indicator  b  

(2)    Con2nuous  School                    Improvement  

•  Indicators  c  and  d  (3)    Instruc2onal  Leadership  

•  Indicator  c  

 (5)    Systems  Management  

•  Indicator  s  a  and  e  (6)    Staff  Leadership  

•  Indicator  b  and  e