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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