Technology & Learning - April 2008 - (Page HP2)

Case Study, Bishop Hartley High School, Ohio: The one-to-one program’s success at Bishop Hartley is evident every day, all day. Students carry Tablet PCs with them in the classrooms, halls, gym, and cafeteria, and they take them home at night and on the weekend. The mobility and ﬂexibility of the Tablet PC mean anytime, anywhere learning that inspires the students and teachers. At Bishop Hartley, enthusiasm for learning is on the rise, and new teaching and study methods are increasing staff and student productivity and improving learning outcomes. PROVEN OUTCOMES. NEW PARADIGMS In 1:1 digital learning environments, students use technology to meet instructional requirements in ways that address their skills and learning styles. Research has shown that when students work in an environment rich in technology that is integrated into the curriculum, engagement, time on task, and self-directed learning all improve. Experience shows us that an effective, successful one-to-one learning environment demands a spectrum of change. Curriculum leaders and frontline classroom teachers need to change their approach to create student-centered, constructivist environments in which technology empowers students to be self-directed learners. It’s a genuine shift from teacher-centered to student centered learning. What makes it work is a well-planned systematic process of change. An effective process typically includes these components: Policy Leadership Funding Curriculum Infrastructure Results Professional Development Intel’s K-12 Computing Blueprint (www.K12blueprint.com) offers detailed information, guidance, resources and case studies about effective processes for transitioning to anytime, anywhere learning environments. CREATING CHANGE District and building leaders who have instituted 1:1 programs report that making the change from a teacher-centered to student-centered learning environment requires time, patience, and a disciplined approach to detail. Upfront planning is critical, as is including all stakeholders in the decision-making and communications loop. Continuous communication as the process begins, launches, and then evolves is critical. PLANNING AT A GLANCE Serious, sustained planning is needed to initiate and support an effective 1:1 initiative. Three essential elements key to planning for 1:1 programs are: Set Goals: Establishing district goals is the foundation for any new initiative, and it is particularly important to begin with the rationale for moving to a 1:1 program. From improving equity of access to technology to increasing performance on standardized tests, a district or school should ﬁnd and deﬁne its priorities and reasons for moving to a 1:1 environment. Structure the Planning Process: The good news is that you don’t need to start from scratch. There are terriﬁc resources and tools available (See page 4). Typically, educators begin with a needs assessment and a Strengths, Weaknesses, Opportunities, Threats (SWOT) analysis to help deﬁne where a 1:1 program can make the most signiﬁcant difference for teaching and learning. Use Systemic Thinking: Strategic planning for 1:1 computing requires plans that take all of a district’s needs, resources, goals, and priorities into account before taking the leap into any new initiative. It’s important to include these factors in your planning approach: • Creating and sustaining technical capacity • Building public, political, and professional support • Developing and supporting policies that promote and sustain reform • Insuring adequate ﬁnancial resources to build, launch, and sustain the program • Integrating program evaluation and assessment tools and techniques IMPLEMENTATION The implementation process begins long before computers ﬁnd their way into students’ backpacks. While there are a host of factors that support successful implementation, among the most important are solid leadership, sound professional development for faculty and staff, and assessment. Leadership: From developing the district’s vision for the 1:1 initiative to overseeing the implementation action plan, strong leadership makes the difference. An effective leader is someone who commands respect, takes ownership and responsibility, has expertise and experience, provides guidance and direction and inspires others to change. Educational communities need effective leaders at all levels. “Leaders need knowledge of technology’s central role in student achievement, curriculum, and instruction, and they need the ability to articulate the district’s vision compellingly to all stakeholders. Leaders also need direct involvement in planning, piloting programs, and ensuring that curricular design, pedagogy, and school environments use the right technologies to maximize teaching and learning.” - Leslie Wilson, Director, Freedom to Learn 2 Special Section of Technology & Learning http://www.K12blueprint.com

Table of Contents Feed for the Digital Edition of Technology & Learning - April 2008

Technology & Learning - April 2008 Contents New @ techlearning.com Editor's Desk News and Trends Digital Age Assessment: Part 2 Anytime, Anywhere Learning Caught on Video Cover Story: Plan and Deliver Cutting Edge in Carolina Product Guide Reviews Best of the Blogs What's New LOY Profile Series

Technology & Learning - April 2008

For optimal viewing of this digital publication, please enable JavaScript and then refresh the page. If you would like to try to load the digital publication without using Flash Player detection, please click here.