2007+ISTE+1-to-1+Webinar

toc . __Presenters__: Pamela Livingston, Kimberley Ketterer, Anita Givens __Host__: Bard Williams, Ed.D.
 * Strategies for Building a Successful 1-to-1 Computing Program**

//The following content is posted solely for the planning purposes of Constellation Schools that are implementing a 1-to-1 program. Content is the property of [|ISTE]. Constellation Schools' Coordinator of Technology is an ISTE member and attended this webinar. Some links & notes have been embedded to related planning information for Constellation Schools. //

  Based in part on the book //1-to1 LEARNING, Laptop Programs That Work //Available at: http://www.iste.org/source/Orders/isteProductDetail.cfm?product_code=LAPTOP

Peck School, Morristown, NJ =1-to-1 Learning=
 * Pamela Livingston** http://www.pamelalivingston.com/

**Laptop Program — Intro**

 * Pamela Livingston, author of //[|1-to-1 Learning: Laptop Programs That Work]//
 * //A copy of this book was purchased for each staff member at the Constellation 1-to-1 schools.//
 * Based on interviews with over three dozen laptop leaders and in-depth interviews with Maine, Michigan, Henrico, Denver School Sci & Tech, Urban School, Whitfield School
 * Also includes a synthesis of research and author’s experience leading a successful laptop program now in its 9th year for teachers and 8th year for students

**Things to Consider**

 * Have you involved educators and all stakeholders in your discussions?**
 * Even before a formal committee is established, educators need to be part of the discussion.
 * Educators (teachers and administrators), parents, Board members and students all have a viable stake in a laptop program.
 * Planning is vital to success—and a committee composed of your stakeholders should be formulated as soon as possible.
 * Care should be taken to have all constituents represented.
 * Documenting and sharing all your discussions makes good sense.
 * Consider vendor involvement carefully. Other large-scale schools have found it best to not involve vendors right away.


 * Mission and Philosophy as driving forces**
 * Beware of what Alan November terms “spray and pray”
 * What precisely will laptops do for your district/state/school?
 * What teaching and learning goals exist that would be enhanced by a laptop program?


 * Planning and visioning committee and their their own education**
 * Reach out to other schools/districts with laptop programs and visit, see, ask about their experience.
 * Attend conferences and seminars that feature laptop leaders and teachers (NECC, Lausanne, AALF’s Leadership Summits).


 * Money**—How will you fund your program?
 * Be sure to involve stakeholders/constituents here
 * Who will own/purchase the computers, you or parents?
 * If parents, how will you fund those unable to pay?
 * Consider leasing deals as many manufacturers make these attractive
 * Be sure your funding continues—many major initiatives have to rerequest every few years


 * Staffing**—you will need people to plan, implement, and support program.
 * Infrastructure**—your network will have to be ready.
 * Logistics**—everything from insurance to laptop cases to locks.


 * Are you ready to invest in the long term**
 * Teachers, students and parents in laptop program surveys say they don’t want to go back to teaching and learning without laptops.
 * Costs for hardware/software/network, continual training and support continue after implementation.


 * Commitment**
 * Results aren’t immediate with a laptop program—except for some factors (attendance, e.g.).
 * Even when the program is going well, there’s a well-know 4th year slump.
 * Time to renew, refresh, rethink.


 * Assessment**—sometimes not done but important for continuance
 * Consider having higher ed involvement from the beginning.
 * Qualitative surveys
 * Test scores might not improve — attendance, motivation, depth of teaching and offerings generally improve.


 * A complicated undertaking with no end in site**
 * Needs plenty of EPC — Educators, Planning and Commitment
 * Can greatly enhance teaching and learning

Eugene, OR =Technology Infusion Initiative=
 * Kimberley Ketterer**

Eugene School District 4J Technology Infusion Initiative One-to-One Phase Kimberley Ketterer Ph.D.

**Technology Infusion…**

 * Differentiates instruction for student abilities
 * Enhances classroom instruction
 * Assesses student achievement efficiently
 * Provides remediation for struggling students
 * Targets higher level thinking skills
 * Enhances or reinforces the learning of content

**One-to-One Phase**

 * Three levels planning together the implementation and curriculum scope and sequence…


 *  Howard Elementary School
 *  Kelly Middle School
 *  North Eugene High School

**Guiding Key Questions**

 * What will our one-to-one phase include? (i.e. laptops, software, peripherals...)
 * How will achieve “buy in” from staff and provide comprehensive professional development?
 * Which level and classrooms will be first?
 * How will this technology impact the network and electrical infrastructure?
 * How will this phase be funded?
 * Who will be involved in developing implementation plan?

**First Things First…**

 * A planning group
 * “Readiness” assessment and guidelines
 * A realistic timeline for acquisition, professional development, and integration

**Establish a Technology Leadership Team (TLT)**

 * On Each Site Team
 * Building Representation
 * One teacher from each grade level or department
 * Building Administrator
 * Parent
 * District Representation
 * Technology Integration Specialist
 * Technical Support Specialist
 * Network Services Specialist
 * Finance Personnel

**Readiness Guidelines:**

 * __Administrative Support__
 * __Teacher Support__ and “buy in”
 * Comprehensive __Professional Development__ and collaboration
 * __Equipment__ acquisition plan and timeline
 * On Site __Technical Support__

Ensures that:
 * Administrative Support**
 * Integration of technology becomes non-negotiable.
 * Classroom teachers understand the responsibility for planning and teaching content-based technology lessons.
 * The school is staffed with appropriate technology personnel - certified “tech coach” and classified “technical specialist.”
 * Professional growth plans for classroom teachers with goals for technology integration.
 * All staff receive ample opportunities to learn best practices in technology integration.
 * Teachers feel safe taking risks.

Committed to:
 * Teacher Support**
 * Accepting the “digital native student”
 * Setting personal instructional technology professional goals
 * Shifting educational paradigm
 * Participating in on-going sequential professional development
 * Learning different teaching methods and strategies
 * Working collaboratively with the whole staff

Year 1: Year 2:
 * Professional Development**
 * Customized building comprehensive workshop series for learning new methods and strategies for teaching and learning with with Technology.
 * Very “hands on”.
 * Summer Institute
 * Designated staff development days (6/year)
 * Customized “one topic tune ups”

Year 1: Year 2: Year 3:
 * Equipment:**
 * Laptop for every teacher
 * LCD Projector for every teacher
 * Speakers for every classroom
 * Digital camera for every teacher
 * Mobile laptop carts 2:1 with wireless access points and printers
 * Mobile Lab for every classroom
 * Wireless Infrastructure
 * SMART Board for each grade level
 * SMART Board for every classroom
 * Laptops for all sixth graders
 * SMART Boards for each department


 * Technical Support Roles**
 * Technical Hardware/Software Support & Management
 * Technology Integration Coach
 * District Subscription Set-Up (i.e.Holt textbooks online, student email, Moodle courseware, etc.)
 * Addition Technology Infusion**
 * iPods
 * Handhelds
 * USB Microscopes
 * USB Music Keyboards
 * Document Cameras
 * Scanners
 * Digital Camcorders
 * Jump Drives
 * Jump Drives

Austin, TX =Texas Immersion Project=
 * Anita Givens**

Texas Technology Immersion Project

**Purpose:**
To explore the impact of technology immersion on student progress by providing each student with a wireless mobile computing device, software, and other learning technologies.

**Technology Immersion Model:**
Six critical technology resources at the same time as part of a “technology immersion package”

slide 35

**Six Critical Components of a Technology Immersion Package**

 * A wireless mobile computing device for each student
 * Ongoing professional development
 * Online instructional resources
 * Online diagnostic assessment tools
 * Productivity software tools
 * Technical support


 * If we knew then what we know now…** (detailed below)
 * Leadership, Vision and Planning
 * Inspire a shared vision for effective use of technology for teaching and learning
 * All leaders must model the effective use of technology as an integral part of their professional activities
 * Create a planning and leadership site-based decision-making team
 * Communicate the expected impact on learning
 * Teacher Readiness and Receptivity
 * Ensure teachers have a clear understanding of their roles and responsibilities
 * Engage teachers in identifying individual professional development needs
 * Consider incentives and recognition of progress
 * Include sufficient ongoing pedagogical and technical support
 * Obtain Stakeholder Buy-In
 * Ensure all stakeholders are fully informed and included in the project
 * Conduct community nights and rollouts to engage parents and community
 * Research other immersion initiatives
 * Keep stakeholders informed of progress and encourage site visits
 * Commitment of Time and Support
 * Teachers will need a common planning time with grade-level and subject area peers to develop lesson plans, reflect on progress and mentor one another.
 * Teachers will need time to learn new curriculum strategies, implement in the classroom, and modify to meet individual student needs.

Leadership Team Members  Central administrator  Campus principal  Campus technology specialist  Curriculum specialist  School librarian  Project director  Data liaison  Community and business partners  Clear definition of roles and responsibilities  Clear metrics for gauging success

**Lessons Learned**
Mentoring: Personnel: Plan for:
 * Teachers, principals and others engaged in the project benefit from sharing experiences with personnel engaged in similar projects.
 * Exchange of ideas, lesson plans, classroom management techniques and troubleshooting tips offer insight and reinforce effective practices.
 * Plan for new teachers and personnel changes
 * Document plans to inform, train and incorporate new personnel into the project
 * Managing passwords
 * Data needs for subscriptions, management systems, evaluation and reports
 * Equipment
 * Carrying case or backpack - size
 * Security during classes such as P.E.
 * Battery life, recharging, replacement
 * Nametags
 * Policies
 * Peripherals
 * Model changes and upgrades

The TIP Toolkit is available on the TEA TIP Website: http://www.tea.state.tx.us/technology/tip More information on TIP: http://www.txtip.info More information on the evaluation of TIP http://www.etxtip.info

Thanks for your participation! Pamela Livingston pamelalivingston@patmedia.net Kimberley Ketterer ketterer@4j.lane.edu Anita Givens Anita.Givens@tea.state.tx.us

© 2007. All rights reserved. Presentation may not be used or excerpted without express, written consent of [|ISTE]. //The previous content is posted solely for the planning purposes of Constellation Schools that are implementing a 1-to-1 program. Content is the property of [|ISTE]. Constellation Schools' Coordinator of Technology is an ISTE member and attended this webinar. Some links & notes have been embedded to related planning information for Constellation Schools. //