One to One Computing in Indiana Gary Bates Indiana Dept. of Education email@example.com
BACKGROUND Lack of access – students receiving less than an hour a week using a computer Teachers constantly “fighting” for computer lab time New approach –viable and sustainable way to get computers in the classroom
Tony BennettSupt. Of Public Instruction “We will become the Department of ‘Make It Happen’ where we work to find ways to say “yes” to schools in their quest to provide outstanding learning opportunities for Hoosier students.” January 12, 2009
New Grant Guidelines • Coming soon • Fewer restrictions • Expand options for schools to leverage technology to improve student learning. • Online testing, and the practicality of its implementation will be given consideration. • Schools still need to maximize their grant dollars to get the most “bang for the buck.”
ANECDOTAL DATA • Fewer classroom discipline issues • Better attendance • Sharp decline in “disengaged” students • Little or no vandalism to the equipment • More authentice/”real-world” assignments • Students take more control of their learning through collaborative, project-based activities. • The role of the teacher changes.
KEY COMPONENTS TO SUCCESS • Administrative Support – Principals and superintendents need to support and understand the impact 1:1 computing can have on student academic achievement, as well as providing students with 21st century skills.
KEY COMPONENTS – CONT’D 2. Teacher buy-in - Teachers should be brought on board during the very first stages in the planning and grant writing process. Their insight, wants, needs, concerns, and fears, need to be addressed and taken into consideration when going to a 1:1 classroom setting.
KEY COMPONENTS – CONT’D 3. Tech Support - Not enough can be said about how important the role of the tech staff is to the implementation and success of the 1:1 program. Their input into the grant, the layout and design of the rooms, and their on-going support and training of staff is crucial and should be planned for accordingly.
KEY COMPONENTS – CONT’D 4. Professional Development – These grants provide financial support for training but these funds must be coupled with local commitment to teacher development. Teaching in a 1:1 environment doesn’t “just happen.” This is a radical paradigm shift for teachers and they will need a lot of time, patience, and support to successfully teach when they have computers available to them on a daily basis.
KEY COMPONENTS These four components are crucial. If any one of the four is missing, or is weak, the program suffers. As schools look to the 1:1 initiative for their own situation, they should give great thought to, and carefully consider, the time, effort, money, and energy to make this significant change work successfully.
IDOE’s ROLE • Assist /support schools in the implementation of classroom-based technologies. • Support the development and use of electronic networks, like distance learning, to provide specialized curriculum to students who, otherwise, would not have such access. • Provide training & curriculum support to individual schools & groups.
Tony Bennett “In every school, we will work to build a culture of creativity, agility, and innovation that ensures measurable results” firstname.lastname@example.org
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