1 Reply Latest reply on Jul 19, 2011 11:54 PM by mehdia1

    Five Steps for Implementing a Successful 1:1 Environment

    NaomiHarm

      Five Steps for Implementing a Successful 1:1 Environment

      Written By Andrew Marcinek

       

      Have you ever wondered what it really means to transform your district,  school, or classroom to a 1:1 environment? It is a term we hear a lot  about, but not all can see it or experience it. With the takeoff of the  iPad and its successor, the iPad 2, the education world is abuzz with  the idea of moving towards a 1:1 environment. But is it practical? For  some, it is a dream, a wish; for others, it is slowly becoming a  reality. So what does a 1:1 environment look like? How will the students  and teachers react? Is it the right direction to go?

      Step 1: Define the Goals of your 1:1 Program

      A 1:1 environment should be the goal of every learning institution;  however, this is not about devices, it's about access. I imagine every  school superintendent, principal, and teacher would agree that it is in  their best interest to provide their students with the best access to  the most current, scholarly information available. There is no doubt  that this idea is embedded in every school's mission statement. So let's  dig a little into the question of what a 1:1 environment looks like.

      Step 2: Define the Role of the Device in Your Classroom

      Some may argue that a 1:1 environment should focus solely on the device;  however, this is not the case. While selecting the right device for  your school is essential, making it the focal point is not the best way  to deliver it. The device is simply a device. It is not coming to take  over your classroom, nor is it replacing your quality teaching. Teachers  must welcome the device like their predecessors welcomed the chalk  board, the calculator and the CD-ROM. They must understand that this  device will give their students a better opportunity to share, connect,  and seek out information. This device will not be a distraction, but  another arm of the classroom.

      Step 3: Model How to Harness the Device's Power

      Once you have welcomed the device and take the time to understand it,  you must model for your students how to harness its power. If you are  still a bit unsure, you can seek out a student who is skilled on the  device or your Instructional Technology Coach. If neither of these  options is a reality for you, then find a colleague(s) who understands  the device and how it can work for you in your classroom. Demand good  professional development that not only presents the device’s  functionality, but displays examples of it in use. This professional  development should also be tiered by experience level. Differentiating  your professional development will create happy teachers and increase  the acceptance of the device or tool being displayed. Above all, knowing  the basic functionality of any device, whether it be a TI-84 calculator  or a piece of chalk, will ease your worries going forward.

      Step 4: Put It Away When Appropriate

      A 1:1 environment will not always have a device on display. There will  be times when your best lesson is done in the absence of technology.  Similarly, your students shouldn’t become attached to the device, but  understand when it should be accessed. Administrators should not demand  that device always be used as well. Allow your teachers some learning  and growing time as they begin to integrate the device. Continually  follow up with them and ask them how they have incorporated technology  and if they need any further professional development. The goal should  never be to rush technology integration, but segue but creating clear  objectives and goals for each teacher.

      Step 5: Teach, Model and Support Information Literacy

      Students should understand that a device is an avenue for learning and  discovery, but it cannot replace their own ability to think critically  and question. The device will give them access to a plethora of  information and potential answers, but it will not always give them a  clear course to follow. Also, as teachers, we must never assume that our  students know the best way around technology. While some of our  students could proudly display the badge of “Digital Native," many will  need coaching. Simply accessing Google or finding the hilarious video of  the singing Cat does not make you a digital native.

      Filtering information and knowing the most efficient route to a solution  is an invaluable skill. While students have access to more information  than any generation, their ability to filter is much more challenging.  Once your students understand that it is time to access the device, they  must begin to filter through a vast field of weeds. Students must  realize that Google is a great start, but not always going to provide  them the best direction. The ability to call upon key search terms and  look beyond Google are two skills every student must learn.

      A 1:1 environment should not be intimidating. It should be our ally in  the daily task to provide our students with the best access to  information and promote learning. There is no denying the rapid pace of  our world and its ever-changing economy. It is our responsibility as  educators - at every level - to prepare our students for this  environment. The environment will not adapt to them, they must adapt to  the demand of the market. A 1:1 environment is simply a start.

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