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The Device Conundrum - 1:1 vs BYOD

Posted by Unknown Kamis, 28 Maret 2013 0 komentar

Cross-posted at the Huffington Post.

As we continue to advance in the digital age schools and districts are beginning to re-think pedagogy and learning environments by instituting either 1:1 device programs or Bring Your Own Device (BYOD) initiatives. In my opinion, schools that wish to create the most relevant and meaningful learning culture will go in one of these directions. It is tough to argue the potential impact of either program that is implemented diligently and with a focus on learning that will not result in the enhancement of essential skills sets that our students need to succeed in today's digital world. Probably the most significant impact, either 1:1 or BYOD can have is in the area of teaching digital responsibility, citizenship, and the creation of positive footprints online. After all, in the real world that we are preparing our students for, technological literacies and proficiencies are the cornerstones of numerous career paths.

Image credit: Tony Vincent learninginhand.com

The decision on which way to go is usually determined by finances, which is unfortunate for those schools and districts who have their hearts set on getting a device in the hands of each and every student. Competition resulting from the continuous evolution of tablets, laptops, and now Chrome books, puts schools in a better position to make large-scale investments in mobile technology. In theory and on paper, a 1:1 program seems to be the best program for schools wanting to integrate technology on a macro level to enhance teaching and learning. Advocates for 1:1 programs will claim that it is the only way to go as it ensures equitable access to all students regardless of socioeconomic status.

With each student possessing a device, collaborative work using Web 2.0 tools is a reality for all students, both in an out of school, provided there is Internet access at home. In this day and age, finding a location with free WiFi is not such a difficult task. Maintenance becomes less of a headache for the IT department, as they only have to worry about one type of device. It also figures to entail a more streamlined approach when it comes to providing professional development to staff so that the devices are consistently utilized to support student learning.

The general case I make for 1:1 programs above is compelling, but is it the best option for our students today? The more I read about others' thoughts on this and reflect on the BYOD program we have instituted at New Milford High School, I am beginning to think that 1:1 programs are not necessarily the best option for our students. My main reason for this shift in thought is why would we want to pigeonhole our students to one single device and/or platform? Is that reminiscent of the real world that we are supposedly preparing them to flourish and succeed in? The fact is many students own and are comfortable with their devices. The digital divide in schools becomes smaller when bold districts, schools, and educators work to effectively integrate the technology that has been available for years outside their walls. BYOD has the ability to save districts money, but the real impact comes in the form or engagement and empowerment of students to learn on their terms. I have grown quite tired of the myriad of excuses to not move towards BYOD because it can and will have a positive impact with the right mindset, training, and support.

It makes sense to me to create a technology-rich learning environment that leverages available technology with that, which the students already own. This is what we have done at my school and experienced a great deal of success. In addition to BYOD, students and teachers have access to three PC labs, one iMac lab, one Macbook cart, one PC cart, and one netbook cart. The equity issue with BYOD in classrooms has been overcome with school purchased technology and the use of cooperative learning after my teachers determine which device(s) each student possesses and brings to school on a regular basis. In my eyes we are accomplishing the same goals, for the most part, as we would if a 1:1 program had been instituted. Students have access to technology and are using it on a daily basis to communicate, collaborate, create artifacts of learning, problem solve, think critically, become more technologically proficient, and develop a greater global awareness. The should most certainly be able to use it to replace more archaic forms of technology (i.e. pencil and paper) if they wish.

I am extremely interested to hear what others think about 1:1 vs. BYOD in schools. Do you think one is better than the other and if so why? If you are considering going down one of these paths, which one would you lean towards?

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Field of Dreams

Posted by Unknown Minggu, 10 Oktober 2010 0 komentar

As I write this post I am sitting in the Des Moines airport waiting for my flight back to the East Coast. I was fortunate to spend the last few days here in Iowa as a guest of Scott McLeod who founded and runs the C.A.S.T.L.E. program at Iowa State University. The purpose of my trip here was to learn about the deployment, facilitation, and observable impact of 1:1 laptop programs in various Iowa school districts. I have little experience in this area as I only know of a handful of districts in New Jersey that have these programs.

On Wednesday when I arrived my head was filled with unclear expectations as to what my takeaways would be upon my return east. Although I could envision some benefits of a 1:1 program in my school, I had no plans to pursue implementing one. Little did I know that I would be leaving with a wealth of information that could have the potential to radically transform the learning culture at New Milford High School. I also was unprepared for the amount of corn I would see virtually every minute of my journey through a state that really gets it from an educational standpoint.

First a little history on 1:1 laptop programs in Iowa. Last year approximately 17 Districts had deployed these programs in their schools. That number has now grown to 51 this year (see this map). Obviously the state of Iowa noticed something beneficial result from these programs as the number of 1:1 laptop schools tripled. Here are my observations and thoughts after touring three schools (K-12, 7-12, K-6) located throughout central Iowa:

We need to prepare our students to be doers and creative thinkers who can compete with their peers globally for jobs that have yet to evolve. Many schools across the country are not doing this and as a result our students are at a disadvantage.
A common message of change must be embraced by all stakeholders, especially Boards of Education and Central Office Administration, for 1:1 programs to be rolled out in schools. Additionally, the community needs to speak up and ask schools to do things differently if Districts would rather not break from the status quo. This last point was the driving force in one District we visited.
Students in schools with 1:1 programs don’t ask what they have to do to get the right answer as do those in other schools structured to teach to the test. Instead, they are asking thought-provoking questions, challenging assumptions, making interdisciplinary connections, applying acquired knowledge, and are immersing themselves in authentic learning experiences. These students are permitted to follow their passion, which results in the active pursuit of self-directed learning opportunities.
Teachers can easily and effectively differentiate content, projects, and assessments for students. I observed a great example of this in a 6^th grade class. As students finished work on their vertebrate Keynote projects, they immediately began working on math or language arts content that was found on their teacher’s website.
I observed students performing various tasks on the laptops that many teachers and administrators do not know how to do such as hyperlinking content, creating custom music using Garage Band for their presentations, constructing Wordles, using Paintbrush, and adding customized slide transitions. The latter two, I don’t even know how to do on Keynote. The significance of this is that students are then empowered to not only collaborate with each other, but to also teach the teacher. This can only occur in learning environments where control is relinquished, as was the case in many classrooms we visited.
Many teachers seamlessly integrated technology and computer skills into their lessons through modeling and reinforcement. In my opinion, this served to significantly enhance the curriculum as well as to refine and introduce advanced technology skills.
When asked whether or not parents embraced and accepted these programs, the uniform message was quite surprising. Parents were initially fearful of the program (i.e. cost to fix or replace), but those fears soon subsided. Each school then explained how the laptops were bringing families together outside of school. Engagement in many homes increased as families began to use the laptops together. I even heard about how some parents were annoyed that they couldn’t get their students to bed at a reasonable hour because they were constantly up late solving math problems on their laptops (this is a positive in my book). Other positives associated with the 1:1 programs include increases in student engagement and attendance, as well as decreases in tardiness and discipline referrals. You could see that the students thoroughly enjoyed coming to school and were not bored. I found it particularly fascinating that in one elementary school they found that the students’ enhanced presentation skills acquired from class gave them the confidence to speak in front of large adult groups. These same students Skype back into their classes when on vacation, sharing, with their peers, pictures and the history of the location they are visiting.
Recommendations: More professional development would go a long way in assisting the staff to effectively integrate the laptops in each school. Check out this post on Dangerously Irrelevant.

Each 1:1 school in Iowa represents a “Field of Dreams” to each and every student enrolled there. The students are afforded the opportunity to follow their passion, be creative, collaborate, and become active participants in the learning process. What struck me the most were the high levels of student engagement in classrooms where the tool was combined with a sound pedagogical foundation. In all cases, students were being prepared for the future. I leave Iowa motivated to provide my students with their own field of dreams. Thank you Scott McLeod!

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