The Experts Weigh In On 1:1

For the last installment of our series on the Burlington High School’s (BHS) , Patch consulted experts in education, technology and research.  While Burlington is a pioneer in Massachusetts, there are other areas of the country that are ahead of us.  If you believe the proverb “wise men learn from other men’s mistakes,” that’s good news.  By watching how other systems have succeeded or stumbled when implementing technology, Burlington can work toward a smoother transition for its own teachers and students.

In a recent study conducted by the Department of Psychology at the University of Michigan, researchers stated that the most important aspect of computers in education is that they provide drill and practice for the student.  “Unlike teacher instruction, which may become tedious over time, computers provide motivation to the student to continue learning (Leu, 2000).”

Andrew Marcinek is a writer for Edutopia and has been an English teacher for seven years.  Marcinek has worked in two school systems in Pennsylvania during their 1:1 implementation programs, which gives him a unique perspective on a relatively new educational reform.  According to Marcinek, the two school systems chose very different paths to technology implementation. One system chose to pilot; the other did not. The results varied dramatically.

“Piloting provided the benefit of a smooth transition,” said Marcinek. “Everyone got acclimated and had time to see how it would work with their curriculum, in their classroom.”

According to Marcinek the school system that chose not to pilot was not able to use the technology as effectively.

“The professional development wasn’t there and the transition was too abrupt,” said Marcinek. “They wanted to wear the badge of an innovative technology school, but they didn’t put the professional development behind it."

When asked how long it took that school system to get control of their powerful new investment, Marcinek replied “they aren’t there yet.”

The researchers at the University of Michigan seem to agree with Marcinek. The study states that when new technologies are integrated into the classroom, both teachers and students need to become accustomed to it before they can fully reap the benefits.  Because of this, "teachers' first technology projects generate excitement but often little content learning.  Often it takes a few years until teachers can use technology effectively in core subject areas (Goldman, Cole, & Syer, 1999)."  

John Carver, Superintendent of Schools for Van Meter, Iowa reports a very different experience.  Carver’s school system implemented MacBooks in September 2009.

“First order change happens incrementally,” said Carver. “We went with second order change- burn the boats. For the first year, the kids learned content from us and we learned how to use computers from them.”

Carver would not change a thing, but admitted that expectations were low for the first year. Each teacher was expected to have an online syllabus.

“We didn’t set mile markers because we didn’t want the teachers to just work to that marker,” explained Carver.  “Instead, we have exceeded expectations.”

Carver also explained that the 1:1 implementation has enabled him to market his school system.

“We wanted to become part of the conversation,” said Carver. “One of our goals was to market ourselves and have people move to our district.”

Van Meter is a small community just west of Des Moines. The district has 630 students in grades k-12.

Although the Van Meter school system did not pilot, professional development was a key factor in the system’s success. Carver detailed a well thought out professional development plan. The school’s librarian put out Web 2.0 tools and Professional Development Communities were formed and met twice a week for 45 minutes in the morning throughout the school year.

“We negotiated our start and stop times with the unions so it didn’t impact the teachers,” explained Carver.

The Van Meter school system chose the more expensive MacBook.

“The iPads eventually will get there but they have no USB port. You can’t save things to a hard drive and the MacBooks allow us to review every computer in the inventory,” said Carver.

Carver’s system has very strict controls in place to monitor usage of the MacBooks. When a student first gets a MacBook, there is a session that includes both parents and child. Passwords are given at this session and rules are reviewed. In the first year of implementation, the district provided orientation meetings every quarter. After the initial year, orientations were provided once a year at the start of the new school term.

The school’s MacBooks are locked, which means students cannot download anything without permission from the administration. In addition, the administration has the ability to monitor the MacBooks in real time.  They can even monitor conversations between students.

For example, Carver said that the monitoring system once caught three students using their MacBooks to gamble.  The students were immediately summoned to the school office and they lost their MacBooks for a period of time. Just knowing that they are being monitored is enough of a deterrent for most kids.

Carver also touted the school’s digital citizenship program which he says is woven throughout the curriculum.

Marcinek concurred. He espoused the importance of educating students on acceptable and safe internet practices.  He recommends that school systems offer “digital health and wellness” classes that teach students everything from how to use images appropriately, how to search effectively and gives them a basic understanding of the benefits and pitfalls of social media. The class is great for teaching staff as well.

“Too often, we are using technology before we truly understand it,” said Marcinek. “It’s a big problem.”

The University of Michigan study concludes that the pros of educational technology outweigh the cons.

With careful planning, extensive training and watchful guidance, technology in schools can be a boon to education. What remains to be seen is how it will work in Burlington. Apple will be providing “train the trainer” sessions at BHS in June 2011.  Teachers will also return to school three days before students in September to participate in professional development aimed at integrating technology into the curriculum.  BHS students will receive their iPads in September 2011.