{"id":1997,"date":"2014-10-03T08:13:11","date_gmt":"2014-10-03T12:13:11","guid":{"rendered":"http:\/\/tiie.w3.uvm.edu\/blog\/?p=1997"},"modified":"2022-04-15T15:45:38","modified_gmt":"2022-04-15T19:45:38","slug":"lessons-learned-from-11-rollout","status":"publish","type":"post","link":"https:\/\/tiie.w3.uvm.edu\/blog\/lessons-learned-from-11-rollout\/","title":{"rendered":"Lessons learned from a 1:1 rollout"},"content":{"rendered":"
\"Lessons<\/a>
Saint Francis French language students at work.<\/figcaption><\/figure>\n

A 1:1 technology initiative necessitates dedication and enthusiasm from teachers, students, administrators, families, and other participants in educational communities.\u00a0 Over the past year, I\u2019ve had the opportunity to collaborate with the\u00a0Saint Francis Xavier<\/a>\u00a0school in Winooski, during their 1:1 planning phase, and last week they officially rolled out a 1:1 model across their middle level classrooms.<\/p>\n

I was fortunate enough to be part of their careful planning process, and witness important and thoughtful commitments to details such as student voice, equity, family partnerships, collaboration, and teacher learning.\u00a0 Although still in the early stages, I would unquestionably describe their rollout as a success.<\/p>\n

Here are a few questions I asked the teachers, technology specialist, and administration about their 1:1 model.<\/p>\n

<\/p>\n

With the many different options available, how did you decide on your technology platform and specific device?<\/h3>\n

Saint Francis had established a Google Apps for Education domain the year before, and wanted to stay in that domain.\u00a0 They chose Google for the accessibility and collaboration abilities, and because it allows for, as they put it, a \u201cclassroom without borders.\u201d<\/p>\n

\"Lessons<\/a>
Saint Francis narrowed their choices to a handful of devices, ordered one of each, then had students do the testing.<\/figcaption><\/figure>\n

The bigger decision was device. \u00a0The school\u00a0focused on tablets because of a factor they termed \u201cmovability\u201d; students can easily be outside or in, and the tablets are very interactive.<\/p>\n

With so many tablet options, they ordered a few different models and had students test drive each model.\u00a0<\/strong><\/p>\n

I thought this was a great way to get students involved in school decision making.<\/p>\n

What are your current and\/or anticipated challenges?<\/h3>\n

\u201cControlling the enthusiasm!\u201d<\/h4>\n

\u00a0There is a lot of excitement amongst the teachers and students with this technology initiative, but \u201c we don\u2019t want to move so fast that we’re overlooking something.\u201d \u00a0With that, the students are gung ho and teachers certainly don\u2019t want to stifle the energy.<\/p>\n

\u00a0One teacher commented on the tablet itself as a possible challenge. “To some students it is considered a toy…time to chat.\u201d \u00a0They then offered one of the best practical solutions I\u2019ve ever heard: \u201cWell, if they are going to chat in the beginning, at least I can encourage them to do it in French!\u201d<\/p>\n

\u201cThe challenge of Google Classroom.\u201d<\/h4>\n

The much anticipated teacher\/student communication, collaboration, and workflow system has been one of the biggest challenges for some of the teachers.\u00a0 There are some details to working in Classroom that teachers and students had to figure out (even some they haven\u2019t), but most teachers agree that the system provides a great power of collaboration. \u00a0One teacher was pleasantly surprised how quickly students logged into Classroom, searched videos, and then they posted them as comments to the announcement feed to quiz and help each other.<\/p>\n

What makes you happy about teaching in a 1:1 environment?<\/h3>\n
\"Lessons<\/a>
8th grade French language students work on skits with one of the new tablets.<\/figcaption><\/figure>\n

Commented one: \u201cStudents know so much, and now there is so much freedom to explore.\u00a0 The other day they were using sources all over the place and were able to explore other options\u2026 access allows them to explore.\u00a0 I might say \u2018do this\u2019 and then they all do it their own way!\u201d<\/p>\n

Another remarked that \u201cthe relationships we are building with the kids is different\u2026 I\u2019m getting past the fear of not being in complete control.\u201d<\/p>\n

And the technology integration specialist said that the thing that makes them most happy about teaching in a 1:1 environment is<\/p>\n

\n

\u201cThe step back.\u00a0 After all this work – and the freak out! – now it is just fun.\u00a0 I enjoy solving the daily problems and embracing the beta world.\u00a0 I know things are going to break and we can get through it.\u00a0 Enjoyment of \u2018wow – we are there and we are really doing it.\u2019 \u00a0The teachers make me happy – their willingness to push the envelope – and know it is okay to make mistakes.\u201d<\/p>\n<\/blockquote>\n

What one piece of advice would you give an educator\/technology integration specialist\/principal starting out with a 1:1 implementation?<\/h3>\n