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Why Schools Must Move Beyond One-to-One Computing

Why Schools Must Move Beyond One-to-One Computing
Perhaps it was the driving rain and the dark grey clouds of an approaching storm that contributed to the superintendent’s choice of words. He had spent the past month reviewing one-to-one computing programs in various school districts as he tried to decide whether his own district should commit to the enormous expense of a one-to-one program at a time of declining resources. His conclusion from his visits did not leave much room for interpretation. “Horrible, horrible, horrible implementation from every program I visited,” he said. With this absolute conclusion that one-to-one computing can lead to a waste of precious resources—including dollars and time—hanging in the air, he then asked me my thoughts on the issue. As many schools and districts are now rushing to buy every student a digital device, I’m concerned that most one-to-one implementation strategies are based on the new tool as the focus of the program. Seize the World Developing Leadership Leaders must be given the training to:

home Educational Leadership:Teaching Screenagers:One-to-One Laptop Programs Are No Silver Bullet Nearly a decade ago, when school systems began forking over millions of dollars to purchase laptop computers for every student, these programs (often called one-to-one or ubiquitous computing initiatives) were heralded as having the potential to close persistent technology gaps. Today, however, some school systems that ushered in one-to-one laptop programs amid great fanfare have begun to scrap them because of budget cuts (Lemagie, 2010); mushrooming maintenance costs (Vascellaro, 2006); and concerns about how students are using the computers (Hu, 2007). Many district leaders continue to believe that one-to-one programs are worth the expense and headaches. The Encouraging News Let's start with what we can say from careful research about the benefits of these programs. More engaged learners. Better technology skills. Cost efficiencies. The Discouraging News Overall, however, most large-scale evaluations have found mixed or no results for one-to-one initiatives. The Devil Is in the Details

List of the largest libraries in the United States A complication that arises when comparing the size of library collections is the different definition of holdings or volumes used by public libraries and academic/research libraries. The Association of Research Libraries uses the National Information Standards Organization definition of volume, which is "A single physical unit of any printed, typewritten, handwritten, mimeographed, or processed work, distinguished from other units by a separate binding, encasement, portfolio, or other clear distinction, which has been cataloged, classified, and made ready for use, and which is typically the unit used to charge circulation transactions." In contrast, the Public Library Data Service Statistical Report (a publication of the Public Library Association, which is a division of the American Library Association) defines holdings as "the number of cataloged items (number of items, number of titles) plus paperbacks and videocassettes even if uncataloged. See also[edit] List of largest libraries

One-to-One Computer Programs in the K-12 Classroom The One-to-One Computer Program is also known as the: Laptop Program 1:1 Laptop Integration One-to-One Laptop Initiative Laptop Initiative Laptop Program Connected Classrooms Program Anytime Anywhere Laptop Learning Program Laptop Deployment Program Freedom to Learn Program Emerge One-to-One Laptop Learning Initiative High Access Computing Program Ubiquitous Computing Initiative Wireless Computer Project Canadian Mobile Computing Project Technology Immersion Project Computer Immersion Program (and many deviations to the terms above) What is the One-to-One Computer Program? Laptop Immersion Programs attempt to bridge the digital divide inherent in today’s k-12 educational system. The basic over-arching premise is to provide each student enrolled in the program/initiative with their own laptop, a classroom to use it, and a teacher able to infuse technology into subject curriculum. History The first one-to-one program began in 1985 with Apple’s Classrooms of Tommorow (Apple Computers, 1990).

Librarians Have Key Roles in Blended and Online Learning In January, I joined teacher librarians Steve Coker and Sarah Applegate from the North Thurston (WA) School District to teach a graduate library course at the University of Washington. This wholly online course made me think about the roles that librarians might play as online and blended learning expands in our schools. The points: online and blended learning Many other teacher librarians instruct at the university level in online or blended-learning scenarios. I suspect that more teach or collaborate in K–12 online courses. Online learning can be defined in a number of ways. Learning management systems (LMS) can support online learning by providing open-ended structures for the virtual classroom. The pivots Just as online learning disrupts the classroom and traditional instruction, it disrupts library and information services. We can support online learning by developing high-quality digital resource collections for students’ instructional needs.

The importance of BYOT Bring Your Own Technology (BYOT) is critical in the digital evolution of schools, when normalising whole school use of the digital, and when shaping digitally-based school ecosystems. Ideally, young people should be trusted in the classroom to use the digital technologies they are already using in the ‘real world’ to enhance their learning. While the young, parents and, invariably teachers have normalised the use of the digital outside the school walls and have expectations of the digital, few schools globally have normalised its use and are yet to reap the myriad opportunities and benefits. The reason is simple: it is very hard to do so. It requires each school to move from the paper-based operational mode and mindset, to a mode that is digitally-based, where the school culture actively supports change, risk-taking and ongoing organisational evolution and transformation. Still, the move to BYOT is fundamental to creating an ecosystem that allows that to happen. BYOT vs BYOD School readiness

8 digital skills we must teach our children The social and economic impact of technology is widespread and accelerating. The speed and volume of information have increased exponentially. Experts are predicting that 90% of the entire population will be connected to the internet within 10 years. With the internet of things, the digital and physical worlds will soon be merged. These changes herald exciting possibilities. Children are using digital technologies and media at increasingly younger ages and for longer periods of time. The digital world is a vast expanse of learning and entertainment. Moreover, there is the digital age gap. So how can we, as parents, educators and leaders, prepare our children for the digital age? Digital intelligence or “DQ” is the set of social, emotional and cognitive abilities that enable individuals to face the challenges and adapt to the demands of digital life. Digital identity: The ability to create and manage one’s online identity and reputation. Share Written by

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