Why Schools Must Move Beyond One-to-One Computing | November Learning - 139 views
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I’m concerned that most one-to-one implementation strategies are based on the new tool as the focus of the program. Unless we break out of this limited vision that one-to-one computing is about the device, we are doomed to waste our resources.
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Michael Stocks on 03 Mar 14I don't think this idea applies to just 1 to 1 but many other school implementations. -
DON PASSENANT on 18 Jul 14It is not the devices but the inability to create and implement standards that lead to 21st century skills. Too much buying stuff without expert advice and guidance.
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Then, teachers are instructed to go! But go where?
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VISION first! You have the device. You know how to access some cool interactive tools. But now what? This is the key!!
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I believe every student must have 24-7 access to the internet.
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it is a simplistic and short- sighted phrase that suggests if every student had a device and if every teacher were trained to use these devices, then student learning would rise automatically.
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Adding a digital device to the classroom without a fundamental change in the culture of teaching and learning will not lead to significant improvement.
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Let’s drop the phrase “one-to-one” and refer instead to “one-to- world.”
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The planning considerations now evolve from questions about technical capacity to a vision of limitless opportunities for learning.
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As soon as you shift from “one- to-one” to “one-to-world,” it changes the focus of staff development from technical training to understanding how to design assignments that are more empowering—and engage students in a learning community with 24-hour support
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Perhaps the weakest area of the typical one-to-one computing plan is the complete absence of leadership development for the administrative team
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Craft a clear vision of connecting all students to the world’s learning resources.
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Model the actions and behaviors they wish to see in their schools.
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Support the design of an ongoing and embedded staff development program that focuses on pedagogy as much as technology.
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Move in to the role of systems analyst to ensure that digital literacy is aligned with standards.
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Ensure that technology is seen not as another initiative, but as integral to curriculum.
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support risk- taking teachers
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creating cohorts of teachers across disciplines and grades who are working on innovative concepts
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Mathtrain.TV.
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how much responsibility of learning can we shift to our students
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How can we build capacity for all of our teachers to share best practices with colleagues in their school and around the world?
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How can we engage parents in new ways?
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How can we give students authentic work from around the world to prepare each of them to expand their personal boundaries of what they can accomplish?
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publishing their work to a global audience.
