Bebell said that across all of the studies contained in the journal, one common link is clear: the value of teachers committed to making 1:1 computing work.
"One of the most salient findings was the critical role that teachers played in the success of each 1:1 program," Bebell said. Additional factors critical to student success across 1:1 technology settings included:
Having a strong commitment from school leadership
Developing consistent and supportive administrative policies
Creating professional development opportunities for teachers, particularly the sharing of best practices
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A computer per student leads to higher performance than traditional classroom settings - 3 views
www.sciencedaily.com/...100121171415.htm
1:1 research achievement engagement professional development
shared by Michael Walker on 22 Jan 10
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Edina Technology Integration: Dr. Burke visit to Mill Creek Middle School: Kent, WA - 0 views
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Mill Creek Middle School
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I see it is hinted at in this blob… But, since we have been sending people to visit schools with 1to1 programs I can't help but wonder what list of information are we making sure we gather from each school. And where can I see a comparison of this data. Of the top of my head I would want details on the computers used in each school. Do teachers and students use the same type of machines? Are there any schools using multiple platforms? What software programs they are allowing students to use as well as any software/abilities that are being blocked? What regulations for student use is being enforced? What are the consequences for violating the computer policies? Is there data on the number of violations they have had? Home many computers (a percentage) are lost/need to be replaced each year? What was their schedule for training staff, students, parents, etc? Can we have copies of any of their training materials? What are the limits for data saved on the school's network drives (for students and teachers)? What expectations are there for teachers to incorporate 1to1 curriculum in their classes? Looking back what is the one thing that they feel must be done to implement a 1to1 program? What is the one thing they with they had done to implement their 1to1 program?
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Smartboard LCD projectors Color & B/W printers. Document camera Each room has a wireless hub. All students have e-mail.
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6 middle schools
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Students can loose access to laptop for 3 days for code of ethics violation plus detention
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I think that this is a great way to force students to use the technology appropriately. Would this work in Edina? I can see parents getting really upset if their student looses a laptop for a few days. I can just see the argument from them that their student will not be able to do their homework. I do think that we need to have some consequence though. I also wonder who is in charge of enforcing this as in is the teacher in charge of always checking or is this done by the tech department.
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Students can loose access to laptop for 3 days for code of ethics violation plus detention.
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First thing they did was to write a 10 year tech plan with vision, revisions are made every year.
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Edina's Tech Plan runs from 2008-20012. It can be found on the Media and Technology Site off the main district page.
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Here's the URL: http://www.edina.k12.mn.us/support/technology/techplan.html
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Take laptop away, create a public service announcement, have to have a parent or peer monitor, reapply for drivers license.
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Edina Technology Integration: One to One Learning Leadership Institute: Session 1 - 0 views
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How different are today's classrooms from how they were 40 years ago?
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(Twitter blocked on the filter, but Facebook not!)
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What are the reasons that schools would not block Facebook if it is such a management issue?
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They want to be on the cutting edge, and maybe they have lots of tech support or not many students.
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It should depend on the different grade levels if facebook is blocked in school or not.
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Doug Johnson is a big believer that blocking Web content is a lot like banning books. He would rather teach kids proper use as opposed to say "You can't use it here."
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As we look at education in the 21st century, we need to take these things into account.
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I agree, yet the method for accountability needs to change as well. Schools will respond to where the carrot or the stick is....right now that focus is on testing....the pendulum will need to swing more towards performance based assessment. What did MN learn from grad. standards of the 1990s? The grassroots of that movement came from the business community and addressed these exact issues...yet, education became bogged down with the accountability of it all.
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Our learning environment must be innovative, where we create, distribute, access and collaborate with information.
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Einstein-" Never memorize what you can look up in books"
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Hmmm...Interesting quote. With our technologies, can't we look up everything? Is there anything worth memorizing? This will radically change how we teach. Memorization is a time-saver in the long run. We'll need to consider what information we teach is "worthy of memorization".
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I think this would be a great conversation! I see a huge difference between memorizing your math facts and memorizing the capitals of states. Where do we draw the line?
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If NCLB/MCAII's require students to memorize facts for standardized tests, can we instruct at a higher level than Knowledge on Bloom's? Scott McLeod has an interesting video on that here: http://www.dangerouslyirrelevant.org/2008/08/whats-the-best.html Though you will need to view it at home because our filter blocks Vimeo, the site he uploaded the movie to.
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Hmm. . . . I don't buy it! Isn't a knowledge base necessary for the higher levels of Bloom's taxonomy? Am I old-fashioned to think that there are certain things that educated people should KNOW?
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(Twitter blocked on the filter, but Facebook not!)
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Op-Ed Contributor - Playing to Learn - NYTimes.com - 2 views
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So what should children be able to do by age 12, or the time they leave elementary school? They should be able to read a chapter book, write a story and a compelling essay; know how to add, subtract, divide and multiply numbers; detect patterns in complex phenomena; use evidence to support an opinion; be part of a group of people who are not their family; and engage in an exchange of ideas in conversation. If all elementary school students mastered these abilities, they would be prepared to learn almost anything in high school and college.