As mentioned in a previous post (Choosing the Next Device), we are moving forward with iPads in all K-12 grade levels but our new model will look and feel much different than the previous one. When we embarked on the 1:1 in 2011, there was really no systems designed to distribute and manage our devices. Workflow was an issue (we used email mostly). While we put restrictions on the devices in terms of age-appropriate app downloads, it was impossible to completely block all “non-instructional” apps without completely locking down the device.
With the release of iOS 9.3 and the subsequent update of our JAMF server, Apple has revamped classroom and technology support of iPads in education. Below are some of the newest features that Eanes ISD will be taking advantage of in order to optimize the use of these tools for learning.
1. Eanes App Store
Some of the feedback our Digital Learning Task Force received from teachers, students and parents was that non-instructional apps were a distraction when it came to learning. While we have restricted some of this usage over the years, we will now have the ability to completely remove Apple’s App Store from the device. Students will only have access to apps that we provision in the Self-Service app (examples below) which will act as a sort of “Eanes App Store”. (see infographic at the bottom of this post) We also now have additional flexibility to give some students, based on learning need and responsibility, access to the actual app store at some point.
Teachers and students will still have the ability to request apps which can be added to this new Eanes App Store. By doing this we’ll also be addressing another concern that was raised in that we have too many apps being used all over the district. This will allow us to better align both horizontally and vertically the apps that we are providing to our students throughout the district.
New Apple Management
The new iOS will allow for better management and deployment which will also help address another issue raised with the DLTF. Many students didn’t receive their iPads until a few weeks into the school year. Since most of our instructional materials are now digital, this caused quite an issue. With the new management software, we’ll be able to deploy devices much sooner, getting instructional materials and digital tools for learning at an earlier date than before.
Apple Classroom is a new tool that was just launched by Apple during its latest announcement on Monday, March 21. This new tool will act as a “Teacher’s Assistant” of sorts in that teachers can glance at all the screens of their students on their own screen to check for off-task behavior. Additionally, the teacher can reset passcodes, remote launch and lock apps on student devices, and select a student’s device to view on the big screen wirelessly.
In closing, we’ve come a long way since that initial deployment in 2011. We’ve seen many things NOT to do and many amazing projects and benefits as a result of having mobile technology in our classrooms. This next phase of our 1:1 will bring even deeper learning as we continue to focus our instructional use and make learning truly personal for all of our students.
In the spring of 2015, our district passed a bond which included over $5 million for a line item called “Student Mobile Device Initiative.” For the past 4 and 1/2 years we’ve been a 1:1 district K-12 using the 16GB iPad2 as our device of choice. With the passing of the bond, we now had an opportunity to not only reflect on the first few years of the program but also to garner input from a variety of sources. This post is an inside look at the process we used and the ultimate results of that process. It’s my hope that other districts will do the same when investing money into devices and also realize that purchasing the device is the easiest thing, it’s changing pedagogy and creating meaningful learning with technology that is the hard thing.
Formation of the Digital Learning Task Force
With opportunity comes great responsibility. Ok, so maybe that wasn’t the exact Spiderman line, but we knew that going forward we needed to make sure we had several voices represented in choosing our next device. Rather than just form a “Technology Committee”, we decided to create a “Digital Learning Task Force” (DLTF). The name was symbolic in that this was much more than just a selection of a device. The task force would be made up of teachers, students, parents, community members and administrators.
In the summer, we publicly posted an application for members of the district community to apply to be a part of a newly formed task force that would ultimately recommend the final device. (Here’s a copy of the application) In September, we gathered some board members and administrators to look through the applications in an attempt to bring a diversified group of parents from different schools in our community. We then did the same thing in choosing our teachers, students and administrators to be a part of this team.
In our first meeting we discussed the two goals of this group:
- Look at what our current reality is when it comes to integration of technology AND
- What do we want our preferred future to be?
The task force then constructed multiple ways to not only gather input from the district community but also to learn and investigate the current state of devices in schools.
Digital Learning Symposiums
In an effort to create more discussions around digital learning, we decided to host several symposiums open to the community as a launching point for these conversations. Each of these were captured via Livestream for those parents that couldn’t make it in person or wanted to watch at a later date. The first one was an expert panel made up of industry experts, university professors and people from the local start-up community. The second was a panel of teachers from across grade-levels and disciplines and included some round-table discussions as well as the panel discussion. The final symposium was made up of students from 1st grade to 12th grade and also included some round table discussions. During the teacher and student symposiums, we asked students to submit their questions via video to the staff. We also had a different person moderate each symposium.
Also the symposiums, feedback posters were placed around the room that correlated with online feedback walls. The four posters asked the following questions (links to virtual walls included)
- What are some things we are doing well with technology?
- What are some things that we need to improve?
- What other things do we need to consider when it comes to tech? What’s next?
- What future ready skills do our students need?
One of the first assumptions from the public community was that iPads were not really being used much at the K-2 area. There was a feeling that we could provide laptops or higher end devices to the high school students if we just took away the devices from the lower grades or went to a shared model. Before any decisions were made on that front, it was decided that the task force visit an elementary, middle and high school campus first.
Though those visits, the task force saw that the in fact some of the most meaningful uses of the devices were happening at the lower levels of elementary. While they had the devices the least amount of time, they actually had integrated them much more fully than even some of the upper level high school classes. It was through these site visits that another recommendation would come in that we need to do a better job of communicating what’s happening in the classroom and which apps are being used district-wide.
As the symposiums were very public, it makes it difficult sometimes for people to share honestly what they were feeling or concerns they had. As a result, we hosted focus groups for students, parents and teachers at each of our campuses and even hosted a central one just for parents. These focus groups provided some great qualitative data as well. It’s through the focus groups where we heard the most about the day-to-day issues with distraction and the need to occasionally have access to other devices when needed. One other outcome as a result of this is the idea that even though we’ve made our final device recommendation (skip to the end to see that), we want to continue to have these focus groups yearly so we can make necessary adjustments on the initiative.
As many on the task force mentioned, not everyone can get to a physical meeting or symposium. We all live busy lives and it only seemed to make sense that since this was all about digital learning that we have an online component. So besides the symposiums being posted online and the interactive feedback posters (via Padlet.com), we also created a Google Community. The community was a place where anyone could join and post questions or resources when it comes to digital learning. We also used the #EanesDLTF hashtag whenever information was shared or posted as a way to gather data. This hashtag would also be used as a way to curate questions for the panels at the symposium.
Survey, survey, then survey again
One of the final methods of data gathering was the use of many surveys. Each survey focused on a different segment of our population and were focused on gathering information on both the current reality and our preferred future. Here are copies of our surveys that your are free to look at and remix for your own purposes.
The results of the surveys were very diverse and gave us a wide range of feedback. We saw a general tendency that the older the students were, the more they wanted to have a physical keyboard or laptop. Here’s an example of some of the data we shared with the school board on that first survey.
As a result of this and a discrepancy at the high school in terms of what students and teachers preferred, we decided to send a follow-up survey once we had narrowed down the device choices. Many of the students and teachers that preferred laptops wanted a high-end MacBook as their preferred machine of choice. As budget for the program wouldn’t allow for a $1200 device and for the uses they had outlined being so varied based on class, we needed to land on a base-level device to use for all classes. We then took the final three devices (Macbook Air 11″, Dell 3350, and an iPad Air 2 64GB w/keyboard case) and made them available for viewing a week prior to sending the final high school survey.
We sent out follow-up surveys to both the students and staff of the high school to land on our final decision.
One thing for certain, was that no matter what the selection, there would be some groups happy and some upset with the choice. After 600 hours of focus groups, discussions, meetings, presentations and symposiums as well as over 6000 survey responses, the task force voted unanimously for the option that gave us the most flexibility, with the best support model as well as ease of integration. In choosing the iPad Air 2 (64GB) for all levels, we are giving students and staff a model of iPad that goes 12 times faster, holds 4 times as much memory and now allows for split-screen multitasking. We also added a keyboard component for upper grades and some options for keyboards at the lower grades. This also honors the work of many teachers who have utilized the iPad to improve student learning in their classrooms for the past 4-5 years. It also reinforces the work we have been doing on the horizontal and vertical alignment of tools and curriculum within our district.
For more information I created this infographic which was distributed along with a press release today. (blog coming later on how I made the infographic using Keynote):
[the below information is excerpted from this white paper]
When Eanes ISD began this quest into 1:1 four years ago, there was some early research that showed the advantages to running such a program in K-12 schools. In this white paper, we’ll review our initiative, highlight national and global findings around 1:1 initiatives, compare/contrast a Bring Your Own Device (BYOD) environment vs. a School Provided 1:1 environment, and finally outline some thoughts on the future of K-12 education and technology.
The Eanes ISD LEAP Initiative (Learning and Engaging through Access and Personalization) aims specifically at increasing student engagement and shifting towards a personalized learning model that is student-centered and authentic. This aligns with our district-wide goal of creating student-centered authentic learning experiences that educate the whole child. We want students to go beyond being content consumers to constructing their own understanding and moving to a level of content creation to show evidence of learning. In reviewing student and teacher survey data as well as anecdotal evidence, we are well on our way to achieving these goals. The effects of the LEAP initiative have impacted three major “user” groups in our schools: students, teachers, and parents.
A review of survey data from 2011-2014 shows that students consistently reported feeling more engaged in class when iPads were used at Westlake High School. Those students indicated mild to significant increases in engagement ranged from 80.9% to 87.2% over the three years of the study. A full 100% of students reported that they noticed an increase of communication between teacher and student since the introduction of iPads. Distraction was a major concern at the outset of the program as data from the spring 2012 survey showed that 54% of students felt like the device was a source of distraction. Survey data from the spring of 2014 showed that number decreased by almost 20%.
When asked, “Overall, having the iPad has enhanced my learning experience.” The three-year range showed that 83.5% to 87.9% of students responded with 3 (moderate) to 5 (extreme).
Our students are creating more digital artifacts than ever before. Students are writing blogs, publishing online portfolios, creating award winning videos and even coding in Kindergarten. All of this content has allowed students to create their own positive “digital footprint” which will help them procure enrollment or employment in their future post-graduation. Application processes for career and college now reach far beyond the transcript and extracurricular interests.The degree to which both businesses and universities investigate a prospective student/employee’s “digital footprint” has increased exponentially the past 5 years. According to a Kaplan of 2014 study, 35% of college admissions officers say they look at applicants’ social media profiles, an increase of 5% from the previous year. A 2014 Career Builder survey showed that 45% of employers use search engines like Google to research job candidates, continuing an upward trend amongst businesses.
In the area of teacher to student communication, 96.8% of teachers reported “moderate” to “greatly improved” communication with students because of the iPad. A large majority (90.3%) also reported the iPad made student assessment “easier” and were able to get real-time feedback to gauge students’ learning. Teachers that utilize the iPads regularly spend less time grading paper quizzes (which means less time at the copy machine) and are able to get and give instant feedback on how students are meeting learning objectives. While distraction was an initial concern, classrooms that have shifted to a more personalized, student-centered approach generally report less distraction and behavior issues than in a traditional, stand-and-deliver instructional model.
While not an intentional outcome of the LEAP Initiative, having mobile devices in the hands of students has increased parental awareness around their children’s digital lives. Eanes ISD has extended the learning beyond the school walls into the homes, and with that comes a learning curve for parents too. What initially started as “Digital Safety Night” has grown into full-fledged semester-long online courses where hundreds of district parents keep up to date with the latest trends in social media, screen time, and the phenomenon of digital footprints. Eanes ISD now provides regular parent workshops and resources throughout the school year for parents at every level.
Savings Realized as a Result of 1:1
Prior to 1:1 iPads, Eanes ISD purchased many technology items which performed different functions to facilitate learning in the classroom. Whether it be a Smart Airliner to control the classroom computer or a cassette recorder to record students’ reading, the following items represent a list of technology purchased by the district prior to the LEAP Initiative. Most of the items, unless otherwise noted, were purchased for each classroom. One major advantage of an iPad 1:1, is that now all of these items are replaced with free or inexpensive apps with access for every student.
(approximate cost in parentheses)
Previously purchased item
Replacement on iPad
|Digital Camera ($150 – one per grade level & a class set per campus)||Camera app (Free)|
|Document Camera ($600)||Camera app (Free)|
|Smart Slate or Airliner ($300)||Splashtop App ($4.99)|
|Student Response Systems ($1500 -class set)||Socrative (Free), Kahoot (Free), or Nearpod (Free)|
|Video Camera ($250) + Editing software ($99)||Camera app (Free) + iMovie App (Free)|
|DVD/VHS Player ($100)||Video app (Free), YouTube (Free), MediaCore ($2/student)|
|CD Players ($75)||iTunes Music App (Free)|
|Atlas, Globe, Classroom map ($25)||Map App (Free), Google Earth (Free)|
|Microsoft Office Licenses ($75 per computer)||Microsoft Office Suite of Apps (Free), iWorks Suite of Apps (Free)|
|Thesaurus ($22)||Thesaurus app (Free), built in thesaurus (Free)|
|Polycom Video Conference System ($2000)||Facetime app (Free)|
|Scanner ($75)||JotNot App(Free) or Genius Scanner App(Free)|
|Cassette Recorder System ($150) or iPod/Mp3 recorder ($100)||Garageband App (Free) or Audio Notes app ($4.99)|
|Kurzweil screen reading software/hardware ($995 – for special education)||Dragon Dictation app (Free) or built in iOS feature|
Some other items that we see trending toward obsolescence because of 1:1:
Dictionaries (still required by state to purchase), TI-84 calculator (piloting replacement with free Desmos app), Textbooks (see note in closing section), and paper costs (continuing to decrease with integration of iPads, Google and Learning Management Systems).
National and Global Findings on 1:1 initiatives
Since our initiative started in 2011, there has been a steady stream of data around 1:1 initiatives and their impact on student learning. One of the largest studies recently released included over 3 decades of research with technology integration. In the concluding summary, it states:
“Technology that supports instruction has a marginally but significantly higher average effect compared to technology applications that provide direct instruction. Lastly, it was found that the effect size was greater when applications of computer technology were for K-12, rather than computer applications being introduced in postsecondary classrooms.”
This means that using technology by effectively integrating into a lesson (“supporting instruction”) versus just allowing students to play a learning game (“providing direct instruction”) is more meaningful and impactful for students. At Eanes ISD, the most effective 1:1 classrooms use the iPad in a manner that enhances and amplifies learning outcomes.
The chart above highlights the names of the studies, year of the study, number of case studies, and the Mean ES (Effect Size). The Mean ES measures the average effect of technology integration on student learning. The data from these studies (with one exception) shows a positive influence of technology with learning. Unfortunately, this study is not published for circulation, but with a little digging you can find this data. In addition, here are some individual studies specifically about iPads in the last 2-3 years:
iPad improves Kindergartners literacy scores – Students with iPads outscore those without on all literacy measures in a 9-week study of kindergarten students in Maine.
Pearson Foundation Research: Survey on Students and Tablets 2012 – More than 6 out of 10 of college and high school students study more effectively and perform better in class with tablets.
iPad a solid education tool, study reports – a Houghton Mifflin Harcourt study in California showed a 20% increase on math test scores in just one year.
Oklahoma State University – More than 75% of students claimed the iPad “enhanced” their learning experience in college.
Survey: 9 in 10 Students Say Tablets Will Change How They Learn – A survey of 2,252 students in grades 4-12. 83% said tablets help them learn in a way that’s best for them.
iPads in Medical School – Students with iPads scored 23% higher on exams in University of California Irvine’s iMedEd Program.
While this research may indicate that just handing students an iPad will help them learn better, looking deeper into the results and implications of three decades of research on technology integration shows that the pedagogy and application of learning technology and accompanying apps play a significant role in this success.
1:1 vs. BYOD
It’s been debated that having students bring their own devices (BYOD) would achieve similar results to our 1:1 in terms of student learning, engagement, and achievement. While having students provide their own devices does allow the district some initial cost savings, the district would incur some costs when trying to provide equity for those without devices. If students could bring in any device they wanted, even with minimum specifications, we would still have to subsidize those students who do not have a qualifying device. In addition, there would be a significant increase in costs when trying to provide timely instructional support for a non-standard device. Those costs would be amplified by more time teachers spend training on a variety of platforms to achieve the same results. When arguing a 1:1 environment vs a BYOD environment, consider the following three areas of concern:
Teacher Experience in 1:1 vs BYOD –
Dr. Ruben Puentedura is an educational researcher who has more than three decades worth of research around 1:1 device programs. When asked about the differences between 1:1 and BYOD, he stated the following:
“If you want teachers to make the best use of the devices and come up with rich and engaging learning experiences, they need to have:
– Well-supported, reliable devices and software for themselves and their students;
– A known palette of tools that represents a reasonable spectrum of the EdTech Quintet (Social, Mobility, Visualization, Storytelling, Gaming);
– Reasonable consistency in how these tools operate.
BYOD can very easily fail to meet all three conditions.”
Having a variety of devices like those in a BYOD classroom means a teacher would need to spend time each class period doing all of the following in order for the students to accomplish a learning objective with technology:
– Insure that all the devices could connect to our network.
– Make sure each device had the appropriate app or tool needed to accomplish the learning objective
-Provide a subsidized device for those students that do not have a device.
– Be knowledgeable in the multiple operating systems for troubleshooting.
This all takes away valuable instructional time and ultimately means that a teacher is limited in teaching critical thinking and creativity. The challenge of getting devices with different operating systems to communicate with each other directly influences our emphasis on collaboration and communication.
Professional Learning in 1:1 vs BYOD –
If every device is the same, then training can be standardized. When all students have the same devices, then the variability of learning on the devices falls into the hands of the teacher and students. Creating personalized learning paths for students means that our teachers need to have familiarity with the devices and the resources available to their students (as Dr. Puentedura states above) and strategies for higher-level integration of learning aligned to state standards. In a 1:1 environment, more time can be spent during professional development on the integration of pedagogy and technology to meet standards in the classroom rather than spending time on learning the multitude of operating systems in a BYOD environment.
Classroom Management in 1:1 vs BYOD –
In a district-supported 1:1 environment, mechanisms can be put in place to manage all the devices. These Mobile Device Management (MDM) systems enable a district to restrict apps, filter the internet, and lock-down devices when necessary for student focus or testing. In a BYOD scenario, students can bypass our network and download inappropriate apps and possibly access inappropriate websites. The district has no authority or level of control over their devices. In addition to the lack of control for classroom management, the district would not be able to lock-down student-owned devices for online testing (a requirement from the state). Our increase in the use of online textbooks also requires certain types of devices (like iPads) in order to view the content. In a BYOD environment, some students would not be able to view their textbook if they do not own a device with the minimum requirements from the textbooks provider.
A broader look at trends in BYOD and 1:1 –
According to Project Tomorrow’s 2014 report: The New Digital Learning Playbook, 33% of high school students have access to a school issued device. That number has grown significantly from the less than 10% who had access in 2011 when the LEAP initiative began. The research also points out the 41% of districts now allowed students to bring their own devices (an increase of 19% from three years prior). Both state and national data point to upward trends in both areas. The data also supports the assumptions that, like Eanes ISD, most districts start out with a Bring Your Own Device policy before implementing a school-provided device. There are very few national instances where a program with a 1:1 implementation went toward a BYOD approach. Eanes ISD supports a spectrum of school-issued 1:1 devices, a BYOD approach, and multiple computer labs or carts, because different tools may be needed based on the learning objective.
The Digital Future of Education
It’s difficult to predict the future of anything, much less technology. Most predictions are based on data and long-term prognostications based on research. The New Media Consortium’s yearly K-12 Horizon Report is a robust report that has had a high level of accuracy over the years when it comes to predicting educational technology. This past year’s report makes predictions such as cloud computing being on the “One Year or Less” horizon and items like the Internet of Things and Wearable Technology entering schools in the next four to five years. Locally, we also look at national and state trends with legislative direction to guide our thinking.
With the national and state demands to increase the use of assessments online, districts will need to supply devices during those testing windows since rotating through computer labs isn’t feasible. This year Eanes will be one of the first districts to pilot test the use of the iPad as a calculator (with our 8th Grade STAAR math exam). We have also started conversations around pilot testing the Pearson TestNav 8 app for ACT Aspire tests on the iPad.
The textbook market is also at the tipping point transitioning into a period of more digital text vs. hard copy. The federal government and publishers see the shift to mobile devices and tablets and are planning accordingly. In 2-3 years, there will be limited options in the “non-digital” market meaning that our students will need some device to access content. The FCC estimates a $3 billion dollar savings in education once that shift happens completely (and the cost of tablets continues to drop). States like Florida have adopted legislation that requires all districts to spend at least half of their instructional materials budget on digital content by 2015-16.
Eanes has started to realize a some of these savings, but textbook companies are still charging close to the same price for their e-versions. In terms of adoptions, the majority of our textbook adoptions have an online/digital version as an accompaniment. Some of our adoptions (e.g., like science) offer only a digital option, a growing trend among providers. We are piloting a project for our teachers to create their own textbooks, which will be owned by Eanes. This option will help us realize both more significant savings and more rigorous learning tasks for our students.
The future world that our students walk into will be immersed in technology and heavily influenced by social media. Besides just creating those “digital footprints” mentioned earlier, it’s imperative that schools educate students in the area of digital responsibility and give them essential skills in order to be a good digital citizen.
The future job market for our children is also expanding, especially in the realm of computer science. With the projected growth of jobs in Texas requiring some level of computer science education, it’s predicted that only 31% of jobs will be fillable with current educational models by the year 2018.
In the fall of 2014, Pearson released a report titled “The Learning Curve”. It represented global data about test-taking and job skills that students are learning in various countries around the world. In one section they listed the above graphic called “Beyond the 3Rs”. It represents the new skills the world is looking for when it comes to the global economy and skills we need to prepare our students for in their future.
After all, as John Dewey said, “We need to prepare kids for their future, not our past.”
Today marked a hallmark day in the Eanes Independent School District when it comes to high-stakes testing. After some back and forth with the Texas Education Agency (TEA) and the commissioner, last spring we were granted the ability to pilot using iPads as graphing calculators during the state assessment. Following months of planning and prep, the dreams of using iPads on actual state assessments became a reality today as 600+ students took their 8th Grade Math STAAR assessment. This decision and process encompassed many hours of careful planning and practice before today’s big test. As far as I know from colleagues around the country, we were the first district to try this approach. As such, I’m writing this post to not only document our process but also to help others that may try this in the future.
For years (and decades) our students have had the ability to purchase an expensive graphing calculator like the TI-84 plus to help them with higher level math problems and classes. This calculator retails at around $180 (roughly half the cost of our iPad2s) and is purchased by either the campus or the parents to support their students taking these courses. With the constant financial pressure and underfunding from our state and the fact that every student has an iPad, we decided to formally request that we be allowed to use the Desmos Test Mode app (FREE) on the 8th Grade Math assessment. With the successful completion of this pilot, we may even look at other areas (dictionaries?) where we can save money and provide a better experience for our students.
What kind of technical expertise do you need to pull this off?
Our district utilizes a Mobile Device Management (MDM) system known as Casper Suite by JAMF software. Casper includes a feature called “Focus” which allows teachers to lock students into a certain app. Students are not able to use the camera, take a screen shot or even get out of the app until the teacher releases them from focus. With the assistance of our technology department and Mobile Integration Specialist Tim Yenca, we have been piloting this feature in individual classrooms throughout the fall and spring. However, on testing day we knew it would mean putting all 600 of the students into one giant class and then locking them down. Needless to say, there’s a lot that can go wrong technically with that so we decided to test it a couple of times before the actual testing date.
How did we prepare for this?
This plan would have never been possible without the support of our tremendously talented campus Educational Technologists (Ed Techs). Running two tests simultaneously with a 12-mile gap in between campuses meant that there needed to be a point person on the ground that coordinated everything. Kacy Mitchell at WRMS and Jennifer Flood at HCMS provided plans, organized teachers, communicated with students and supported the administration during this entire process. When I asked Kacy how she thought the day went this was her reaction:
“We knew there were going to be issues. There are always issues. Pioneering the concept of locking down district-issued student iPads was pretty scary for most of us at first. My principal even wondered aloud what my heart-rate was about 5 minutes after the bell rang today. In the end, everything turned out just fine. A successful execution of plans A, B and sometimes C was due to careful planning and LOTS of patience from our teachers. “
Jennifer added this insight into the planning process:
“Leading up to today we held two tests of the system in as close to “day of” testing environments as possible. Having WRMS attempt at the same time gave us more room to experiment with start times and classroom processes than we would have normally had. Between the tests at both campuses, and many conversations walking through all possibilities, our plans reflected every possible outcome that we had some control over.”
I honestly don’t think we could have pulled this off without these two Ed Techs providing daily support on their campuses. We are lucky to have them here at Eanes ISD.
What about the app?
When the TEA released their revised policy in spring of 2014, they didn’t specify which device or app was required. Their main concerns were that whatever device used has to be locked down so that students can’t get on the internet or take photos of the test. The graphing calculator app needed to be a non-CAS (Computer Algebra Systems) calculator and could not contain tutorials or places for storing formulas (which can be a problem with TI calculators).
With the help and advice of resident math guru Cathy Yenca (aka Mathy Cathy), we had been looking into the original Desmos graphing calculator app. The only problem was the app has CAS capability and stores some examples that students could potentially use. Cathy and Tim (aka “the Flying Yencas”) were able to work with Eli from Desmos on some feature requests and changes that would be necessary to make the app acceptable for state testing. Desmos was extremely responsive and open to the changes and after working on some test pilots of the app, released the “Test Mode” version of their app free to the public. Much like the support of Kacy and Jennifer, this wouldn’t have been possible without the Yencas and Desmos working together to make it happen.
With the support of the team, the administration, the teachers and the technology department, we set forth today to make this plan a reality. Through all the collaboration and discussion with the team it was determined that we should have both a few regular calculator back-ups on hand and a few iPad back-ups on hand already locked into the app.
As with anything involving technology there are always problems. Those problems multiply when you try to lock down 600 devices over wireless on two separate campuses at the same time. Add to the mix a third campus (elementary) and four 5th grade students in advanced math taking this test too, and this process became even more complex. Thanks to our Ed Tech Margie Brown for helping get those elementary students set up on testing day as well.
Despite our best efforts, a handful of students showed up this morning and decided to update their iPad. A couple of others forgot to plug their iPad in over the weekend. The forethought and planning of our Ed Techs and technology department accounted for this and a few spare iPads were on hand in the hallways where the tests we being administrated. Students that couldn’t didn’t get locked down were given a locked down spare before the test. Students that brought their own iPad were put into Guided Access mode by the teacher prior to the test. Teachers in testing rooms were given a “blue card” that they could slide under their door if they had technical issues during the actual test (thankfully, none of them did).
As you can tell, it takes an entire team of thoughtful and prepared staff to pull this kind of a pilot off. I knew today was a success when I looked up at noon and noted how quiet the day had been. That’s a tribute to the hard working people in this district like Kacy, Tim, Jennifer, Margie, our technology department, our testing coordinators, teachers, STEM Director and those outside of the district like Eli from Desmos. Without their collaboration and planning this dream could have quickly turned into a nightmare.
Thank you all for your effort in taking on this monumental challenge! Now on to the next!
So your district or school is planning or in the process of implementing some sort of 1:1 device initiative. Seeing as these are all the rage, seems like it’s a given that your deployment will be a smashing success, right? Here’s the truth….
…it will fail.
It may not be monumental failure, but parts of your deployment will not work. Whether it be the MDM that manages them or the rising stack of parent concerns, you will be faced with a choice as a district: retreat or carry on. In the wake of the LAUSD story and the recent Ft. Bend ISD news here in Texas about ‘re-evaluating’ their deployments, I thought it’d be a good time to reflect on why some deployments work and some don’t work. I’ll let you know that our deployment was far from flawless, as I’ve listed here, but we had tools in place to overcome issues before they became an “Implementation Killer”.
The Importance of Buy-In
A leader trying to make a splash in student learning can sometimes forget one of the most simple steps — community buy-in. While giving a device can be a transformative learning experience, without some initial buy-in from teacher leaders and community members, it will ultimately fail. This buy-in is the foundation by which all programs succeed. Having a strong foundation based on community buy-in means being able to weather the storm of students breaking restrictions or teachers being frustrated by initial classroom distraction. In our district we held 27 different meetings/presentations to staff and the community to talk about the program and its expectations over the course of the first couple of years.
Going too Fast
Technology changes by the milli-second, so there is a sense of urgency to go from pilot to full-fledged implementation overnight. This is a natural instinct, especially from those wanting to make sure that all students are on the same model of device. Unless your district is on the small-side (less than 1000 students), figure on it taking 2-3 years before you have widespread effective implementation. Can you deploy all the devices in one year? Sure, but be prepared for multiple fires to put out and for a very basic level of integration of the devices in the classroom. It’s much easier to focus you attention on smaller scenarios and fan the flames of its success into a larger implementation, rather than just have the equivalent of widespread panic throughout your buildings due to lack of support, direction and successful pilot scenarios.
Focusing on the Device
Being a part of an “iPad 1:1” means there’s immediately a label and focus on the device. If you make your program centered around the type of device you are getting, be it an android or a Chromebook, and not around the “how and why” you are doing the 1:1, you’ll make your program obsolete before it gets going. Focus your 1:1 on district goals and missions with intentional omission of what type of device you’ll use to achieve this transformative learning. By NOT focusing on a device, you can be nimble with future implementations and not pigeon-hole yourself into one type of device. It takes lots of different tools/resources to achieve a higher-level of student-driven learning.
Not Letting Instruction Guide Your Pilot
Everyone is under a time crunch. The tech department’s main job is to optimize the way devices are deployed. This usually means that it’ll be disruptive to the classroom in some form or fashion. If you base your initial deployment on location, demographics, or ease of rollout on the technology department, you’ll have some serious problems. Rather than do that, focus your initial pilot on those teams or grade levels that are the most ready and open to change. Not only will you likely have more successes to share from this group of early adopters, they will also be much more understanding when certain things don’t work. Much like the buy-in comment above, they will also be the ones that ultimately decide whether district-wide expansion is a “Must” or just a “nice to have” for all other grade levels. Choose this group wisely….
Many districts that deploy a certain device to a group also hire built-in trainers from the company that supplied the device. While this is better than nothing, this training is usually focused on how to use the device technically with a couple of classroom examples thrown into the mix if you are lucky. A deeper understanding of classroom integration is needed (and repeated). This doesn’t happen overnight or over the course of a 2-day training seminar. Districts wanting to reach those lofty goals of transforming instruction need to think about investing in either continual outsourced training from a trusted company (ideally one not tied to a particular device) or hiring staff full-time to provide just-in-time training throughout the year. One of the reasons I’ve enjoyed my work with EdTechTeacher is that they are focused on this kind of transformational integration in their workshop offerings to schools that can’t afford a full-time person. In my district, I’m fortunate enough to have a great team of “iVengers” to provide this, but again, where many districts go wrong is mentality that just dropping the devices into classrooms will make magic happen. These are a gift with a tail and it’s time we made it a priority to pay for that tail.
Investing in Parents
Parents can be an X-factor in any deployment. They can either be supportive or drive your deployment into the ground by strumming up enough negative support. It’s important to realize that these devices are not only disruptive to learning in the classroom but also to the rules and guidelines set-up in the home. While many students that take these devices home likely have their own device, supplying a device from the district means that it doesn’t belong to the family and some parents may feel uncomfortable putting rules and restrictions on this device. It’s imperative that parents have options to control these devices in some format while under their roof. This can be as simple as not letting little Junior install his own apps or requiring the student complete a list of choirs prior to having the WiFi password for the day. As painful as it can be at the moment, some of the most valuable conversations I’ve had during our deployment has come from parents not pleased with what we were doing initially. Giving them the digital tools and reinforcing their ability to “be a parent” go a long way in turning those most ardent critics into supporters of your program. In many cases, the conversations around digital wellness need to be happening before their child goes off to college. Your 1:1 deployment just brought that necessity to light so both the school and the parents should take advantage of the opportunity to dialogue with students on what’s right or wrong in the digital world.
If you are spearheading a 1:1 deployment or a teacher on the leading edge of it, you might be frustrated by the lack of others to get on the bus right away. In order to make the shift to a student-centered instructional model with the device and teacher supporting the learning, it takes time and patience. In some cases you are dealing with accomplished teachers that have been highly successful with they way they have been teaching for the past 30 some odd years. This new disruption could be an affront to their pedagogical ideals if they weren’t involved in the process (see first point on buy-in). While you’ll always have early adopters and innovators with a new device, it’s getting the next group on board that will create a tipping point of momentum towards your goals. This group of accomplished teachers makes up about 80% of your staff and for them, they need to see how this technology will not only make their lives easier, but also will make learning more meaningful for students. In some cases, this may only take one “aha” moment. In the case of the skeptical teacher it could take months or years to convince them there might be a better way. At any rate, have patience and give staff time together to plan and share their integration strategies. Giving the gift of time (in our case common-planning periods) for a team of teachers allows them freedom to think and try out new ideas in a safe environment. Some of the most powerful teaching and learning strategies come from this informal get togethers. If at all possible, build this time into the schedule of those in your pilot or full deployment. It’ll be a gift that keeps on giving.
Bottom line – If you follow all this advice, will parts of your deployment still fail? Yes. There’s no way to account for every single variable that will come your way on this adventure. However, if you have invested in these areas before, during and after deployment, you’ll find that your recovery from little failures are not only possible, you’ll become a much stronger team of teachers and learners as a result of it.Editor’s Note: For those of you that enjoyed this post, please check out its companion post on 7 Ways to Sabotage a Device Initiative posted in Edudemic.
Part of the benefit of jumping forward with a 1:1 iPad deployment like we have tried is that we get the opportunity to impart knowledge to other districts looking to do a similar initiative. While that might not seem like a benefit, it actually also means we can make some mistakes because there is not a long history of this type of deployment in the world. Many districts have had 1:1 Laptop projects, which we have benefited from and could easily be applied to this list I’m about to share. However, for the sake of our specific district, and the questions I get from other districts on a daily basis, I’m going to break down the ten things you should NOT do when implementing a 1:1 iPad program.
1. Do NOT wait until the last minute to give them to staff.
Due to the timing of our bond package and when funds could become available, we didn’t actually have iPads in hand and branded until mid-July. That means many teachers only got to experience the iPads in their hands for one month or less. Not ideal when trying to make your staff comfortable. Perfect world they could have them a year to a semester ahead of time. Or at least before the summer starts.
2. Do NOT expect it to go perfectly on the first day students get them.
We planned the launch day as perfectly as we could have, but there are always a couple of issues to deal with. We had iPad cases held up in customs at DFW airport, so we had to fill a last-minute order of 1500 cases the night before. We crashed our Casper server 3 hours into the first day as hundreds of kids were downloading their apps at the same time. Both of those issues are fixable, but you can’t always anticipate those things during planning.
3. Do NOT roll out all your apps at the same time on the same day.
See item #2 above. If you are doing a 1:1 model like ours, where the end-user gets the apps, you don’t want to force-feed all your apps down on the same day. This is especially true with larger apps like Garageband, which we left off the initial day list and released it on the weekend, when kids could download it from their own bandwidth at home. This spreads the downloads out over time so you don’t have 1500 kids downloading a 1.7 GB app during 3rd period.
4. Do NOT try and control everything about the iPad.
There are several models out there for deployment of apps – A personal model, an institutional model, and a layered model being the most common. The beauty and educational relevance of these devices is the personalization of learning that can happen. That is null and void the second you turn this into just another “system” to manage through your technology department. These are NOT PC’s. Do NOT try and manage them as such. You destroy the value-add by doing that. Because of age restrictions with Apple IDs, you can only have students 13+ manage those accounts. I encourage you to do that (this is the personal model). Students under 13, you’re likely to be forced to use some version of the other two models. In the personal model, the worst thing that can happen is they walk away with an app like Keynote. God forbid they actually want to use an educational tool to make presentations after they graduate.
5. Do NOT expect teaching to change immediately.
I have long been preaching the SAMR model by Dr. Ruben Puentedura as how teaching should progress in a 1:1 (or any) environment. Apple has also relied heavily on this model and I figure they know what they are talking about. Teachers can’t be expected to change the way they teach overnight. However, most of the tools we’ve given them in the past (Smartboards, document cameras, etc) were teaching tools. This tool is in the hands of kids, which means it’s student-driven. Teachers and students will lean heavily on substitution in the SAMR model to start, but have patience. Redefinition of teaching and learning does NOT happen overnight.
6. Do NOT assume the entire community will be on board.
As great as the idea behind personalized learning can be, it can be a pretty severe mind-shift for those lay-people in the community. Add on top of that, budget cuts with staff time, and you can see how this can quickly turn into a no-win scenario. It’s important to stress what the goals are in all of this and also to get both parents and teachers working with you to find solutions to little problems. However, that doesn’t mean you give them the option to not participate. The most successful 1:1 programs have a universal understanding and expectation across the district about what can and should be accomplished. In the community, there is a common misconception that an iPad isn’t a computer. If you pass a bond to buy computers, you need to make sure they understand that these are in fact tablet computers. The other item to stress is that this is a powerful classroom tool that now takes the place of the textbook, calculator, dictionary, etc. It might not do everything, but for the cost and what it will do, it’s well worth the investment.
7. Do NOT evaluate the program solely with test scores.
It may be the easiest and most publicized metric to measure kids with, but it’s far from the most accurate when you are talking about changing the culture of learning and customizing a student’s school experience through a 1:1 program. Engagement, motivation, collaboration, communication and the desire to dig deeper into subjects were all items we measured through anonymous student and teacher surveys. With all of those improvements, it’s what happens next when the student goes on to college and post-college life, that’s a thousand times more important than how they did on a random test. This item is closely tied to item 6 above when talking to the community about how the program is going.
8. Do NOT limit staff training to the summer.
Due to budgetary cuts, our high school teachers lost an extra planning period which was considered “PLC time”. This time was framed around Dufour’s Professional Learning Communities and allowed for same-subject area teachers to have a common planning time to grow and learn. On top of that, we cut back our instructional technologists across the district. Both of these factors could have killed the program and definitely kept us from transforming teaching and learning as much as we would have liked. The research of Robert Marzano and the findings in Project Red talk about how one of the key traits to successful implementation of 1:1 is a monthly training at minimum lead by the Principal and key leaders to give teachers the tools they need. Research also suggests that teachers will ultimately determine the success of the program, so it’s worth investing in them. We have seen the error in our ways and will implement back some PLC Time next year as well as add some support staff.
9. Do NOT expect email to be the best option for submitting work
Being paperless has been a great cost savings for us. We’ve cut back on paper use by 22% in the first few months and that’s only with 2 grade levels having 1:1 technology. While that’s a great cost-savings, management of all those digital files can be an issue for teachers. They no longer have to tote 187 papers back and forth to school, but now all of those papers will crowd their inbox of their email. Teachers at our high school have figured out how to use Gmail’s filtering to help with this organization, but ultimately, a good content management system is needed. We just purchased our system (eBackPack) to put in place for next year, and hope that not only will paper be saved, but also time.
10. Do NOT let fear overcome your mission
Everyone will go through a point in time where they doubt the idea of a 1:1 iPad program working. They’ll think it’s a fad. They’ll think it’s a waste of money. They’ll complain about having to change. All of these and hundreds of other concerns will be raised throughout the implementation process. It is easy to get dismayed by the loud minority of critics out there. If there is any hope of your program being successful, the core team of administrators, teachers and students need to be on the same page, speaking the same message. That message is plain and simple: This is not a technology expense, it’s an investment in our students and their future.