Please go to http://www.eschoolnews.com/2011/02/23/maine-laptop-program-offers-lessons-n-ed-tech-implementation/?utm_source=website&utm_medium=url&utm_campaign=slider for a very interesting article on the progress of the 1:1 implementation in the state of Maine. One of my colleagues pointed the article out to me and I was compelled to respond.
My response as I commented at the site is:
This is an interesting take on the progress of the Maine project, of which I have followed now for several years. As an International school leader in Shanghai, China we watched the early years of the implementation in Maine as we prepared for our roll out of 1:1 which occurred in 2008. I agree with Mr. Mao when he states that success needs to be clearly defined, and I would like to refer your readers to a very interesting journal article that summarizes the critiques of 1:1 programs.
The article titled “The End of Techno-Critique: The Naked Truth about 1:1 Laptop Initiatives and Educational Change by Mark Weston and Alan Bain in the Journal of Technology, Learning Assessment (http://beta.aalf.org/cms/?page=Research%20Art-%202010%20End%20of%20Techno) lays out 6 keys to realizing the benefits of 1:1– or as they refer to it, “cognitive tools”.
1. An explicit set of simple rules that define what the community believes.
2. Systematic and deliberate process for embedding the rules into the “big ideas, values, aspirations and commitments in day-to-day actions and processes. They note that by embedding these into the design of the work done at a school the results yield a big picture result.
3. ALL members of the school community are fully engaged in sustaining the design. Read COLLABORATION here!
4. The design creates a clear pathway of feedback from all members in “real-time”- all of the time. As we all know feedback, when accurate and consistent begets real change.
5. The feedback and interplay of the rules, the design,and the collaboration make it possible for the school to explicitly develop a framework that will define further practice. This “schema” will require the school to work holistically instead of with individuals repeating the same activities in isolation over and over again.
6. Guided by the schema, the community begins to DEMAND systemic and ubiquitous use of technology as opposed to the isolated and sporadic use that so typical in early adoptions.
Weston and Bain note that “In a self-organized school, if the community members want it, all students can have a differentiated learning experience that produces measurable, substantial academic social effects”. When the above mentioned 6 components are put in place the community will demand such change and each will bring their unique skills and talents to the table creating an atmosphere where teaching, learning, creating and communicating are the norm and the line between those activities and “technology” are blurred.
This certainly is a different result from what many of us thought we were after when we began our 1:1 programs, but one cannot argue that the effects are positive and will create great amounts of positive energy for teaching and learning in our classrooms.
The article http://beta.aalf.org/cms/?page=Research%20Art-%202010%20End%20of%20Techno is certainly worth the read and reinforces what is happening in Maine and also at our school.
- One Parent’s Perspective on the Luna Plan (billspeasoup.wordpress.com)
- School Tech: 6 Important Lessons From Maine’s Student Laptop Program (barometersoup.wordpress.com)
- 10 of the best apps for education | Featured on eSchool News | eSchoolNews.com (eschoolnews.com)
- School Tech: 6 Important Lessons From Maine’s Student Laptop Program (mashable.com)
- eSchool News Releases Blended Learning Guide (edreformer.com)
- Faculty Require Mastery of Content and Skills – Not Just Technology Use (speedofcreativity.org)
- Six years of 1 to 1 learning in Floydada, Texas (speedofcreativity.org)
- Why Electronics Should and Shouldn’t be Allowed in School? (socyberty.com)