Research Report

1:1 Computing Programs

Acknowledge the importance of technological literacy for students

Topic

K-12 Education

Tag

1:1 programs prepare students for online tests, increase technological literacy, and support pedagogical initiatives. Contacts across all profiled school districts also noted the importance of technological literacy for students—1:1 programs allow students to learn in the same technologically saturated environment as college students and much of the workforce.

This report explores 1:1 computing programs at eight school districts. Topics include device selection, program implementation, policies for 1:1 programs, and professional development to support 1:1 initiatives.

Implementation

Chromebooks are the most popular device among profiled 1:1 programs. Of the eight districts profiled in this research, six administer chromebooks as a 1:1 device for at least some students. Among profiled districts that use more than one device, middle school and high school students use Chromebooks or MacBooks while the youngest students (i.e., pre-Kindergarten into elementary school) use either an iPad or touchscreen Chromebook.

Contacts at all profiled districts stress the importance of up-to-date technological infrastructure to support 1:1 programs before staff begin implementation of the 1:1 program. At District F, the technology department completely updated their network eight months prior to implementation. District A hired a firm to evaluate their schools’ current technological infrastructure. The firm recommended District A overhaul their technological infrastructure at each school in the district.

Program operation and administration

Administrators at District A, District B, and District F seek input from a Technology Advisory Committee on administrative decisions for their 1:1 program. The committee at District A is comprised of teachers, administrators, community members, and parents. At District B, the committee currently includes teachers, specialists, and administrators, but will in the future also include parents and community members. District F maintains a committee composed of 15 teachers.

Developing Effective and Affordable Break/Fix Policies

These committees offer recommendations about their districts’ 1:1 programs to the school board. However, the committees do not set policies for the program. Contacts at District A state that the committee often possesses a broad understanding of what has worked well with the program and where to improve. District administrators that follow committee recommendations may increase satisfaction with the 1:1 program among faculty, staff, parents, and community members, because each constituency is represented on the committee.

Professional development

Contacts at District A, District B, District G, and District H emphasize the importance of beginning professional development for teachers at least several months prior to the implementation of a 1:1 program to prepare teachers to use the devices. In District G, the technology department began offering optional professional development related to the 1:1 program several years before they implemented their 1:1 program. This professional development allowed interested teachers to develop their ability to integrate technology into the classroom before the introduction of the 1:1 program device. Many of these early adopters then became models of the device use for other teachers.

Apart from providing early professional development to interested teachers, District B and District F offered initial trainings with basic information about how to use the device and its associated technology prior to implementing the 1:1 program. At District F, teachers who demonstrate these basic competencies can pursue more in-depth professional development related to use of technology in the classroom. However, district leaders require all teachers to establish a basic level of technological knowledge to use the 1:1 devices properly in the classroom.