CET 692 Leadership for 1 to 1 Computing January 17, 2007 Class Session 1 Tom Farrell Mark Hawkes.

CET 692 Leadership for 1 to 1

Computing

January 17, 2007

Class Session 1

Tom Farrell Mark Hawkes

Tonight's Agenda

• Welcome to CET 692

• Class Website and Syllabus

• “Creating the Case for 1 to 1 Computing”

• Classroom Connections: Year 2

• Programmed Professional Development

• After 3 years . . . Results at DSU

Our Newest Motto

“If we teach today’s students as we taught

yesterday’s, we rob them of the future.”

John Dewey

John Dewey: A Who2 Profilehttp://who2.com/jeeves/johndewey.html

http://who2.com/jeeves/johndewey.html

Traditional New Learning Environments

Teacher-centered Instruction

Student-Centered Learning

Single-sense Stimulation Multi-sensory Stimulation

Single-path Progression Multi-path Progression

Single media Multimedia

Isolated work Collaborative work

Information delivery Information exchange

Traditional New Learning Environments

Passive learning Active / exploratory / inquiry-based learning

Factual, knowledge-based

Critical thinking, informed decision making

Reactive response Proactive / planned action

Isolated, artificial context Authenticate, real world content

Source: International Society for Technology Education (ISTE) Nets Project National Educational Technology Standards for Students, June 1998 p. 2

What is 1 to 1 Computing?

• “Anytime, anywhere technology for every student and teacher”

• Concept once never thought possible, but now becoming a reality.

Some Thoughts

• It is not a matter of if we have 1 to 1 but rather a question of when we will all have 1 to 1

• We were a very vocal opponent of 1 to 1 computing at DSU

• Now it is “Give me 1 to 1 or give me retirement”

A Short Evolution of Classroom Computing

• Started with 1 or 2 computers per school• Introduced labs and students came to the

lab• Room-based video• Introduced laptop carts

and computers came to students

From this . . . Computer Lab

To this . . . DDN Room—Lemmon H.S.

DDN Room—Redfield H.S.

DDN Room—Pollock H.S.

DDN Room—Watertown H.S.

DDN Room—Watertown M.S.

DDN Room—Canton H.S.

DDN Room—Shannon Co. H.S.

DDN Room—DeSmet H.S.

DDN Room—Faith H.S.

State Delivery Model

Regional Delivery Model

To this . . . Wireless, DSU

The Early Research on Mobile Computing

• Students have improved inquiry skills. • Evidence points to improved student achievement in

certain areas. • Students report that laptops make their school work

easier and help improve the quality of their work. • Students are more motivated to learn. • Technology allows teachers to more easily differentiate

instruction. • Teachers find laptops useful in developing integrated

lessons. • Teachers report improved communication with their

students. • Closes the gaps between the have’s/have not’s.

1 to 1 Based

• Each teacher with their own wireless mobile device

• Each student with their own wireless mobile device

• Both have access to their device 24/7

• Changes greatly how we teach and students learn

The Planets Are Aligning

• Wireless is coming of age with security as well as prices continue to decline steadily

• Size, weight, and price of mobile devices have continued to decrease while the power continues to increase

• The functionality of today’s laptops continue to increase with built in wireless, built in optical drives and even card readers

Guidelines for Successful Technology Initiatives in K -12

Schools

• Focus on learning WITH technology, not ABOUT technology

• Emphasize content and pedagogy and not just hardware

• Give special attention to professional development

Guidelines (cont’d)

• Engage in realistic budgeting

• Ensure equitable, universal access

• Institute a major program of experimental research

Other Thoughts of Laptops

• Children not only can work with, but also feel empowered with

• Can access many textbooks electronically• Ease of collaboration

Source: MIT Joseph Jacobson ($100 laptop concept)

http://wired-vig.wired.com/wired/archive/13.04/view.html?pg=2



So Where is One to One being Implemented

• Many web based resources describing implementations

• Will attempt to share some here tonight and more from the WebCT class site

• Texas Technology Immersion Project • http://www.tea.state.tx.us/press/techimmersion.htm

l

• Hopkins, Minnesota– http://weblogs.hopkins.k12.mn.us/onetoone/

http://www.tea.state.tx.us/press/techimmersion.html

http://www.tea.state.tx.us/press/techimmersion.html

http://weblogs.hopkins.k12.mn.us/onetoone/

Additional 1 to 1 Implementations

• Fullerton, California– Middle School Implementation

• http://www.fsd.k12.ca.us/menus/1to1/index.ssi

• Vermont 1 to 1– Not high school, but share experiences

• http://www.vermontinstitutes.org/tech/initiatives/121/121.htm

http://www.fsd.k12.ca.us/menus/1to1/index.ssi

http://www.vermontinstitutes.org/tech/initiatives/121/121.htm

http://www.vermontinstitutes.org/tech/initiatives/121/121.htm

More 1 to 1 Implementations

• Manatee Florida– Site forms and ideas

• http://www.manatee.k12.fl.us/sites/IT/summer03/index.html

• Michigan and Indiana Plans– http://

www.eschoolnews.com/news/showstory.cfm?ArticleID=5660

http://www.manatee.k12.fl.us/sites/IT/summer03/index.html

http://www.manatee.k12.fl.us/sites/IT/summer03/index.html

http://www.eschoolnews.com/news/showstory.cfm?ArticleID=5660




More 1 to 1 Implementations

• Connecticut Plans for English Classrooms– http://www.eschoolnews.com/news/showStory

ts.cfm?ArticleID=5524

• State of Maine– One of the most noted and most publicized– Seventh and eighth graders

• http://www.state.me.us/mlte/

http://www.eschoolnews.com/news/showStoryts.cfm?ArticleID=5524

http://www.eschoolnews.com/news/showStoryts.cfm?ArticleID=5524

http://www.state.me.us/mlte/



Additional Resources

• K -12 One to One Computing Handbook published by the Center for Digital Education– Available hardcopy by contacting

[email protected] with U. S. postal mailing address and number of copies for your site. We have a limited supply.

mailto:[email protected]

Center for Digital Education Digital Editions

http://www.centerdigitaled.com/reports.php



Classroom Connections: Year 2

• Target: High Schools

• Funding: State one-third of the laptops/tablets which includes the basic software package; initial professional development for teachers, administrators and technical support people.

Classroom Connections: Costs to Schools

• Costs of setting up the wireless infrastructure

• Access points• Electrical Outlets• Ongoing tech support

• Some long-term professional development costs.

• Purchases of instructional software• Screen management systems• Projection systems

Classroom Connections: Device and Conditions

• Device: Gateway Tablet 285 (majority)

• Criteria for participation:• Financial means to participate in the program • Ability to implement training of staff and students • Availability of a district technology plan • Commitment from the school board and

community • Compliance with evaluation activities

Classroom Connections: Professional Development

Advance Team Symposia• May, 2007 • Team: Building Principal, Technology

Coordinator, Two Teachers• Topics: Overview of the devices and support

software, Demonstration of Applications, Laptop roll-out

• Delivery: Central location by vendors, experts, practitioners


School-Based Assembly• July 2007—3 Days• Participants: High School Instructional Staff,

2-5 sophomore/junior students • Topics: Content Development in Disciplinary

Curriculum Teams, Classroom Management• Delivery: At each pilot site location by

facilitation team


Content Symposia• Early August, 2007—1-2 days• Participants: High school staff within content areas• Topics: Strategies for student engagement within

content areas (math, science, languages, social studies, etc.). Content teams from each pilot site to share their curriculum development products/ideas.

• Delivery: Symposia at Dakota State University.

Classroom Connections

• Tentative Timeline– RFP process

• Publication of RFP January: 17, 2006• Answers to all Questions: Open• Applications Submission Deadline: Feb. 21• Review & Evaluation of applications: March 9• Approximate Award Date: March 10-12

Faculty Level of WMCI Agreement

2.52.6

3

3.5 3.5

3.23.3

2.45

2.69

3.59

3.78

3.24 3.29

*3.13.3

3.373.33

2.29

0

0.5

1

1.5

2

2.5

3

3.5

4

Prefer using adesktop

computer to aTablet orLaptop

Training helpsme effectivelyadapt to the

TabletComputer

IntegratingWMC improves

myprofessionalproductivity

WMCI attractshigh qualitystudents to

campus

WMC helpsDSU show we

are on theleading edge of

usingtechnology

WMC isappropriate atDSU because

of DSU'sinstitutional

mission

Students'ability tocomplete

homework andassignments

Integration ofwireless

technologyhelps preparestudents' forthe world ofwork in their

chosenprofession


technology hasa positiveeffect on

quality of thestudents'education

Spring 2004 Fall 2004

Faculty/Student Level of WMCI Agreement

3.1 3.1

2.9 2.93

2.93

3.12

2.2

3.1

3.5

3.7

3.13.2

3.02

3.52

2.94 2.98 2.94

*2.7 2.8

*3.14*3.2

2.21

*3.35 *3.35*3.2

2.15

3.35

0

0.5

1

1.5

2

2.5

3

3.5

4

Prefer using adesktop computer

WMCI isimportant for

attracting highquality students.

WMCI showsDSU is on the

leading edge ofusing technology

WMC isappropriate

because of DSU'sinstitutional

mission


technology has apositive effect onstudents' ability to

completeassignments


technology helpsprepare studentsfor work in their

chosenprofessions


technology has apositive effect on

the quality ofstudents'education

Student Spring 04

Student Fall 04

Faculty Spring 04

Faculty Fall 04

Student Level of WMCI Agreement

2.09

2.92.82

3.3

3.643.55

3.273.09

2.91

1.85

2.893

3.1

3.7

3.26 3.3 3.25

2.42

2.72

2.16

2.843

3.28

2.47 2.532.68

3.55

0

0.5

1

1.5

2

2.5

3

3.5

4

Prefer using a

desktop computer

to a Tablet or

laptop

Training helps me

eff ectively adapt

to the Tablet

computer

Integrating

wireless, mobile

computing is

improving my

professional

productivity

WMCI important to

attract high

quality students to

campus

DSU is on the

leading edge of

using technology

Wireless mobile

computing is

appropriate

because of DSU's

mission

Integration of

wireless

technology has

positive eff ect on

students' ability to

complete

homework and

assignments

Integration of

wireless

technology helps

prepare students

for the world of

work in their

chosen

professions

Integration of

wireless

technology has a

positive eff ect on

quality of

students'

education

ED BIS AS

Faculty Attitudes by College

2.09

3.3

3.643.55

3.27

3.09

2.91

3.1

3.553.7

3.26 3.3 3.25

2.42

3

3.28

2.47 2.532.68

1.85

2.84

0

0.5

1

1.5

2

2.5

3

3.5

4

Prefer using adesktop computer

to a Tablet or laptop

WMCI important toattract high quality

students to campus

DSU is on theleading edge of

using technology

Wireless mobilecomputing isappropriate

because of DSU'smission

Integration ofwireless technologyhas positive effecton students' ability

to completehomework andassignments

Integration ofwireless technology

helps preparestudents for theworld of work in

their chosenprofessions

Integration ofwireless technologyhas a positive effect

on quality ofstudents' education

Faculty - ED

Faculty - BIS

Faculty - AS

Student Attitudes by College

2

2.92

2.65

3.313.17

3.03 3.03

2.73 2.71

3.23

2.16

2.97

2.822.95

3.43.33

3.21

3.04

3.193.31

2.84

3.133.19

3.383.36

2.87

2.36

0

0.5

1

1.5

2

2.5

3

3.5

4

Prefer using adesktop

computer

Attracts highquality

students tocampus

Charge isreasonable

Opportunity toprovide input

DSU is on theleading edge

of usingtechnology

Lines up withDSU's

Institutionalmission

Ability tocomplete

homework andassignments

Preparation forthe world ofwork in myprofession

Quality of myeducation

Ed BIS A&S

Faculty WMCI Concerns

2.2

1.7

2.3

1.6

2.5

2.2

1.89 1.94

1.42

2.25

1.72

2.15 2.09

2.4

0

0.5

1

1.5

2

2.5

3

3.5

4

Transitioningfrom a desktop toa Tablet personal

computer

Keeping itpowered and

running

Being able tooperate it

Being able toeffectively usethe wireless

technology in mycourse

Receiving thetraining I need to

operate theTablet computers

Support andservice

Running theapplications that I

like and use

Spring 2004

Fall 2004

Student WMCI Concerns

3

2.5

2

2.32.2

2.42.5

2.4 2.4

2.81

2.6

1.89

2.422.32

2.572.41 2.39

*2.72

0

0.5

1

1.5

2

2.5

3

3.5

4

Cost Keeping itpowered and

running

Being able tooperate it

Getting theTablet when Iarrive back on

Campus

My professorsand instructorsbeing able toteach with the

Tablets

Being able tokeep it overthe summer

Support andService

Breaking it Running theapplications

that I like anduse

Spring 04 Fall 04

Course: HIST-152Spring 2004,

without Tablet PCs

Spring 2005,with Tablet PCs

Number of observations (n) 63 84

Minimum 48.333 78.718

Maximum 100.667 52.333

Mean 48.333 101.333

Standard Deviation (SD) 11.330 12.001

Probability (p) 0.807

Significance level = 0.05 0.05

Reject null hypothesis Fail

Course Comparison DataComparison of learning outcomes between Fall-03 and Fall-04 classes, HIST-152

Course Comparison DataComparison of learning outcomes between fall 2003 and fall 2004 classes, HIST-121

Course: HIST-121Fall 2003,

without Tablet PCs

Fall 2004,with Tablet PCs


Minimum 53.000 44.000

Maximum 98.500 95.500

Mean 77.763 76.527



Significance level 0.05


Course Comparison DataComparison of learning outcomes between spring 2003 and spring 2004 classes, CIS-251

Course: CIS-251Spring 2003,

without Tablet PCsSpring 2004,

with Tablet PCs


Minimum 52.750 56.750

Maximum 93.500 94.500

Mean 77.328 77.132





Course Comparison DataWithin-treatment comparison of learning outcomes between 3 sections of the fall 2004 classes, ENG-101

Course: ENG-101, with Tablet PCs

Fall 2004, Section A

Fall 2004, Section B

Fall 2004, Section C

Number of observations (n) 25 18 22

Minimum 60.135 59.940 60.948

Maximum 98.581 98.212 99.603

Mean 84.113 80.038 79.646

Standard Deviation (SD) 9.256 11.166 10.481




Course Comparison DataComparison of learning outcomes between fall 2003 and fall 2004 classes, ENG-101

Course: ENGL-101Fall 2003,

without Tablet PCsFall 2004,

with Tablet PCs


Minimum 47.800 59.940

Maximum 98.800 99.603

Mean 83.642 81.873





Course Comparison DataWithin-treatment comparison of learning outcomes between 2 sections of fall 2003 class, Math-102

Course: Math-102, without Tablet PCs

Fall 2003, Section A

Fall 2003, Section B


Minimum 21.333 16.667

Maximum 92.333 83.000

Mean 54.238 49.655





Course Comparison Data

Comparison of learning outcomes between fall 2003 and fall 2004 classes, Math-102

Course: Math-102Fall 2003,

without Tablet PCsFall 2004,

with Tablet PCs


Minimum 16.667 31.000

Maximum 92.333 84.750

Mean 52.405 61.792




Reject null hypothesis Reject

Faculty Qualitative Data

Comment Theme% of Total Comments (n)

Generally positive reactions to WMCI 23% (11)

Concerns of Tablet misuse during classes 21% (10)

Desire to see M275’s for all faculty 13% (6)

Problematic integration with other campus technological components (WebCT, AirProjector)

9% (4)

Inadequacy of Tablet RAM and processing speed 6% (3)

Generally negative reactions to WMCI 6% (3)

Concerns about Tablet repair and maintenance 6% (3)

Concerns about testing security 6% (3)

Course productivity challenges due to Tablet technical problems

4% (2)

Other 4% (2)

Student Qualitative DataComment Theme % of Total Comments (n)

Tablet device malfunctions, problems, and limitations 24% (45)

Concerns of Tablet misuse during classes 14% (26)

Problems in WMCI access, implementation and support

14% (25)

Positive comments about WMCI of a general nature 9% (17)

Summer possession of Tablets 8% (15)

Tablets not used efficiently or to capacity in classes 7% (12)

Tablet costs not warranted 6% (11)

Students not trained well enough to use Tablets 5% (10)

WMCI is poorly conceived and confining 5% (10)

Tablets shouldn’t be mandatory for students 3% (6)

Problematic integration with other campus technological components (WebCT, AirProjector)

2% (4)

Like WMC . . .

• I'm a transfer student, and one of the main reasons I chose DSU over other schools was the Tablet PC program. I've thus far been very impressed with the program and sincerely hope DSU continues to promote and expand the program. These Tablet PCs are incredible devices and whenever I tell people about my change of school, I ALWAYS talk at great lengths about how great the support of cutting edge technology such as the Tablet PCs is here at DSU. I applaud DSU for taking the initiative to be leading the way in South Dakota though being committed to excellence in both education and technology.

Like WMC . . .

• I took a class that I did not need my computer in and I hated the class. Having the computer with me all the time is wonderful and my grades have improved so much. It is easier to get homework done and I am more organized with it. When I talk to people from other schools about the computers we have here.....they are so uneducated about them. Computers are the future and I am so glad to be able to experience them here!

Where to Do We Go From Here

• Next week (January 24, 2007)– How Dakota State has supported their one to

one initiative• Help desk functions• Wade Pogany: Phase 2 status and information• Faculty development• Checking in from Chester

• Week after (January 31, 2007) Classroom Connections in South Dakota’s– Checking in from Mitchell

CET 692 Leadership for 1 to 1 Computing January 17, 2007 Class Session 1 Tom Farrell Mark Hawkes.

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