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
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
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/
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
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
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/
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.
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
Classroom Connections: Professional Development
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
Classroom Connections: Professional Development
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
Integration ofwireless
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
Integration ofwireless
technology has apositive effect onstudents' ability to
completeassignments
Integration ofwireless
technology helpsprepare studentsfor work in their
chosenprofessions
Integration ofwireless
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
Number of observations (n) 19 37
Minimum 53.000 44.000
Maximum 98.500 95.500
Mean 77.763 76.527
Standard Deviation (SD) 13.435 10.702
Probability (p) 0.730
Significance level 0.05
Reject null hypothesis Fail
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
Number of observations (n) 50 54
Minimum 52.750 56.750
Maximum 93.500 94.500
Mean 77.328 77.132
Standard Deviation (SD) 9.961 9.518
Probability (p) 0.919
Significance level 0.05
Reject null hypothesis Fail
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
Probability (p) 0.280
Significance level 0.05
Reject null hypothesis Fail
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
Number of observations (n) 77 65
Minimum 47.800 59.940
Maximum 98.800 99.603
Mean 83.642 81.873
Standard Deviation (SD) 11.476 10.523
Probability (p) 0.242
Significance level 0.05
Reject null hypothesis Fail
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
Number of observations (n) 42 28
Minimum 21.333 16.667
Maximum 92.333 83.000
Mean 54.238 49.655
Standard Deviation (SD) 18.160 20.316
Probability (p) 0.339
Significance level 0.05
Reject null hypothesis Fail
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
Number of observations (n) 70 36
Minimum 16.667 31.000
Maximum 92.333 84.750
Mean 52.405 61.792
Standard Deviation (SD) 19.041 14.365
Probability (p) 0.006
Significance level 0.05
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
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