Don White, Ph.D.

Many school districts are scrambling to achieve a 1:1 learning environment for their students.  Even though I am what I hope is affectionately called a “geeky superintendent,” I struggle with the solutions being sought.  At this time, I am hesitant to follow the path of some school districts that are purchasing thousands of iPads or laptops or netbooks for their students.  I hesitate not because the technology lacks an opportunity to engage students at a much higher level in their own learning.  I am hesitant to move forward with purchases as I think we are on the cusp of almost every student already having their own technology or at the very least, we are on the brink of more competition entering the market and I feel the price of 1:1 computing will be greatly reduced.  If the majority of our students already have the technology, why not “ride their technology” and let them bring it into the school?

Perhaps the most important reason I am hesitating is that I want to make sure that the investment we make in technology will achieve the desired outcomes.  What are those outcomes you ask?  Well, that has not been defined by our district.  As such, I have charged the Director of Information Technology to study this topic with the technology team to determine why and if we will move to a 1:1 learning environment.  This work will include but will not be limited to considering the following article that was written by Andrew Marcinek:

Have you ever wondered what it really means to transform your district, school, or classroom to a 1:1 environment? It is a term we hear a lot about, but not all can see it or experience it. With the takeoff of the iPad and its successor, the iPad 2, the education world is abuzz with the idea of moving towards a 1:1 environment. But is it practical? For some, it is a dream, a wish; for others, it is slowly becoming a reality. So what does a 1:1 environment look like? How will the students and teachers react? Is it the right direction to go?

Step 1: Define the Goals of your 1:1 Program

A 1:1 environment should be the goal of every learning institution; however, this is not about devices, it’s about access. I imagine every school superintendent, principal, and teacher would agree that it is in their best interest to provide their students with the best access to the most current, scholarly information available. There is no doubt that this idea is embedded in every school’s mission statement. So let’s dig a little into the question of what a 1:1 environment looks like.

Step 2: Define the Role of the Device in Your Classroom

Some may argue that a 1:1 environment should focus solely on the device; however, this is not the case. While selecting the right device for your school is essential, making it the focal point is not the best way to deliver it. The device is simply a device. It is not coming to take over your classroom, nor is it replacing your quality teaching. Teachers must welcome the device like their predecessors welcomed the chalk board, the calculator and the CD-ROM. They must understand that this device will give their students a better opportunity to share, connect, and seek out information. This device will not be a distraction, but another arm of the classroom.

Step 3: Model How to Harness the Device’s Power

Once you have welcomed the device and take the time to understand it, you must model for your students how to harness its power. If you are still a bit unsure, you can seek out a student who is skilled on the device or your Instructional Technology Coach. If neither of these options is a reality for you, then find a colleague(s) who understands the device and how it can work for you in your classroom. Demand good professional development that not only presents the device’s functionality, but displays examples of it in use. This professional development should also be tiered by experience level. Differentiating your professional development will create happy teachers and increase the acceptance of the device or tool being displayed. Above all, knowing the basic functionality of any device, whether it be a TI-84 calculator or a piece of chalk, will ease your worries going forward.

Step 4: Put It Away When Appropriate

A 1:1 environment will not always have a device on display. There will be times when your best lesson is done in the absence of technology. Similarly, your students shouldn’t become attached to the device, but understand when it should be accessed. Administrators should not demand that device always be used as well. Allow your teachers some learning and growing time as they begin to integrate the device. Continually follow up with them and ask them how they have incorporated technology and if they need any further professional development. The goal should never be to rush technology integration, but segue but creating clear objectives and goals for each teacher.

Step 5: Teach, Model and Support Information Literacy

Students should understand that a device is an avenue for learning and discovery, but it cannot replace their own ability to think critically and question. The device will give them access to a plethora of information and potential answers, but it will not always give them a clear course to follow. Also, as teachers, we must never assume that our students know the best way around technology. While some of our students could proudly display the badge of “Digital Native,” many will need coaching. Simply accessing Google or finding the hilarious video of the singing Cat does not make you a digital native.

Filtering information and knowing the most efficient route to a solution is an invaluable skill. While students have access to more information than any generation, their ability to filter is much more challenging. Once your students understand that it is time to access the device, they must begin to filter through a vast field of weeds. Students must realize that Google is a great start, but not always going to provide them the best direction. The ability to call upon key search terms and look beyond Google are two skills every student must learn.

A 1:1 environment should not be intimidating. It should be our ally in the daily task to provide our students with the best access to information and promote learning. There is no denying the rapid pace of our world and its ever-changing economy. It is our responsibility as educators - at every level - to prepare our students for this environment. The environment will not adapt to them, they must adapt to the demand of the market. A 1:1 environment is simply a start.

I often hear from people that “kids are different” today. Given the always wired and plugged-in lives that our children lead today, it is no wonder that they are “different.” This is neither good nor bad and that is not why I am writing this post. I am writing to share an example of kids demonstrating that the naysayers are wrong when the phrase “kids are different today” carries a negative connotation.

I had the pleasure of traveling to East Peoria, IL to watch the IESA boys’ baseball state championship series. While I was following one particular district, I quickly became amazed with the performance of all teams. Yes, I do mean that their physical performance was nothing short of amazing, but I was more amazed with the behavior, respect, and poise that these young men showed during the weekend competition. I repeatedly witnessed these eleven to fourteen year olds demonstrate respect for elders, respect for others, and respect for self. There were many good reasons for these young men to be “full of themselves” but that was not demonstrated by any of the players - winners and losers. The winners won with grace and the losers lost with respect for their peers that scored more runs.

I have been an educator for well over twenty years and I am once again reminded why it is a privilege to work with children. Yes, they are our future. And, by what I saw at this event, our future is in great hands!

I recently visited a local retailer to get some mulch and bags of dirt to complete a small landscaping project at the White House. Like most stores, the product I needed was in the parking lot outside of the store. I drove to that area of the lot and noticed that another person was loading his vehicle. I watched him finish while I was finding the product I wanted and he then drove to a parking space that was closer to the store entrance, got out of his car and entered the store. I concluded that he loaded his car first and then went into the store to pay. With these observations in mind, I thought I would load the bags while I was there as I did not know how many would fit into my vehicle. As I was loading the bags, a store employee approached me and asked to see my receipt. I told her my plan to pay after I loaded my car as I did not know how many bags would fit into my car. This is where the story goes bad.

Rather than kindly letting me know that the store prefers that customers pay before loading the product, the employee stated that “This is not how it is done and you need to stop now, not move your car and go pay.” I told her that it was not my intent to leave without paying but it was obvious that she did not believe me. Her attitude of disbelief caused me to share that with all of the cameras watching me, I was sure that I would be caught if I drove off without paying. She did not even blink and simply walked away as she repeated that I needed to stop and go pay.

Here’s my question, what happened to civility and customer service? Yes, I now realize that I was violating a store policy. However, the employee could have worked with me and educated me on the policy without making me feel like a common criminal. A simple statement that our store asks that you pay before loading your purchase but please let me help you finish loading what you need and I can show you to the register where you can pay would have been better. Instead, she made her statement, made me feel like she was fearful that I would steal merchandise, and made me wonder if I would ever go back to that store.

Ken Blanchard and Sheldon Bowles wrote a booked titled Raving Fans. The book provided insights on how to work with customers so that they become committed to your organization or business. Simple behaviors like not assuming the customer has ill intent is a good start! Please understand that I want to follow store policies and will if I know the rules. However, I cannot abide by rules that I do not know about. I want to be a raving fan of the store I visited but this one employee did a lot of damage in my belief that the store wants my repeat business.

While bullying cases do not always result in death, the recent story of 9 high school students being charged with bullying after a Massachusetts teen killed herself brings to light the seriousness of bullying.  I am fortunate to work in a district that takes bullying seriously when it comes to our attention.  However, we need the help of students and parents if they have witnessed or suspect that anyone is being bullied.  Regardless of who you contact, it is important that you do contact an adult in the school.  The adult can be a teacher, an administrator, a counselor or anyone that you are comfortable contacting. [Read the rest of this entry...]