The recordings of the streamed video for the 1:1 Schools Meeting on Jan 18 can be found at
The notes taken during the meeting can also be found near the bottom of the Working Agenda at http://goo.gl/436Pu
Here are the notes taken off line:
Academic performance is an important reason, but the research is inconsistent
There are just as many that say it helps as say it doesn’t help
The research directs the outcome….you may not see improvement, but you may
Some schools have cancelled their programs because their only reason was to see improved performance
Maine’s research (longest) have now come out and said they can’t see a link in academic improvement
Student attitudes: increased engagement, can see sifnificant changes in the learning process (Improvement in the is area)
Pay attention to Dr. Knezek research
Site.aace.org: good website for technology and teacher education
Change is inevitable (to teachers)
Don’t cheat teachers of training time (administrators)
Put the powerpoint on the agenda
Impact to learning…students don’t realize they have more knowledge and information at their fingertips. Take it for granted? Kids don’t realize how much
they are learning. Makes technology available to everyone, not just the haves, but the have-nots as well.
These gadgets are going to be part of their lives, they will need them in the future.
You can raise your expectations on how much you expect done in any given day because they have all the technology and resources immediately available. They can instantly research, don’t need to take time to go to the library.
Research into academic performance is poor because of academic research boards and regulation, as well as FERPA (can’t get at the records). You can’t just do all the research you want, especially on human subjects.
Students show increased engagement, learning, efforts, but it must be the right kind of learning, the right kind of engagement. Staff development is never ending. The learning could take place quicker, but we don’t have enough time. Environment has
changed, and we need to change too. The teachers have to be faster than everyone else to keep up.
Most of the kids in school are going to be online for the rest of their lives, technological learners. It seems to have increased the responsibility level of our kids.
Depends on how good the teachers are; risk takers? Willing to try new things? On top of it? Worth it! Disorganized, poor teacher, low expectations? Waste of money. Teacher has to be willing to do it.
Easier to respond to students needs by disaggregating data and making it instantly useful.
Here to talk about mobile learning, not 1:1; this meeting will be a discussion about mobile learning, which is taking the next step.
Students need to learn to manage this…use it when they need to, put it away when they need to put it away. This needs to become part of the curriculum.
Define the difference between 1:1 and mobile learning
The potential is there, but the learning needs to be able to get to the cloud, and use the amazing tools there. Must have the access. Communication, creative thinking, collaboration, and creativity is the starting place. You want your students to learn the way they learn best. Sooner or later the structure of your classroom and school needs to change. Gets back to how students learn best, and what engages them and forces them to take ownership of the learning process. Being a 1:1 school is prerequisite to moving toward mobile learning.
Extended learning day, kids accessing materials that are good for them at their own level.
Cozad: didn’t plan formally, but jumped on board with a shift in thinking because of the realization that there was so much learning out their in the cloud. Had to embrace the mobile learning concept. Had a great principal who was
open minded in the HS, so that is where we started. Can’t start with a cart; the student has to feel like they own the device. So…
1. Teachers need to quickly figure out what device they need (doesn’t matter as much as you think)
2. Get the device in the hands of teachers well in advance for buy-in
3. Tech team coordination and administrator buy-in
Northwest High school: started with mobile learning device of laptops. Struggled
to get teachers to come in on a voluntary basis for training, so should be mandatory with admin support. This was a new concept at the time. Then later got iPads in the hands of all students and teachers…teachers wanted all their students to have them. Need to stay ahead of the curve.
Professional development: took advantage of ESU classes, basics, beyond the basics, and curriculum level meetings. Paired up strong and weak teachers, and made them all responsible for reaching a standard or level of performance, and paid out a stipend when they reached that level. Teachers that attended the workshop were paid to train the teacher who had not.
Tony Scism: before school and after school meetings to decide, and had to have an integration specialist to make it all happen. Job is solely to work with teachers to make it work. Hired a full-time person to make this work. Administrative
involvement is key. How did we afford it? Supt. prioritized the amendment for
Aurora…1:1 iPads in grades 6-12…Middle School take home.
Patty from Cozad, tech integration specialist. Getting the teachers involved before we introduced the mobile learning initiative. Teachers had the option to join the iPad, but had to agree to a monthly training to be part of the program. They lost the use of the iPad if they did not attend one of the 5 trainings per month. Now the staff wants the speciliast to continue the trainings. They would have been afraid to let the kids have them had they not had them first. Started with basics, like back up the device, etc. We don’t have high expectations for teacher use right now, but will in the future, once we get past the basics.
Professional development never ends with this, not just with planning, but it goes on always…you need to keep it fresh and working. Network infrastructure is important. Financially, there have not been additional funds outside of technology allocated for Cozad’s initiative. Don’t buy new, bought off-lease, etc. Can fund an initiative for less with mobile devices that a static lab with servers, etc.
IT (information technology) person different the TI (technology integration). Teachers have the same needs that teachers need; they DO NOT KNOW what they can do with the device. It needs to come from tech integration and professional development. It is okay to flop sometimes. Sharing carts with devices doesn’t work with iPads, they are not meant to be shared.
In planning process:
NeSA or MAPS (NWEA)? Have to have labs maintained for testing if you are iPads. Business department drives the computer education program.
Future tablet use with NeSA will be addressed later. Cannot compete with the Cloud when you are a server. Money needs to be spent on connection, wireless, etc.
Google docs spreadsheet v. Excel?
What are you keeping for teachers to be able to use all the testing and pre-testing that we do: Keeping labs with 25 computers.
Apps were purchased for every students, but was a waste of money because kids didn’t use. Let the kids and teachers dictate what the apps they want and need.
It is part of the NDE for the new bid requirement to support mobile devices, and the NWEA testing is developing a mobile app for testing as well.
According to Valerie Foy, the testing method has to be secure. Can’t
have the option to flip back and forth. Now with IOS6 on the iPad can be secure.
The mobile device layout, the iPad is not a large enough screen to proficiently navigate the assessment, moving back and forth in between reading passage and test question.
Curriculum planning with device. Cozad philosophy: you can’t plan
the curriculum based around the tools available. Some of the problems that arose we didn’t realize would be problems. Planning time over the summer was critical, getting the device to the teachers.
Why is the curriculum not driving what device we choose?
Technology component should be a part of your school improvement cycle. Infuse technology into all goals.
How do you get around families not having connection at home?
Not a problem in Cozad. Told families that the iPads don’t have to go home. All ipad work can be done in school, but they can figure out a way to do it, school has parking lot hot spots. eBackPack. Can work on it at home without internet and upload when they get to school. Aurora sold their old Linksys routers to families to help the out, configured them also.
Managing the iPad. Mobile device management tool: Meraki (this is free!!)
Have to log in. gives you a map of where your devices are. Click on “clients” and you can’t see everyone’s device from anywhere, see the serial number, etc. Can push apps and webclips to the devices, can clear or lock a stolen device and find it
with a locator, you can see what apps each student has, and also run a report
about what apps are most purchased and used.
The kids at northwest are allowed to install their own apps, so does woodbridge. Not possible to push an app to a computer when the parental blocks to prevent students from getting to the app store are turned on. Meraki has just been purchased by cisco, so may not be free forever longer.
You can restrict device if the students will not join Meraki, you can limit the amount of access they can get to your network. Is there supervision? You can lock them down and they need to be recovered by plugging them in to a computer.
Added to AUP: any digital device, not just a school issued device…violation of AUP progresses to a one hour class called “STOP IT!” tickets given our for violations, and they have to report. Take away iPads at Aurora if they break a
teacher rule or direction. Log any breaks in protocol in a google doc so we can see if we have repeat offenders….and track to see if the problem is with a teacher.
Did you purchase extras? Yes, our enrollment fluctuates…10 on the shelf at Cozad.
Biggest problem is lost and stolen chargers.
Summer maintenance issue? Kid gets the same iPad back at the end of summer maintenance.
Books through Follet…library is empty
Seniors will be able to purchase off-lease devices at fair market value when they graduate.
Kid gets another iPad for broken device, collect a deposit. Normal wear and tear is paid for by technology department.
Otter box/Griffin Military will cut you a discount. Get a good shell to protect these things.
Wood River lets the kids keep them through out the summer.
Lease to yourself, borrowed from the depreciation fund, and paid back in technology funds. Get around the apple care required when you lease directly from apple.
Anyone using android? Everything you do on and iPad you can do on a Nexus 7. Problem with androids is they don’t have dual radios, and the iPad is more mature and ready to be used for education than the Apple product. Fewer network issues with the iPads as far as connectivity goes.
Chrome books are in experiment phase in carts in the elementary in Bennington. The power supply breaks easily if you aren’t paying close attention. Google is good about sending new ones. Training has been handled by ESU3 which has three certified trainers.
What size of iPad do you buy? iPad2 16G. Only have issued one electronic textbook (Cozad). 10 inch screen (bigger) is better than the 7 inch (mini), but the mini would likely work well for elementary classes.
Cozad gave them devices and covers in the box with a charger and said here you go. Aurora had them set up and ready to go for students, in the case and ready to go.
Cross County over planned, but because of that it went very smoothly. Everything was covered, and no questions left. Parents appreciated the planning according to comments.
Comment said that the older students preferred the mini because they have better dexterity than the younger groups.
4 afternoon groups:
deciding to go with large groups, and no breakout’s
reconvene at 12:45
What can you do on an iPad or tablet that you cannot do on the laptop?
· They are the same
· You can do productivity tools on both
· Was nervous about battery life (4-5 hours v. 10 hours)
· Size of tablet is easier to get around
· Apps to do just about anything you want it to do
· Increased student engagement
· Laptops all desired by students at Wilcox Hildreth
· More people look at a mobile device as a toy rather than a tool
· Teachers have had iPads and still want to rollinto a new laptop
· High end software (dreamweaver, sketchup) not available on iPad
· Not enough management options with iPads
· Big question to ask is what are the needs of your school?
· The batteries can be replaced in an iPad for $49 and effort
· Teaching distance to schools that have multiple technologies is very difficult
· Mobile devices are mean to be just that, mobile, and must be handled as such to get the full potential out of it.
· iPad problem is memory, so have to choose which apps can bring to the table (for training, professional development, etc)
· keyboarding is taught in 5-6th grade in Litchfield, and 7/8 graders also, and the last required class is for 9th grade (computers in general)
· Can students type as well on an iPad?
o Texting, using their own devices, will this be the future of keyboarding?
· There are keyboarding apps on the iPad (type tapping or taptyping)
· How do you deal with compatibility issues going from pc to iPad
o It’s like the difference in and environment that is centered around the technology, to an environment that is centered around learning (the cloud).
· There is thought that everything we are teaching now is irrelevant, like Microsoft office, typing, etc.
· Concern that students would take the “short-cuts” they have learned in texting (text lingo, etc.)
· There are fundamental changes taking place that will lead to a different world
o I personally (Dawn Lewis) am concerned about the transition. Yes, English has changed in the format of which we speak. But it is still English, and there are still rules that we follow to structure sentences and spell words. However, texting throws rules out the window. How will we prepare a generation of students if we allow the students to direct our language into a world without rules?
There will be a real disconnect…how do you teach students to spell and
write and read when the proposal may be that the next generation of teachers
weren’t forced to spell and type and read and write with rules? We will regress, there will be a loss of knowledge, and we will revert in history to time when our ability to obtain knowledge is limited once again, but not by available resources or technology, but by brains that cannot comprehend common, standard, traditional English that has existed for hundreds of years. We cannot negate an entire language for a generation of learners that prefer a quicker method of typing. (my soapbox)
· Flipped classroom, math teacher website from Doniphan-Trumball. Records lessons on a video, and can then engage one on one with students when they get to
class. Homework is to listen to the lecture before they get there, and then during class they do the homework guided (if I understand correctly)
· What are you doing about storage in mobile devices? Buying 5G of iCloud storage….a need is greater for the ability to share between teachers and students…eBackPack…documents don’t take up much memory…
· iBook Author: Do the teachers create their own “books” for curriculum
o Papillion Lavista worked with Buena Vista to create their won books, and have created an outdoor education curriculum on Author; teacher on staff has kids creating social studies books
· Credit recovery software? Moodle? Angel? Other online learning/teaching forums?
o There are ways around this…alternatives. You need to make your decision based on how much you have invested in the learning system you use (if everyone is on
Moodle, how would you make the decision to dump all that work?) EDMODO
o iBook Author doesn’t really create a “textbook.” It basically creates a course…like Blackboard or Moodle.
· Google school…you can create everything that you need as far as a learning management system using Google for free...teacher sites, videos, discussions, etc.
After afternoon break:
What mistakes have been made?
· Messaging, social media issues, predators, inappropriate pictures of students, gaming, staff have to develop their own management plans,
· Wouldn’t do anything differently, because was fortunate enough to have two people who did a lot of research to make sure this went smoothly
· Did not encounter anything yet that had really, really made him angry
· Get the teachers on board
· Kids will have more influence on staff than anyone
· Get the opportunity to teach students how to resolve conflict face to face, as they get a bit braver when they are using technology to communicate
· One more way to allow students to bring their own experiences into the curriculum
· We learn by making mistakes, and students don’t realize that posting messages is a very big world, and not confined to their very small circle of friends they believe they are posting for
· How are you monitoring iPads?
o Random checks by an administrator
o Students must immediately comply with requests to check device
o Let the kids know you are watching, and have consequences when the rules are broken
o Students may or may not “rat” each other out
o You have to be willing to move around to make this classroom work. You cannot just sit at your desk and teach
o Having student initial each time they were caught off task, and share information with parents at conferences
§ Never got to a third infraction, which would mean that the student couldn’t have it anymore
· Since when does and “engaged student” look like a kids sitting with a mobile device in front of them? Get them up and learning
· On the other hand, they can do instant research without having to go to the library or wait until the weather changes and they can observe phenomenon on their own outside
· Can we ask them to do some work on the iPad over the summer to actually promote a true concept of “lifelong learner?”
· Papillion Lavista: uses facebook as a means for parent communication, and is open to all staff and students. Implemented “social media guidelines” and have a generic form to address all, and also a more specific form for teachers for all teachers (how to respond if a parent leaves a negative comment, etc). Teachers using it for classes have to make sure it is a closed group.
· If you are posting information on your school website, create a link to it on the school facebook page. All staff have twitter accounts as well. Exploring how to use pinterest.
· Teachers maintain a facebook page, but the website is the main site to post their information
· Teachers can use their personal webpages for teacher facebook page
· Students are disciplined for abusing the facebook page, as an extension of the classroom (consequences are the same for being rude and disrespectful online just as they are in class)
· Keep the policy generic and put it into “guidelines” not board policy, so you don’t have to go through a two reading approval process each time you need a change
· Hide comments that parents may have posted, just for legal reasons. Don’t delete. Often times other parents will defend policies or teachers.
· It can be a great way to promote your 1:1 initiative by utilizing social media
Can you plan too much?
· Don’t solve problems that you don’t have,
· But, you have to anticipate problems you might have
· It’s difficult for schools to do this now, because so much power has been handed over to technology departments.
· It is time for administration and guidance/counseling to start taking over some of the power again
· It all comes from school improvement and professional development
Monitoring Messaging and Facetime
· Configurator can take messages down
· Facetime has not been a big issue
· Problem is there are sooo many apps that allow students to message, so find a way to use it as a classroom tool, and look less for things that you need to take away from students and school. We have to learn how to live with it rather than trying to take it away.
· Be careful to not message privately with a student, so protect the teacher and the student; student to student would beokay
Next meeting is planned for planning deployment, etc. will
be (tech person, administration, and three teachers) TBA. Let Cozad know if you are interested (1:1 listserve at the top of the agenda on Google docs)