If you don’t know where you’re going, you’ll never know when you’ve arrived
It’s been a busy summer leading workshops at many schools and districts with one-to-one iPad, Chromebook, and laptop programs. Many of these schools are years into a one-to-one program, and my conversations with school administrators often focus on the success of their program.
In several of these conversations, school administrators have categorized their one-to-one program as “stagnating” and that they face continued resistance from a significant number of teachers. Yet, at first glance, the administrators have provided everything the faculty needs for success.
For one, every student and teacher has a device (and in some cases multiple ones). These schools have a stable wi-fi network, so accessing websites and online programs in the classroom is not a problem. Network filtering is restrained so that teachers can bring social media websites into the classroom. Administrators have also hired instructional technology specialists to assist the teachers. Finally, teachers are afforded much latitude in tech implementation. At these schools there is no explicit requirement for teachers to use the devices and no one is tracking the hours of classroom time dedicated to technology integration.
So, these administrators naturally wonder why their technology integration program is not entirely successful.
Next page: How to think beyond the device