Learnings from Classroom Connections Findings and Conclusions from Two Studies on the Statewide Laptop Initiative Dr. Wade Pogany – South Dakota DOE – Dr. Joe Hauge – TIE –

Classroom Connections Program Objectives  To provide students with the educational tools that will be used in our post secondary system or the world of work.  To close the digital divide between those students that have access to technology and those that do not.  To create a more relevant learning environment that engages high school students.  To use technology to teach high school students 21 st Century learning skills that will help prepare students for the jobs of tomorrow.

Classroom Connections Program Overview  The program set out to “incentivize” schools to provide laptops and training for each teacher and student – Grades 9-12  State incentive $1 for every $2 provided by districts  Total 51 school districts in program – 11,000 students, over 1,000 teachers and administrators - 33% of high school students in 2008

Study #1 – Pogany’s Dissertation  The research has convinced me we need to focus attention on “engaging” high school students and technology seems to be one method.  The research is unclear as to what actually changes with the infusion of technology through a laptop initiative. Thus the need to contribute to the body of knowledge

Purpose of the study  The purpose of this study was to examine the evolution of perceptions of teachers about their teaching strategies that have been impacted with the implementation of a one-to- one computing initiative and to capture what teachers and administrators have learned from the Classroom Connections project.

Research Questions  1. From the teachers’ perspective, what critical activities are necessary for an effective implementation of a one-to-one initiative?  2. What changes occurred in the classroom environment since the implementation of one-to-one computing?  3. From the teachers’ perspective, what changes occurred in student learning in a laptop environment?  4. How does one-to-one computing change traditional teaching strategies?  5. How are research skills, writing skills, problem-solving skills, communication skills, and critical thinking skills enhanced in a one-to-one environment

Research Design  Case Study Interviewed 13 full-time teachers from four school districts involved in Classroom Connections Selected from original 20 pilot schools in CC Teachers used laptops for three years in the program Cross section of disciplines, grade levels, small and large schools, recommended by principals as technology leaders in their school. Interviewed six administrators from the four school districts selected for the case study

Findings and Conclusions Seven conclusions were derived from the findings. 1. There is an evolution of change that occurs with the implementation of laptops. From functionality to project-based and lesson adaptation 2. The need for sustained professional development is essential. Need goals, and time to integrate 3. The dynamics of the classroom environment change with laptops. Social interaction, Internet access, classroom management

Findings and Conclusions 4. Student learning is enhanced through laptop technology.  Students are more engaged, motivated, organized and communicate more. Learning becomes more relevant 5. Using laptops in a one-to-one environment changes the way in which teachers teach.  Teachers become more constructivist  There is more project-based and inquiry-based learning as well as authentic assessments.

Findings and Conclusions 6. Access to ubiquitous computing allows teachers to adapt their lessons quickly making learning more relevant for students.  Lesson Adaptation 7. Laptops enhance 21 st century skills.  communication skills, research skills, writing skills are enhanced

Recommendations for Practice  1. There is a clear need to develop classroom management tools and skills when implementing a one-to-one initiative.  2. Teachers expressed the need for more time to experiment with and implement laptops.  3. Teachers need to learn more about how to integrate the technology at a more advanced level.  4. Direct resources toward laptop initiatives as a means to teach 21 st century skills are necessary.  5. Direct intervention of teach skills must be taught to teachers if there is any chance of them teaching critical- thinking skills, problem-solving skills and other higher-order thinking.

Study #2 – TIE Evaluation Empowerment Evaluation Model TIE Evaluation Team: Gloria Steele Lennie Symes Colby Christensen

Study #2 – TIE Evaluation Methodology The evaluation used a combination of quantitative and qualitative measures to collect information The 20 original pilot schools were used as subjects for the study The evaluation team administered surveys to teachers and students Focus groups were conducted to gather themes and patterns Classroom observations as well as interviews were also used

Study #2 – TIE Evaluation Evaluation Purpose: Improve the project Monitor implementation Document learning Provide accountability

Study #2 – TIE Evaluation Findings 1. Teachers did not want to go back to a time without laptops – surveys showed strong buy in to the technology 2. Acknowledged that challenges exist with classroom management, reliability of technology equipment and infrastructure 3. Teachers and student said laptops enable the personalization, customization and acceleration of student learning

Study #2 – TIE Evaluation Findings 4. Access to laptops engage students in educational activities 5. Laptops increase student organizational skills 6. Laptops increase communication skills

Study #2 – TIE Evaluation Findings 7. Laptops increase the amount and type of research and writing and give instant access to a greater variety of resources 8. Students can be more self-directed learners and teachers can take advantage of teachable moments with increased access

Study #2 – TIE Evaluation Lessons Learned 1. The implementation of one to one programs requires a systems approach aligned to a clear vision 2. Access 24/7 enriches classrooms experiences and student learning 3. Policies and procedures that facilitate the learning environment are essential to successful impementation, ie. frustrations occur with restricted access to content

Study #2 – TIE Evaluation Lessons Learned 4. Focused, ongoing, job embedded professional development is necessary to give teachers the skills and support required to attain the project goals. 5. A reliable and robust technical infrastructure and support system are essential to maintaining and supporting teachers in a one- to-one environment

Learnings from Classroom Connections Questions?