An Evaluation of Professional Development for One-to-One Instruction at Pantego Christian Academy Steven R. Newby Kristi Fairbanks Marilyn Dardenne

The presentation was completed as a learning exercise and does not reflect any actual surveys or data collected from the school. Expect the Unexpected!

Overview Pantego Christian Academy is an independent Christian school in Arlington, Texas School has 850 students, EC – 12 th Grades High school has 220 students, 9 th -12 th Grades Started studying one-to-one tablet PC program in 2008, implementing it in 2010 with 9 th and 10 th Grades, adding 11 th Grade in Plan to add 12 th Grade Professional development started in Spring 2010 with administrators and teachers issued tablets Toshiba and DyKnow trainers brought in for tablet and interactive program training. Ongoing professional development continues

One-to-One Tablet Research Research showed the viability of the use of Tablet PCs in the following areas: Encouraging student faculty contact Encouraging cooperation among the students Encouraging active learning Gives prompt feedback Emphasizes time on task Communicates high expectations Respects diverse talents and ways of learning Cromack, J. (2008, October). Technology and learning-centered education: Research-based support for how the tablet PC embodies the seven principles of good practice in undergraduate education. Paper presented at the ASEE/IEEE Frontiers in Education Conference, Saratoga Springs, NY.Retrieved from conference.org/fie2008/papers/1090.pdf

One-to-One Tablet Research Recent survey of 300 school administrators revealed 80% preferred one-to-one computer access with interactive whiteboards and some printed/electronically printed materials. Noonoo, S. (2011). Survey of school administrators explores digital classrooms, major challenges. T.H.E. Journal. Retrieved from:

Ensure Meeting Goals: Purposes of Evaluation Varied and integrated learning strategies to enable the teachers to utilize the tablets in instructional classroom activities Differentiated approaches to professional development programs to meet the different levels of technology competence Opportunities for small and large group faculty interactions during professional development activities Continued interaction and feedback at a professional level or teacher improvement and for professional development program adaptations. Students with a more engaging classroom environment because of the addition of the tablet technology in the instructional activities.

The training provided appropriately varied and integrated learning strategies that are relevant to the content of the course I teach. The training provided the opportunity for questions and reflected the varying readiness and experience levels of the participants. The training provided opportunities for engagement in large group settings. The training provided opportunities for engagement in small group settings. The training provided connects to what I am doing in the classroom. The training provided supports the mission statement of PCA. During training time, my needs have been met so I am able to focus on the learning provided. The professional learning facilitators treat teachers as professionals. Evaluation Questions

Questions, Continued The training provided appropriately varied and integrated learning strategies that are relevant to the content of the course I teach. The training provided the opportunity for questions and reflected the varying readiness and experience levels of the participants. The training provided opportunities for engagement in large group settings. The training provided opportunities for engagement in small group settings. The training provided for the one-to-one program made effective use of my time. The training provided for adequate access to technology and time to practice with it. Participants in the one-to-one program training have had multiple opportunities to demonstrate how the training is being applied in classroom instruction. I have received respectful and appropriate feedback to help me evaluate my progress toward my goals as a one-to-one teacher.

Teacher Average Response 1. Strongly Agree 2. Agree 3. Disagree 4. Strongly Disagree

4. The training provided opportunities for engagement in small group settings. 9. The training provided appropriately varied and integrated learning strategies that are relevant to the content of the course I teach. Response below “Agree”

Student Focus Group Responses Teachers more accessible through online interfaces Better availability of lecture notes and other resources Students enjoyed access to information, authentic learning activities Less disruption from off-task students Technical problems sometimes caused lost class time or for a “Plan B” lesson Some teachers seemed more comfortable and utilized tablets more often than others.

Continue PCA professional learning for the one-to-one tablet program. Professional learning tailored to content specific areas. Professional learning varied for large and small group instruction. Recommendations

Resources Cromack, J. (October, 2008). Technology and learning-centered education: Research-based support for how the tablet PC embodies the seven principles of good practice in undergraduate education. Paper presented at the Institute of Electronics and Electronic Engineers, Saratoga Springs, N.Y. Retrieved from: Killion, J. (2008). Assessing impact: Evaluating staff development. 2 nd Ed. Thousand Oaks, CA: Corwin Press. Little, C, & Paul, K. (2009). Weighing the workshop. Journal of Staff Development (30)5, Noonoo, S. (2011). Survey of school administrators explores digital classrooms, major challenges. T.H.E. Journal. Retrieved from: surveyed.aspx?p=1 Reeves, D. (2010). Transforming Professional Development into Student Results. Alexandria, VA: ASCD.