2. Which product to select?
• With our school planning to launch a 1:1 initiative for
students in grades 6-12, much time has been spent
researching the product type which will be
implemented
• Narrowed down to:
• iPad/MacBook Air
OR
• Microsoft Surface Pro Tablet/PC
3. iPad/Macbook air
• Both have features desired for our school
• iPad used for interactive textbooks
• MacBook Air used as a production tool
• Too expensive to use both devices
4. Microsoft surface pro
tablet/pc
• Can be used for both productivity and as a creation
tool
• Acts as a fully functioning laptop as well as a tablet
• Stylus greatly increases potential of use in terms of
math and science projects
• Runs Microsoft Office software which is currently
used on campus
• less professional development would be required
5. School Vision for
Technology
• MPCS believes that student learning outcomes
should drive the use of technology. It should be
used to enable and empower teachers and students.
It is not meant to replace or reduce the role of a
teacher.
• The use of the Surface Pro Tablet will give teachers
the opportunity to provide more authentic tasks that
will promote greater critical thinking and problem
solving skills which are goals in our School
Improvement Plan
6. Target population
• All students at the middle school (6-8) and high
school (9-12) levels would use the Surface Pro
Tablet for classes as well as homework assignments
• Best to implement all at once to eliminate issues of
inequity due to student involvement in classes at
different school levels.
• Middle school students taking high school level
classes would be without this tool which would require
teachers to change lesson requirements
7. Equipment and Software
• All students and teachers would be supplied with the
following equipment and software:
• Microsoft Surface Pro Tablet/PC
• Removable magnetic keyboard
• Built-in camera
• Software required for class work
• Microsoft Office Suite
• Inspiration
• Geometer’s Sketchpad
• Monitoring device
• Other software as requested by teachers
8. Equipment and software
• Students could purchase any additional peripherals
and software they wish provided it is school-
appropriate and does not interfere with the
performance of the computer for school related work
• Students would be able to print assignments and
documents at school via Wi-Fi printers at various
locations around campus
9. Technical support
• The IT department would purchase approximately
two dozen extra devices to loan out when student-
owned devices need service
• All service would be completed on-site by the school
IT department. Student interns would be used to
help with basic maintenance needs
• The school would also train “IT Coaches” (classroom
teachers with a strong knowledge of IT) to help
troubleshoot basic problems for teachers and
students
10. limitations
• Ethical Concerns on Campus
• Accessing inappropriate websites would be limited
while on campus due to a filtering system
• Monitoring software could be used by the teachers in
the classroom setting to limit accessibility of sites and
software during instruction. This would also allow
teachers to ability to see what individual students were
doing on their computers.
11. Limitations
• Ethical Concerns at Home
• Parents would need to install a filter system on the
home network or monitor student usage
• Students would lose the right to use this technology
if inappropriate use has been detected or they have
downloaded inappropriate software or illegal content
12. Limitations
• Safety Issues
• Bar codes would be placed on computers and would
be registered to specific students
• Parents would be required to carry coverage on their
homeowners insurance for lost/stolen coverage
13. Limitations
• Health Concerns
• The weight of a student backpack can cause physical
issues for many students
• The Surface Pro Tablet weighs only 2 pounds
• Electronic versions of textbooks would be used so the
weight students would carry would be greatly reduced
14. limitations
• Legal Issues
• A legal contract would be created regarding proper
use, replacement, maintenance, insurance, and
consequences for misuse
• Contract would be signed by all parties
• School
• Parents
• Students
15. Material cost
• $1,100 per student
• Would include the following:
• Microsoft Surface Pro Tablet/PC
• Removable magnetic keyboard
• Required software
• Insurance against damage
• Warranty
• IT support and maintenance
16. Material cost
• Parent/Teacher Fellowship (PTF) would provide fund
for ½ to ¾ of the Surface Pros necessary for
teachers
• These funds would come from the money raised at
the school’s annual Spring Auction
• Remaining funds would come from a combination of
sources
• Principal budgets
• Department budgets
• IT budget
17. Training cost
• All of the professional development for teachers
would be provided in-house in order to keep training
costs to a minimum
• IT staff and other teachers would provide the
required training
• Teachers would receive the Surface Tablets one
year prior to student distribution
• This would allow the teachers time to become more
familiar with the device and to allow for teacher training
18. funding
• The Surface Pro Tablet/PC would be required for all
students in grades 6-12
• The cost of the device would be included in the
tuition cost
• Parents would be made aware of this tuition increase
1-2 years in advance in order to be prepared
financially
• Financial assistance would be available for those
students who receive financial aid for tuition
19. Use in classrooms
• Usage would vary by content
• Note-taking
• Research
• Data entry with probes (science)
• Access to electronic textbooks
• Video/audio recording (foreign language, music)
• Graphing calculators (math)
• Collaborative projects
20. Content and tech
standards
• Many of the student technology standards could be met
with the use of the Surface Pro Tablet
• Use of simulations to explore complex systems/issues
• Communicate information and ideas to multiple audiences
using a variety of media and formats
• Apply digital tools to gather, evaluate, and use information
• Evaluate and select information sources and digital tools for
specific tasks.
• Practice digital citizenship
• Understand and use technology systems
• Troubleshoot systems and applications
• Transfer current knowledge to learning of new technologies
21. Student-learning goals
• Students having access to specific software would
allow teachers to assign higher-level activities
• Products such as videos and websites or blogs
could be created without the worry of accessibility
for all students
• Individualization of assignments could be made with
the use of assistive technology tools
• By allowing students to use the tools in a supportive
and nurturing environment they would gain the skills
required for 21st century learning
22. Differentiation of instruction
• Use of the Surface Pro Tablet would allow students with
learning disabilities to make audio recordings of class
notes to review outside of class
• Headphones could be used to allow students to listen to
audio versions of textbooks
• Teachers could record classroom lectures or make
screencasts of notes and place them online for students
to review outside of class
• Use of Dragon Notes on the Surface Pro Tablet would
allow students to speak assignments into device instead
of writing
23. communication
• By involving students in a 1:1 initiative,
communication could occur more easily in numerous
ways:
• More rapid email access between students and
teachers and students and students
• Faster access to clarification on assignments
• Since all students would have access to a laptop,
teachers could easily post assignments, notes, and
videos from class lectures onto a learning
management system for retrieval if a student missed a
class or needed further clarification.
24. Effectiveness of 1:1
• Denver School of Science and Technology instituted
a 1:1 program (Zucker & Hug, 2007)
• 80% of teachers believe the use of laptops has
increased the quality of work by their students
• 90% of teachers believe students have become more
independent learners as a result of using the laptops
• 2/3 of teachers rely less on textbooks due to the
accessibility of information available through laptop
usage
• 85% agree they are better able to meet needs of
students who have special needs (gifted, learning
disabled, struggling)
25. Effectiveness of 1:1
• As stated in an article by Storz and Hoffman (2012)
that students involved in 1:1 programs would show
more synthesis of information
• Taking what they know and utilizing it in new ways
• Students tended to use more creativity in a 1:1
program, which lead to more engagement and
motivation
• Student felt that easy access to the Internet made
their easier and more productive
26. Effectiveness of 1:1
• Dunleavy, Dextert, & Heinecket (2007) stated there
were numerous values to a 1:1 environment
• Easier to formatively assess how a student is learning
• Better ability to individualize instruction
• Ease of accessing information online
• Increased student collaboration
• Better organization and management of materials
27. IMPLEMENTATION PLAN
• The implementation of the 1:1 initiative would occur in
multiple steps
• Teachers would receive Surface Pro Tablet/PC one year
prior to full implementation
• Would allow time for training and curriculum planning
• All students in grades 6-12 would receive their Surface Pro
Tablets/PC two weeks prior to the start of the school year
• Would allow time for experimentation
• Technology classes would be offered to students at both
middle school and high school levels to aid in increasing
technology skills
28. Implementation plan
• Teachers would be required to submit 2 lesson plans per
9 weeks to their level principal that would reflect inclusion
of technology
• Lesson plans would be reviewed by principal and teacher
together to rate level of student engagement and LoTi
levels
• Guidance can be provided to increase the level of critical
thinking and learning outcomes
• At the end of the first year, surveys would be sent to
teachers, students, and parents to analyze feelings
regarding the implementation process and ways this
could be improved
29. Implementation plan
• In future years, students entering sixth grade would
receive a Surface Pro Tablet/PC
• Any students new to the school would also receive a
device
• Technology classes at both the middle school and
high school levels would be provided to students
who need additional help involving the use of
technology
30. PROFESSIONAL
LEARNING
• Teachers would be provided with basic training
regarding usage
• Two weeks would pass prior to any additional training
to allow for personal experimentation
• Training classes would occur monthly and be given
by various faculty members who could be
considered the “experts” for given software
• This would occur at a variety of times during a school
day
• Would provide teachers with an easily accessible
resource if more training is required
31. CHANGE MODEL FOR
IMPLEMENTATION
• The model of change that would be best to use in the
implementation of the Surface Tablet/PC would be the
Concerns-Based Adoption Model
• This would cause focus to be placed upon questions that
could arise from those involved as stakeholders in this
change (teachers, students, parents)
• Questions and concerns regarding training, usage, and
implementation would be expected and encouraged
• Reminds all involved to be mindful “to pay attention to
individuals and their various needs for information,
assistance, and moral support” (Loucks-Horsley, 1996).
32. REFLECTIONs
• The more time I spent researching the use of a device such as
the Surface Pro Tablet/PC in a 1:1 school environment, the
more excited I became about the potential outcomes at my
school. We began researching this initiative during the last
school year and hope to be able to begin such an
implementation as early as the 2014-2015 school year.
• I had originally felt that a full-size PC would the best device to
meet the goals we are setting as a school. It would have
provided the necessary processing speed and other technical
requirements.
• After spending time using a Surface Pro Tablet/PC, I was
thrilled to see a smaller, lighter weight device that could still
provide a fast processing speed while also allowing students
the ability to “write” through the use of a stylus. This provided
many more use options in classes such as math and science.
33. RESOURCES
• Dunleavy, M. M., Dexter, S. S., & Heinecke, W. F. (2007). What added
value does a 1:1 student to laptop ratio bring to technology-supported
teaching and learning?. Journal Of Computer Assisted Learning, 23(5),
440-452. doi:10.1111/j.1365-2729.2007.00227.x
• Loucks-Horsley, S. (1996). Professional development for science
education: a critical and immediate challenge. In R. Bybee (Ed.), National
standards & the science curriculum. Retrieved from
http://www.nas.edu/rise/backg4a.htm
• Storz, M. G., & Hoffman, A. R. (2012). Examining Response to a One-to-
One Computer Initiative: Student and Teacher Voices. Research In Middle
Level Education Online, 36(6), 1-18.
• Zucker, A. A., & Hug, S. T. (2007). A Study of the 1:1 Laptop Program at
the Denver School of Science & Technology. Online Submission,
December 2007; Available from: ERIC, Ipswich, MA. Accessed July 14,
2013.
