1 to 1 Readiness Survey

Readiness Survey 1:1 Laptop Program in the Elementary School The following is a list of components that we need to have in place before and during the initial implementation phase. Some of these components exist currently while others have yet to be established. Consideration needs to be given to each of the following components to determine our level of readiness to implement a successful and effective 1:1 program.

Consider our current status for the components below:

+ Established = In progress -- Not started A Vision  As a division is the Elementary School clear about what it is trying to achieve by going 1:1?  Is a 1:1 environment expected to support, enhance or transform learning?

Infrastructure and Logistics  Policies  Technical support  Tech Facilitator / 1:1 Coach - Professional mentoring and support  Leadership – Administration  Community support  Parent support / buy-in Resources Is there capacity in terms of:  Faculty technology competencies (Skills inventory)  Time: o Professional development (See below) o Team sharing o Professional reading o Relative to other initiatives  Administrative leadership  Age appropriate Learning Management System (Blackboard) Evaluation tools and processes  Have indicators of success for a 1:1 program been defined?  Are there tools available to evaluate the success of the initiative?  Are there mechanisms for feedback from: Teachers/ Students/Parents and Administration?  Do procedures exist to utilize feedback to improve the initiative?

Responsibility and Accountability Are roles and responsibilities clearly defined for:  Headmaster Deputy head  Principals I.T. Director

Curriculum Coordinator Technology facilitators

 Is it clear who is accountable to whom and for what?

Business manager Teachers (Evaluation)

Professional Development This is critical to the effective implementation of a 1:1 program and to leverage the power of technology to transform learning and instruction.

3 – 12 Months Prior to year of implementation: Initially a concerns-based approach needs to address the following: • Why is the Elementary School going 1:1?

• What is C21st learning?

• Do I need to throw out my instructional toolkit or add to it?

• How is 1:1 learning better than existing practices?

• What does a 1:1 classroom look like in action?

• What skills will I need to learn?

• Will I still be able to reach the outcomes of the current curriculum?

• Who will help me develop a C21st toolkit?

• Will I be evaluated on this?

• Who will support me?

• When and how often will I receive support?

• What is expected of me in the first year?

• Are we committed to this or is it just a phase or a way to save money?

• What am I expected to assess in a 1:1 environment?

• How do I assess learning in a 1:1 environment?

Ongoing PD: • Project based learning – What is it and how does it work • C21st tools - what are they and how are they used • Assessment - How to assess C21st skills • Digital literacy and pedagogy 2009/2010 1-1 Pilot Program - Lessons learned: • 1:1 classroom management • Tools for communicating, collaborating, publishing and critical thinking • Support and mentoring is critical to success • Time to reflect and share has to be provided • Teaching styles will change • Learning experiences will change • Assessment needs to change • Learning outcomes need to be reviewed • Professional development accelerates growth • Phased implementation is an effective and manageable strategy • Parents would like access to support and training

Possible Scenarios for 1:1 Implementation Scenario 1 Implementation: 2010 /2011 School year What can be expected?

• • • • • • •

Comfort and familiarity with a 1:1 working environment Increased use of technology tools Increased exposure to activities that promote problem solving, critical thinking, collaboration and communication Review of current units in light of access to new tools Conversations around assessment Experimentation with programs and tools Ultimately a repeat of the pilot on a larger scale

1:1 Grade 5 all classes Scenario 2 Implementation 2011 /2012 School year 2010 / 2011 – A planning year to get critical components into place What can be expected?

• • • • • •

Pilot classes produce 1:1 enhanced units for adoption Teachers have scheduled opportunities to work with pilot 1:1classes to understand the different dynamics Teachers get access to PD on a basic set of web 2.0 tools throughout the year Introduction to PBL to leverage the power of 1:1 in instructional design Introduction to C21skills and SLO’s Parent Student “Boot-Camp” designed for the beginning of the year

Leading to: Grade 5 – Full implementation Grade 4 – 2 classes on a pilot Scenario 3 Conditional to some release time for the Integrationist: 2010 / 2011 – A planning year to get critical components into place What can be expected?

• • • •

Pilot classes produce 1:1 enhanced units for adoption Teachers have scheduled opportunities to work with pilot 1:1classes to understand the different dynamics All teachers get access to PD on a basic set of web 2.0 tools throughout the year Introduction to PBL to leverage the power of 1:1 in instructional design

2010 / 2011 Grade 5 - two advanced pilot classes

Critical Components to Change