1_to_1_innovative_uses


 * 3. What** **state / district / schools are finding out now that they have 1:1 laptop initiatives.**
 * (highlight interesting and innovative uses of the laptops by students in classrooms (i.e., “because they now have laptops, students are…”).**

"Many of the 1 to 1 learning initiatives are focusing on problem-based learning and/or authentic learning. A state leader in technology integration, Cascade High School in rural Idaho, uses its Apple 1 to 1 Learning environment to engage high school students in authentic projects, connect with field experts, and even influence public policy. Students in advanced biology have designed wetlands, engineered solutions to save struggling trout populations, and even convinced local ranchers to change how they use land. Their technology breaks the barrier of place and time, enabling them to do authentic, stimulating work in their academic studies, while living in a remote rural area" (Metiri Group, p. 5).

"Begun in 2000, the TechKnow project enabled district leaders to introduce 1 to 1 laptop computing into the schools in urban Indianapolis. At Harshman Middle School, students worked to solve the problem of an abandoned fast-food restaurant across the street from their school—identifying the abandoned property as a potential community problem. They began by constructing and distributing a survey, polling the community about what should replace the building. An analysis of the results revealed that most locals hoped the lot could be turned into a neighborhood pharmacy.
 * Indianapolis Public Schools, Indiana**

The students took the problem to their math classes, where they researched zoning rules and lot issues, then contacted CVS pharmacies to talk about the square footage and other needs of a typical pharmacy. Finally, they worked with an engineer to design the new structure based on what they learned, all the while considering cost-effectiveness and how the design could best suit the neighborhood. Students used their iBook computers to project-manage, capture images, and record interviews; edit video for insertion into presentations; produce and analyze the survey results; communicate with experts, their teachers, and their team; and produce a final multimedia report. The result: technology-literate students who understand firsthand, how to make a difference in their community as contributing citizens" (Metiri Group, p. 7).

"Frontier, like all schools in Natrona County, is a school of choice. The students and parents who selected Frontier agreed to enter into the 1 to 1 laptop pilot program, knowing there would be new problems to face. But they also understood they would have the opportunity to be part of the digital revolution that they see and hear about in the media, including instant messaging, iTunes, and personalized desktops. Rather than lock down the iBook computers, the district is allowing students access to these technologies, and focusing on teaching them responsible use. District leaders believe that the act of personalizing the computers has helped students demonstrate greater ownership in their own learning, resulting in higher engagement levels in school" (Metiri Group, p. 8).

"This article describes the efforts of four North Carolina schools that implemented the state’s IMPACT model into their respective schools. The primary emphasis of this IMPACT model focuses on the efforts of a technology facilitator in facilitating effective technology integration practices with public school teachers. Outcomes of this evaluation center on the importance of collaboration between the technology facilitator and teachers, continual and regular staff development workshops, and the essential role of a technology facilitator. The results of these case study analyses can influence future implementation of North Carolina’s IMPACT model and may affect other districts considering a technology facilitator for their schools" (Sugar & Kester, 2007, p. 15). Sugar, W., & Kester, D. (2007, Spring). "Lessons learned from IMPACTing technology integration practices: Four IMPACT model case studies." //Computers in the Schools//, 24(1-2), 15-32. Retrieved on March 25, 2009 from [|ttp://cits.haworthpress.com/].
 * Lessons learned from IMPACTing technology integration practices: Four IMPACT model case studies.**

References //1:1 Learning: A review and analysis by the Metiri group// (n.d.). Retrieved November 8, 2009, from http://www.apple.com/au/education/k12/onetoone/


 * Example Programs**
 * Maine's Middle School Laptop Program = []
 * Stillwater, MN Laptop Program = []
 * Westside High School, Omaha NE Laptop Program = []
 * [|Auburn, Alabama]: "The goal of Auburn’s [|21 st Century Learning Initiative] is to “prepare … students and educators to be contributing members of an ever-increasing technological and global society through an anytime, anywhere learning environment.” The program involves the use of Gateway tablet computers and a variety of other technologies by students at a number of different grade levels." ([|http://www.k12blueprint.com/)]


 * Samples of Acceptable Use Policies and other relevant documents:**
 * Smoky Valley Public Schools, KS == []
 * El Dorado, KS == []
 * Arnold Public Schools, NW == []
 * Maine School District #6 == []
 * Maine School District #40 == []