Why+1+to+1


 * Why 1:1**

The State of Maine
"The driving force behind Maine’s statewide laptop initiative was economic development. Former governor Angus King remarked, “As I talk to businesses, the biggest thing that they look for is qualified people. … We’ve got a lot of small towns, a lot of people whose parents didn’t go to college, and a relatively low number—about 20 percent—of our people have college degrees. My job as a leader is to try to look out into the future, see what’s necessary, and then equip my people with whatever it is. This proposal is for every school, every kid, rich, poor, north, south, east, west, rural, and urban. At a stroke, it would begin the elimination of the division between the technological haves and the have-nots.” King created a public firestorm that eventually resulted in the first statewide 1 to 1 laptop initiative: 38,000 iBook laptops were distributed, one to every seventh- and eighth-grade student and their teachers. Through that initiative, Maine is investing in its most important natural resource—the intellectual capital of its students, with the expectation that this investment will result in a knowledge-based workforce that will attract high-tech industry." (Metiri Group, p. 10)

Piscataquis Community Middle School, Maine
"Consider previously mentioned Piscataquis Community Middle School, a 1 to 1 learning pioneer that served as a “poster child” for former governor Angus King prior to the enactment of the laptop legislation. Located in Guilford, an economically depressed mill town, this innovative school implemented Apple 1 to 1 Learning for all middle and high school students and their teachers. The laptop program was launched in 1999 through funds from Guilford of Maine, a woolen mill that, at the time, was in the process of transitioning to robotics for its spinning and weaving. As a result, the company was in search of a workforce ready for intensive teamwork, mathematical problem solving, and high tech. Profiled by CNN, ABC //World News Tonight,// and the //Bangor Daily News// for its rigorous academic standards, Piscataquis Community Middle School has set high standards for its graduates as effective communicators, self-directed learners, creative and practical problem-solvers, responsible involved citizens, collaborative and quality workers, and informed, integrative thinkers." (Metiri Group, p. 10)

Excite the students about learning through guided/facilitated, rather than direct, instruction. Students help teach parents and siblings technology. (Freyer, 2006, p. 1)

//Marco Torres, Educator// [|View Video] (2004) A short video illustrating how students consider themselves digital natives and the education they are receiving does not meet their needs in today's world. Educators are not accommodating to todays digital learners. This video shows students speaking out on what it means to be a digital student at a analog school.
 * Digital Students @ Analog Schools (San Fernando Educational Technology Team)**

//Converge Online// [|View Website] This Campaign Kit is designed to help support education technology in American schools. Key influencers and decision-makers need to be the leaders to make education work for the citizens of tomorrow. Without technology skills and knowledge, students will not be prepared for the future. We want to ensure students have access to usable technology and they can use the skills they develop. Those skills will make them competitors in the global 21st century workplace.
 * Education Technology Campaign Kit: Argument is Not Numeric**

"The Task Force on Cyberlearning was charged jointly by the Advisory Committees to the Education and Human Resources Directorate and the Office of Cyberinfrastructure to provide guidance to NSF on the opportunities, research questions, partners, strategies, and existing resources for cyberlearning. This report identifies directions for leveraging networked computing and communications technology. It also calls for research to establish successful ways of using these technologies to enhance educational opportunities and strengthen proven methods of learning. To offer recommendations that are within the scope of NSF’s charter, we focus on the STEM disciplines (science, technology, engineering, and mathematics) and the social, behavioral, and economic sciences based in the US" p. 6. Borgman, C. L., Abelson, H., Dirks, L., Johnson, R., Koedinger, K. R., Linn, M., Linn, M.C., Lynch, C. A., Oblinger, D. G., Pea, R. D., Salen, K., Smith, M. S., & Szalay, A. (2008, Jun 24). //Fostering learning in the networked world: The cyberlearning opportunity and challenge: A 21st century agenda for the National Science Foundation//. National Science Foundation. Retrieved on March 25, 2009 from [|http://www.nsf.gov/pubs/2008/nsf08204/nsf08204.pdf.]
 * Fostering learning in the networked world: The cyberlearning opportunity and challenge: A 21st century agenda for the National Science Foundation**

Rockman, S. (2007, Winter). //Threshold Magazine//, 21-25. [|View Article] (PDF, 1.2 MB, [|Utilizing PDF]) "Although personal computing has been around for a quarter of a century, it has only been in the last 10 years that students have had their own “personal” computers. Until then, most students used the school’s computers, at least when the school computer lab was available or when they had permission to get up from their desks and use the computers in the back of the classroom."
 * It's My Laptop**

"Several university researchers were invited to assist in the implementation and study of a Laptop Initiative for high school students. This initiative provided laptop computers for 247 students and 24 teachers who were grouped into ninth grade learning clusters at three schools. The research on the program’s impact focused on student, teacher, and parent knowledge, attitudes, and behaviors related to the technology. In an effort to measure the impact of the technology integration, an affective instrument to measure knowledge, attitudes, and behaviors (KABs) with regard to technology skills was developed. A pre- and post-survey was administered to parents, teachers, and students. The instrument contained both Likert-scale questions and open-ended questions. Quantitative and qualitative data analyses revealed a number of significant differences between the schools and among the teachers, parents, and students. These quantitative results were supported by the qualitative findings" (Murphy, King, & Brown, 2007, p. 57) "Technology in education is no longer optional. The demands and opportunities of the world and its workforce mandate that we graduate technologically adept, and lifelong learners" (Murphy et. al., 2007, p. 69) Murphy, D. M., King, F. B., & Brown, S. W. (2007, Spring). Laptop initiative impact: Assessed using student, parent, and teacher data. //Computers in the Schools//, 24(1-2), 57-73.
 * Laptop initiative impact: Assessed using student, parent and teacher data**

"This report presents the findings from Project Tomorrow’s 2007 Speak Up Survey, informing international discussions about how to create 21st century classrooms that engage today’s “digital natives.” Project Tomorrow collected survey responses from all 50 United States, the District of Columbia, American Department of Defense Schools, Canada, Mexico, and Australia. The top participating states included: Texas, California, Arizona, Illinois, Alabama, Maryland, North Carolina, Pennsylvania, Florida, and Michigan. In 2007, Project Tomorrow surveyed 319,223 K-12 students, 25,544 teachers, 19,726 parents, and 3,263 administrators. Respondents came from 3,729 schools and 867 districts with 97% from public institutions and 3% from private schools. Schools were located in 32% urban, 40% suburban, and 29% rural communities. Forty-three percent of the schools were Title I eligible, and 29% had a more than 50% minority population attending" p.3. Greenwoode Henke, K. (2008, October). //Leadership in the 21st Century: The new visionary administrator.// Irvine, CA: Project Tomorrow & Blackboard.
 * Leadership in the 21st Century: The new visionary administrator**

Rockman, S. (2003, Fall). //Threshold Magazine//, //1(1)//, 24-28. [|View Article] (PDF, 466 KB, [|Utilizing PDF]) "Whether it’s called a laptop program, one-to-one computing, ubiquitous computing,or 24/7 access, schools and school districts around the country are exploring the benefits and challenges of what happens when every student has a laptop computer."
 * Learning from laptops**

//Rockman et al., San Francisco, CA// (2004) [|Read Report] (doc) "This report portrays the findings from this group of laptop schools and a smaller group of comparison schools. Rockman et al. conducted surveys of teachers and students, collected logs of computer use, gathered prompted writing samples, interviewed school administrators, and analyzed standardized test scores from a variety of state- and nationally-normed assessments. This third year report presents a more complex picture of the impact of a fully implemented school Laptop Program.**"**
 * Students at Center of Learning**

//Karen Reynolds, College of Education, San Jose State University,San Jose, California (Underwritten by Toshiba & NTSA)// [|View Information] Useful website outlining the benefits of laptops in the classroom as well as providing links to resources, curriculum, and exemplary practices.
 * Teaching with Laptops**

Paige, R., Hickok, E. & Patrick, S. (2005, January). //Toward a new golden age in American education: How the internet, the law and today's students are revolutionizing expectations//. Retrieved on March 35, 2009 from [].
 * Toward a new golden age in American education: How the internet, the law and today's students are revolutionizing expectations**
 * "Over the next decade, the United States will face ever increasing competition in the global economy" p. 6.
 * “Our children can’t wait. The future is now. We need to be preparing them for a future that few of us can even visualize. – Dr. Mark Edwards Former Superintendent Henrico County, VA Public Schools" p. 39.
 * "Systemic change is being shepherded through the efforts of dedicated teachers, administrators, parents and students. Technology ignites opportunities for learning, engages today’s students as active learners and participants in decision-making on their own educational futures and prepares our nation for the demands of a global society in the 21st century" p. 46.

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/

Freyer, W. (2006, March 21). //Lessons Learned from 1-to-1 laptop initiatives: Reflections on the critical components: A SITE 2006 presentation//. Retrieved October 14, 2008, from []