For this assignment I reached out to a fellow technology teacher in a different district who is 1:1 with iPads. This teacher, Katie, works at the middle school level with 5th-8th graders. This is the 5th year her middle school has supplied iPads to the students.
What are the biggest challenges you face on a daily basis?
Katie says keeping students on task during down times in the classroom can be the biggest challenge. Though many of the social apps are blocked, students can still access YouTube.
How do you deal with these challenges?
Students in this middle school sign an AUP, as does the parents of the students. This means there is a step-by-step process in place for any student who is misusing the iPad, taking off profiles, or damaging the device. At the beginning of the year, the district hosts an informational session that parents must attend regarding their student's device. Here, they explain how teachers monitor the iPads, what happens if the iPad is broken, and what we do with infractions due to misuse. For example, she takes away iPads for a week if students are misusing their iPad or removing profiles. They want parents to understand the expectations ahead of time. They also have students take an iPad class before receiving their iPad. They explain the same information that she did to the parents and also teach students how to use their iPads.
To keep students on task, Katie's district employs a student profile management system that does not allow students to add apps or update them. If an app is deleted, Katie knows because certain profile-related issues pop up.
When it comes to financing a 1:1 environment, what have needed to spend money on that you didn't necessarily need to before going 1:1?
Katie explained the district now spends money on apps, broken iPads, extra iPads for borrowing when an iPad is broken, iPad covers, wages for summer work to prepare the iPads and a student profile management system. There is money needed to run the 1:1 environment, something some districts do not consider when implementing 1:1 devices.
What kind of parent involvement have you seen?
As was stated earlier, the district has parents take a class at the beginning of the year, especially for any parents of incoming 5th graders, to attend. This aids parents in understanding how the iPads will be used for and the expectations the district has for the students. She tells the parents up-front that when an iPad breaks, it is the family's responsibility to pay the bill. The district will send the iPad in for repair and provide a student with a loaner, but the parent must foot the bill. Because of this, parents do emphasize to their children that taking care of the iPad is extremely important.
What advice would you give district looking into going 1:1?
At Katie's district, they have had various other districts visit during the day to see the iPads in action. Teachers ask questions of students and teachers as well as administrators. So, Katie says, do your homework. She states found out how many money it takes to not only start-up the 1:1, but also how much money it takes to maintain the environment. Think about how you will provide teachers with professional development opportunities that increase use of the device is another thought Katie had. Lastly, make sure that not only students, but parents, are also on board. Without their agreement there will be lots of uphill battles, she explains.
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