THE EFFECTS OF THE ONE-TO-ONE INITIATIVE

Action Research PresentationAmber D. DorseyDoane College Masters in Education Program

PRIMARY QUESTION

How will the implementation of the 21st Century one-to-one

initiative program affect students’ success at school?

GUIDING QUESTIONS How might the one-to-one initiative increase student

accountability for learning?

How might the one-to-one initiative increase higher-level learning in the classroom?

How might the one-to-one computing affect teaching styles?

What challenges might teachers have while integrating technology into the curriculum?

CONTEXT Two sections of 7th grade Science classes (09-10)

44 total students: 24 boys, 20 girls

36 Hispanic, 6 White, 1 African America & 1 Asian American

31 of those students receive free lunches and 8 receive reduced lunches.

13 students receiving Special Education services

PURPOSE The purpose of this study is to

evaluate the effectiveness of the one-to-one initiative.

This study will take into accountParental opinionStudent opinionClassroom teacher opinionStudent work

DATA COLLECTION

DATA COLLECTION Journal Student Self Core Teachers

Portfolio Collection of Student artifacts (X3)

Interviews Before Projects & After projects (X2) Student Project Interviews (X3)

Surveys Parent Student Teacher

JOURNALS Students wrote in their technology journals once a

week using a prompt. I wrote in my technology journal once a week. A team journal was written in once a week during

team time, using a prompt.

The purpose of the journal was to track how much technology was being used in the classroom with how much technology the students were actually using in and with their lessons. Data was also collected on which classes utilized technology and which ones did not, how teachers integrated technology into their curriculum and how the computers helped or hindered student success at school.

PORTFOLIO COLLECTION Students turned in one technology artifact with

each of the three units.

Plants Plant Quizlet Webquest – Great Plant Escape Seed Lab – Which Way Do Seeds Grow?

Fungi Unit Fungi Wiki Fungi Quizlet Pages – Informational Poster

Genetics Unit Cootie Family Distance Learning – Henry Doorly Zoo: Conservation

Genetics

INTERVIEWS Interviews after each project were conducted

to collect information on how students used their time while completing a technology project.

The purpose of this data was to see how much time was spend on the “bling” or creative part of a technology project versus the content of the project and how technology helped express or hinder what was learned during the unit.

SURVEYS Surveys were taken three times during the study.

(Parental, Student and Core Team) One in the beginning of the project (beginning of

January)One in the middle of the project (end of February)One at the end of the project (beginning of April)

Purpose of the survey was to gain information on how comfortable parents, students and teachers were with technology; the use of technology in the classroom, integrating technology into lessons, monitoring the use of technology at home and how much parents help their student with their homework with the technology.

FINDINGS

STUDENT ACCOUNTABILITY INCREASED WITH THE ONE-TO-ONE INITIATIVE

0 10 20 30 40 50

60 70 80 90 100

0 10 20 30 40

60 70 80 90 100

0 10 20 30

40 50 60 70 80 90 100

54% of the students surveyed indicated they no longer had an excuse for late work because of their computers.

50% of students indicated the computer helped to keep them organized with their homework and it was helpful to have all of their tools in one location.

37% of students made comments about how the one-to-one initiative taught them to be responsible for their homework and computer.

54%

50%

37%

STUDENT ACCOUNTABILITY INCREASED WITH THE ONE-TO-ONE INITIATIVE

Parents surveyed stated that their child took more responsibility in their homework because their grades increased and they were more engaged in their schoolwork.

Teachers agreed with the students that having all the tools in one spot helped students become more organized and increased their accountability in learning.

I noted that with the one-to-one initiative, students took more pride in their work which increased their taking an active role in their learning.

THE ONE-TO-ONE INITIATIVE HAS INCREASED HIGHER-LEVEL LEARNING IN CLASSROOMS.

0 10 20 30 40 50

60 70 80 90 100

0 10 20 30

40 50 60 70 80 90 100

51%

37%

51% of students surveyed stated that technology provided multiple examples of the topic being discussed so they gained a better understanding of the content.

37% indicated that since all of the materials are in one spot, they had more time and energy to focus on the content versus organization.

THE ONE-TO-ONE INITIATIVE HAS INCREASED HIGHER-LEVEL LEARNING IN CLASSROOMS.

Teachers noted that having the technology being at students’ fingertips allowed for teaching the interconnectedness of topics visually and quickly.

Teachers also indicated that the implementation allowed students to use multiple intelligences while working on projects.

I observed that students working with one-to-one applied their knowledge instead of memorizing and regurgitating knowledge.

TEACHING STYLES HAVE CHANGED TO SOME DEGREE

0 10 20 30 40 50

60 70 80 90 100

0 10 20 30 40

50 60 70 80 90 100

0 10 30 40 50 60 70 80 90 100

59%

43%

20%

59% of the students stated that teachers all used technology to some degree to help students understand the lesson being taught.

43% of the students said the change they liked the most was the remedial practices teachers created so they can review at home.

20% of the students indicated the one-to-one made communication easier.

TEACHING STYLES HAVE CHANGED TO SOME DEGREE

Some teachers surveyed stated that the one-to-one had no effect on their teaching styles. They did not change how they were teaching their content.

I observed that as the year progressed, more collaboration was happening among teachers which led to technology slowly being integrated into all levels of curriculum.

TEACHER BARRIERS THAT IMPEDE STUDENT SUCCESS Time to prepare lessons, learn Studywiz, and time needed to

catch up to what the students know were the top three time challenges stated by teachers.

Inconsistency of computers working and not working was a challenge.

No clear plan of when broken computers will be returned.

Learning how to manage a classroom with some students working on computers and others not due to broken computers was a difficult task for teachers to manage.

Parents surveyed felt like they didn’t have enough technology skills to monitor or help their student be successful.

STUDENT PORTFOLIO WORKArtifacts were collected for each unit during

this study. A collection of student work is located at the following address:

http://edu604examples.wikispaces.com/

On the left hand side of the wiki is a navigation tool. Use it to locate the specific items you are looking for.

CONCLUSION There is strong support for continuation of this

school wide initiative.

Students have shown growth in being responsible.

Students are learning to take ownership for their learning.

Students are producing work using higher-level reasoning.

Students are learning to collaborate with students and teachers.

Inclusion students have taken on a leadership role in class.

Inclusion students feel like the computer has equalized the classroom.

The one-to-one has empowered students.

The one-to-one has boosted student confidence with their academics.

The computer has taught students to be organized.

More work still needs to be done with school policies and procedures.

More data needs to be collected on what technology is being used in the classroom.

The one-to-one initiative is currently seventh and eighth grades and to be successful it needs to move to being school-wide.

Parents need training on technology skills, monitoring skills, and how to work with their child and their homework on the computer.

APPLICATIONS TO CLASSROOM TEACHING

Continue with the one-to-one initiative school wide and work towards the goal of district wide for the near future

Give ample staff development opportunities to keep staff updated with technology

Give time for teachers to develop higher-level curriculum to enhance student success

Monitor student accountability and teacher implementation of technology

Offer parent classes on how to use the computer, how to monitor their students’ computer usage and help them become familiar with the technology to help their child be successful

Lexington Public Schools Should…

ON-GOING QUESTIONS:

What successes will this surveying class have when they graduate from high school?

What kind of students will the middle school produce when the initiative has been school- wide for a minimum of three years?

What types of training can be offered to parents to help with the transition to one-to-one?