After reading the articles and watching the YouTube video, What Device is the Right Device?, I felt that I was ready to choose the device for my school. However, once I started researching, reading blogs and technology news pieces I realized I was far from ready. So out came the notebook and my "old school" habits of jotting things down on paper with pens and pencils.
Overview: I am employed at Troy Intermediate School, which is one of three schools in Troy Area School District. Our building houses grades 3-6 (ages 8-12 years old) with approximately 500 students and staff. Our district is located in a very rural and small area, being one of the largest districts in the state with mileage that is covered east to west and north to south. Nearly 50% of our students participate in the free/reduced program through the school.
I have no previous experience with this particular product or any tablet other than iPads. I am very familiar with Windows operating systems as my work computer is currently a laptop with Windows installed on it and we have older laptops at home that are also have Windows installed. The technology that our district currently has available in our building include: one iPad cart for each grade level (5 classes per grade level), one laptop cart (not all laptops work or stay charged), two computer labs with 30 desktop computers, a computer classroom with 30 desktop computers, and each classroom is equipped with four desktop computers. All of the laptops and desktop computers run a version of Windows OS and are not all one particular brand, make or model. Each classroom does have a SmartBoard or Promethean Board that syncs with the teacher provided laptop or desktop computer and a projector.
The options I kept going back and forth between included Apple products, the Panasonic E3, the Samsung Galaxy Tab 4, and the ChromeBook. I have three Apple products (MacBook, iPhone and iPad) which I love and constantly use, however I know the budget constraints my district is currently under and therefore pushed Apple to the side (if money were not a factor, I probably would have done further research on an Apple MacBook). Jim Klein also pointed out that iPads are "great for gathering, but not so great for creating" and we want to teach students to create things as the point of implementing technology is to better prepare them for the world (Grey, 2011). I decided against the Samsung Galaxy Tab 4 as it comes blank with nothing on it and it is just another tablet choice to me. I was now down to two, and Jason Markey from the YouTube clip had me convinced the ChromeBook was going to be my best choice with its affordability, PocketCloud and sync capabilities with all things Google. However, when I read The Frustrating Truth About Google's Chromebook, I immediately thought of the 50% or greater number of students within our school that are on the free/reduced lunch program and internet may not be an option. If we want these devices to be able to go home and allow students to continue their work, these would be a waste of money.
Rationale: I chose the Panasonic E3 which is a brand new two in one, laptop and tablet. It isn't going to be available until Fall 2014 however it was created for the purpose of K-12 education. It has a detachable keyboard, runs Windows 8.1 Pro and features, what seem to be, amazing pieces of software. The software includes STEM-centric, Intel lab camera software, SPARKvue software with built-in lab activities, Microsoft Onenote, digital textbooks and more. Now, being that is hasn't been released yet, was just introduced at the International Society for Technology in Education (ISTE) in the end of June, there are no models that I would be following. If I were a part of a collaborative group of individuals working to improve the technology in our district, then I would suggest these as a pilot program for a year or two. Panasonic is offering discounts and grant options to poorer districts that do not have the financial means to purchase these.
Implementation plan: Seeing how these devices have no studies of use in the classroom, I would want to start small implementing them into our district gradually. I would wish to pilot them at the Intermediate School, the building that I currently work in. We would be looking at approximately $250,000 to purchase the devices, not including any sort of cart or charging stations for in school use. The district in which I work would need to provide the devices, as a BYOD program wouldn't be a fair option with at least 50% of our student population receiving free or reduced breakfast/lunch.
The Panasonic E3 devices feature a microscope lens that can be attached to the rear camera that magnifies images as well as a temperature probe. Both of these INCLUDED enhancements would be heavily used in our science classes. The Panasonic E3 also has several science related software pieces installed such as the STEM-centric, Intel lab software and SPARKvue which seem like wonderful programs to explore with my students. These laptop/tablet 2 in 1 devices would also be used cross curricular as digital textbooks are available along with lesson plans. Students would also be able to compose notes and pieces of writing within Microsoft Onenote. The cameras, one forward and one rear facing, would be beneficial when students are creating videos, projects and presentations as well as when conducting experiments. A math teacher that I work with hardly utilizes the one iPad cart we have, for our five fourth grade classrooms, as iPad's do not support Flash. This particular teacher would be able to use these Panasonic E3 devices without an issue. For our ELA (English Language Arts) Department, these devices would cut down drastically on the juggle to accommodate all students in our two computer labs. Each week in all grade levels, students in ELA have assignments and tests within our current reading curriculum which are all online. They can be printed, but when you have 75 students, only 500-600 copies/month, and a multiple page test, why would you bother printing them when you have devices that can access the same information?
As far as initial implementation of the devices, we would have the devices 1:1 in our building and the devices would belong to the district with the option for lease to own. I chose this option due to the interesting points Ben Grey and micwalker mentioned in comments of iPad vs. Netbook for a 1:1, being that if the students/parents are paying for the devices, they are going to take better care of them and you will have less issues to deal with. This would hold true whether it be with the intent to buy at the end of a said time period or they are choosing not to lease and are paying for a protection plan that would cover insurance for any needed repairs. This would allow the district to still own the devices but would also enable students to take them to and from school to continue their work.
Professional Development: Andrew Marcinek, Ben Grey and Jason Markey all mentioned throughout the video "What Device is the Right Device?" the high importance in professional development when bringing in anything new to the district, especially a piece of technology that the IT department is hoping will be fully utilized and implemented. However, this can not happen if people are not given time to be trained and supported continuously, not just in a one day workshop, but all throughout the year. The people that I am referring to that need training are not just the teachers or the administrators but the students, their parents and the community that supports your students and staff. Teachers are going to be more likely to use technology when professional development has been provided and is available continuously (Penuel, 2006). I hadn't realized it until this year when I gave my students iPads to use during a project, that roughly half of them were unsure of how to utilize it (and that they weren't just given them to take silly pictures of their friends). Andrew reminded me of this when he was discussing how we cannot and should not just assume that students know how to use a device and will catch on, we need to teach them and instruct them as to how to utilize the many functions of that device for academic purposes. Otherwise, we cannot expect them to be able to use that piece of technology for its purposes.
Anticipated outcomes for success: Three of the articles I read this week mentioned several of the following successes that research is showing when one-to-one computing or laptop programs are implemented in a district. Those successes include a student centered teaching approach, improved writing skills and pieces, increased standardized test scores, increased student motivation and engagement, decreased disciplinary problems, increased attendance rates, teachers are able to teach more in less time and go into further detail, and students are able to locate and evaluate information on the Internet. (Larkin & Finger, 2011. Bebell & Kay, 2010. Silvernail, 2011.) My hope is that we would see all of those successes mentioned in all of our students and in each academic and specials class. Based on the daily integration of technology into the classrooms, I am hoping that we would increase the economic competitiveness, where all students are more prepared for the tech-saturated work environment. We can't expect students to be technologically savvy when we provided them use of a computer in a lab setting once in a while, if we increase their access to digital resources, then we are decreasing that digital divide that separates students based on their socioeconomic status (Penuel, 2006)
Possible problems: These devices will be brand new with no research to go from or district's to learn from. There could be technical glitches and issues, there could be software problems and there could be recalls or constant updates to the device as problems arise. We just don't know. It's a risk, but these devices were created by a company for American education K-12, therefore I have no doubt that matters would be resolved, taken care of and that help would be given as needed from the company.
As I was searching through some of the education blogs I am following on feedly I cam across this image from Larry Ferlazzo's blog that compares laptops and tablets and is one of the components that helped me make the decision of choosing a device that can function as both a table and a laptop. Link to Image (Image is large)
Resources:
Bebell, D. & Kay, R. (2010). One to One Computing: A Summary of the Quantitative
Results from the Berkshire Wireless Learning Initiative Journal of Technology,
Learning, and Assessment, 9(2). Retrieved July 16, 2014 from http://www.jtla.org
Duffy, J. (2013, January 2). The Frustrating Truth About Google's Chromebook. . Retrieved July 16, 2014, from http://www.pcmag.com/article2/0,2817,2413771,00.asp
eSchool News | International Society for Technology in Education (ISTE) | eSchool News. (n.d.). eSchool News | International Society for Technology in Education (ISTE) | eSchool News. Retrieved July 16, 2014, from http://www.eschoolnews.com/events/conferences/iste/
Grey, B. (2011, April 1). iPad vs. Netbook for a 1:1 | EdReach. EdReach RSS. Retrieved July 16, 2014, from http://edreach.us/2011/04/01/ipad-vs-netbook-for-a-11/
Hachman, M. (2014, June 29). Panasonic launches Windows hybrid tablet for classrooms. . Retrieved July 16, 2014, from http://www.pcworld.com/article/2393050/panasonic-launches-windows-hybrid-tablet-for-classrooms.html
Larkin, K. & Finger, G. (2011). Informing one-to-one computing in primary schools: Student use of netbooks. Australasian Journal of Educational Technology, 27(3), 514-530. http://www.ascilite.org.au/ajet/ajet27/larkin.html
Londis, D. (2014, July 16). Explosive Tech Investment Hitting The Classroom « Invests.com. Investscom RSS. Retrieved July 16, 2014, from http://invests.com/explosive-tech-investment-hitting-the-classroom/20140716042317849
Panasonic. (2014, January 1). 3E. Retrieved July 16, 2014, from http://www.panasonic.com/business/3e/3e-2-in-1-education-solution.asp
Penuel, W. Implementation and Effects of One-to-One Computing Initiatives: A Research Synthesis. Journal of Research on Technology in Education, 38, 329-348. Retrieved July 16, 2014, from https://www.chatsworth.com.sg/uploaded/PDF_Forms/PDF_Images/implement-PBL.pdf
Pierce, D. (2014, July 14). New mobile devices for schools shown at ISTE. . Retrieved July 16, 2014, from http://www.eschoolnews.com/2014/07/14/new-mobile-devices-142/
Silvernail, D. (2011, August 1). A Middle School One-to-One Laptop Program: The Maine Experience. . Retrieved July 16, 2014, from http://usm.maine.edu/sites/default/files/cepare/MLTIBrief20119_14.pdf
We Are Teachers. (2013, January 1). The Digital Classroom 2013. Retrieved July 16, 2014, from http://www.weareteachers.com/hot-topics/topics-in-education/the-digital-classroom-2013?utm_source=twitter&utm_medium=Social%20Media&utm_campaign=Troxell-site-1113
Ashley - your post is the most thorough one I read this week! I love that you grabbed the paper and pencil to figure this out! I further applaud you for going with a new product. Without other trials, this is a tough decision, but your research and rationale are strong. I have a question since you teach the younger grades and I am in high school. One of the anticipated benefits is the increase in student centered teaching. Do you feel you can do this with younger students? Is it more work for you and do you think the students invest and understand better than through direct instruction?
ReplyDeleteGreat post and product. I learned a lot.
I think that even with the younger students, that with the proper instruction on the purpose of the devices and how we are going to utilize them, that I could increase my student centered teaching and pull back on the direct instruction, whole class anyways. It would allow me to work in small groups, which I think are more effective.
DeleteThank you for the positive feedback!
Ashley,
ReplyDeleteYou did a wonderful job of analyzing devices and going with one that you feel will be best for your students and your district. The idea to pilot the program is an excellent one, especially considering it is a newer device that may have some issues that need to be worked out. Through the help of a sound technology department and collaboration amongst colleagues, I am sure that you will be able to work out the potential problems that this (or any new program) brings about.
Your use of various sources shows that you really did your homework in choosing a plan for your district -- nicely done!
Thank you! It was a lot of homework, and something that I was proud of upon completion! It will be interesting to see if many districts choose to pilot this device this fall and what the outcome of it is!
DeleteAshley,
ReplyDeleteDon't know if my first post got to you because it disappeared after I clicked on preview.
I think you did a great job on deciding which device was the best for your district. I read the article on Chromebooks and it caused me to think if I pick the right device. There is a 3G option for the Chromebook and there are plenty of offline Apps available on Google Play that should solve the problem. The thought of the Chromebook being useless without internet made me think any educational device becomes a glorified word processor without the internet. The internet is needed to do the research and communication necessary to be successful in learning 21st Century Skills.
The Panasonic looks like a good choice but they haven't been used yet and I am curious how they will work. I did consider devices with detachable keyboards but I worry about them becoming lost. Panasonic has a history of creating reliable devices which include sturdy laptops that are used by the military.
I am looking forward to hearing how the work in the field.
That's great to hear that Panasonic has a history of reliable devices, especially ones that are durable! I look forward to following them throughout the fall and see what the feedback is from districts that choose to pilot them.
DeleteIt's good to know that there are apps to solve the problem of the Chromebook being functionless without wireless internet. It is so true that we run into that problem with many devices becoming glorified word processing units and it makes me wonder what affordable options districts are going with to allow students to continue work at home on the devices if internet at their home is not an option.
Never even heard of this device but I really like your attempt and efforts here. I would challenge you with 3 questions. Not sure you have to address them at all but wanted you to consider them:
ReplyDeleteWith a relatively new product, do you think the manufacturers or any other company outside your own IT dept will be needed to support this?
What will the PD look like? When does it happen and what will it focus on?
Anytime you're spending this kind of $$, people are going to want results. What measures or documentation will you use to determine success?
DRS,
ReplyDeleteI think that the manufacturers will be the sole supporters of the device during the first year, especially since the device has been designed for educators and being that it is brand new.
As far as PD, my vision would be that there would be several hours spent with the devices once the district received them (which probably wouldn't be before school started). Then, it would be very beneficial to have a few hours available during each PD or Act 80 day, which would allow the IT dept to be available for questions and teaching for implementing it into the classroom. I would want the focus to be on ways to use the devices other than as a search engine or word processor in order to provide time for creativity as well as ways for teachers to use them as tools within the everyday classroom.
As far as measures and documentation, it would be interesting to see if the IT dept could monitor the usage of the devices and then within the classroom, biweekly or monthly the teachers and students could fill out a survey type document. This would allow the IT dept and team (teachers, administrators and others) that chose the devices to monitor usage and whether or not they are meeting the goals that the team and IT dept set up prior to the purchase of the devices. These reports could be delivered during the monthly school board meetings or done bimonthly. It would need to prefaced with the fact that these devices are new to not only us, but all, and that time is going to be needed to truly have an understanding in relation to success.