Creekbed/Toshiba L.A. 1/18/08 – Pamela Livingston
973-476-4819

I. Introduction
a. Research for 1-to-1 book
i. About 40 leaders of laptop programs in US interviewed and indepth profiles of Maine, Michigan, Henrico, Urban School of San Francisco, Denver School of Science and Technology, The Peck School
b. Metcognition and digital assistants/laptops or tablets
II. About 1-to-1
a. What’s uniquely possible with 1-to-1 (with examples)
i. Self-directed learning
1. Students in charge of their own learning, can happen in any location,
ii. Distributed resources, getting to thinking faster
1. Resources at their fingertips, teachers do not have to distribute and collect resources, no need to go to alternate locations – learning in the classroom where all other learning happens
iii. 21st Century skills
1. Teamwork, collaboration, discerning use of information and information tools,
iv. Richness of possibilities for teaching and learning
1. Teachers empowered with resources, opportunities to expand the curriculum
v. Home to school connectivity
vi. Enhanced communication students, teachers, parents
vii. Levels the playing field – all students, all teachers have same resources
b. About the research and 1-to-1
i. Several studies about what 1-to-1 can offer teaching and learning
1. (Maine, Athens Academy, Florida, Harvest CA, Clovis CA, Rockman et al, others)
2. Newer research to be included based as well
c. Examples of 1-to-1 learning at independent schools
i. The Peck School, Morristown, NJ (short video)
1. Initial reasons for laptops – homework – current use – integration w/curriculum
ii. The Urban School, SF (Tellingstories) (short video)
1. Very student-centered school
2. Normal progression – because of how empowering laptops are for students
iii. Catholic H.S. in Australia (short video)
1. Schoolwide examination of learning
iv. The Whitfield School, St. Louis, MO
1. The “truth” of the lesson – how a recurring English project done year after year was deepened and improved when students were given laptops
v. St Thomas Episcopal School, Coral Gables, FL
1. Differentiated learning via laptop use – different learning styles, abilities, levels but all empowered with laptops
III. Components for 1-to-1 success:
a. Teachers onboard – laptops for teachers first
b. Professional development
c. Planning – outreach – involvement of multiple stakeholders
d. Attention to logistics
i. Technical support
ii. Loaner laptops, batteries, power supplies
iii. Charging areas or plan
iv. Sturdy laptop cases
v. Insurance
vi. Policies, procedures
e. Infrastructure – wireless access points, electricity
f. Leadership
g. Committment
IV. Resources for 1-to-1 learning, planning
a. My book http://www.amazon.com/1-1-Learning-Second-Programs/dp/1564842541/ref=sr_1_1?ie=UTF8&s=books&qid=1302726040&sr=8-1
b. http://www.aalf.org
c. http://www.mainelearns.org
d. http://sig1to1.iste.wikispaces.net/ (ISTE’s 1-to-1 SIG)
e. http://www.k12blueprint.com/k12/blueprint/index.php
V. Conclusion of 1-to-1 overview
a. 1-to-1 offers possibility at the fingertips of every student and teacher like nothing else
b. Add some of the new Web 2.0 tools to the mix and it’s an important empowering time for teaching & learning
VI. 1-to-1 Funding
a. How the Peck School funded the program (Note, is described in book but basically Peck raised the tuition higher than usual once and never went down, in effect “endowing” the program – and also had a technology capital campaign to help w/infrastructure)
b. The Urban School – how they asked parents if they were planning to purchase computer for 9th grader coming to Urban, 84% said yes, then Urban said they would purchase the computer, it would have all sorts of software that they can purchase at ed. pricing, it would be supported, and there would be loaner computers, batteries, power supplies and it would be used in the classroom as part of teaching and learning.
c. Other profiles from the book and funding
d. Rethinking budget: for instance, eliminating computer labs in favor of 1-to-1 and using money to support those computers for 1-to-1; look at hardware replacement budget and instead of replacing classroom and other computers use the hardware replacement budget to purchase laptops; repurpose and reclaim existing computer labs; leasing instead of purchasing to spread payments over a longer period.
e. Examples from Creekbed document

f. More research to be done and included
g. Conclusion: varied approaches to funding 1-to-1 and various questions to consider, e.g., - who owns the laptop? Who repairs the laptop? What happens when the laptop needs replacement? How often are laptops purchased? What are the “hidden costs” if the laptops are not standardized?
i. In my opinion, however, it is worth the time and money. The schools I interviewed all concur: they would not go back to non-laptop teaching & learning.
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