06b+One-to-One+Learning+Guidelines

**__Georgina John, Nikeisha Lett, Michael Lewis and Elton John__**

**__ One-to-one Learning Guidelines __**

One-to-One Computing in education refers to a computer for every student. One-to-one computing means that every student or teacher is given a computer, the internet and software. The term computer is used to mean a personal computer, laptop, netbook, handheld, or tablet.

One-to-one computing in the classroom presents a new set of challenges for teachers. Because students are able to access the Internet at anytime from anywhere, teachers must establish a set of rules and procedures governing the use of the technology. Student involvement in this process may be solicited. Teachers should be consistent in enforcing these rules, and students should be constantly reminded that unacceptable behaviour has negative consequences. To effectively manage student technology use in a one-to-one learning environment in a fair and consistent way, there should be a set of guidelines, as mentioned below.


 * 1) 1. **Administrative commitment and vision**. From district to site-based administrators, leaders should be committed to change and be willing to provide both the financing and long-term dedication to the technology's success.


 * 1) 2. **Parental support**. Parents must be aware of the initiative and support it. In some independent schools, parents themselves pay for the laptops, handhelds, or tablets. In public schools, parents might not pay for the technology, but they do need to be aware of its impact on their child[ren]. That impact includes the responsibility for a laptop, handheld, or tablet PC that the child brings home, as well as the risks of inappropriate Internet use. Parents can benefit from this program, too. Consider ways to involve them, including training them on the technology their children are using.


 * 1) 3. **Staff development/support**. Teachers should have access to handhelds or laptops months -- or even years -- before students do. They also should be provided with substantive technical and instructional support, so they can build the skills and confidence needed to use technology in their classrooms. To support students and experience the full benefits of the program, teachers must be comfortable using the technology.


 * 1) 4. **Strong backbone**. Make sure to analyze the state of your school's infrastructure. What happens when your school's 50 or 60 computers grow to 300, 600, or more? As much attention needs to be paid to the technology that isn't seen -- including hubs, access points, T1 lines -- as to the technology that is seen.


 * 1) 5. **Safety and security**. Laptops need to be secured when not in use. Students need to know how to surf and e-mail safely. Tables need to be the right height for laptops.


 * 1) 6. **Set high standards**. To have a true impact, schools are finding that a one-to-one student-to-computer ratio is ideal.


 * 1) 7. **Get broad support**. Consider establishing a team of leaders from your school representing the population groups that will be using the program (like teachers, students and administrators) to support and guide the process. Also, look to your community and local businesses to provide feedback and support. Align with a corporate or technology partner that can help enable the program and that has the resources and infrastructure to help you succeed.

**__ The 5 most important tips for a teacher teaching in a one-to-one learning environment __**


 * __Establish Expectations__** - Prepare classroom rules that are specific to laptop use. Be willing and able to revise the rules and expectations as implementation progresses. Prepare an agenda or to-do list for each class session to ensure students know what needs to be accomplished. Develop activities and assessments that occur over time. Make use of laptops for more than accessing information to engage students in authentic use. Develop ways to monitor classroom behavior using physical proximity. Be ready to redirect behavior. Avoid situations where you have to repeatedly say “No” or “You can’t do that.” Carefully craft assessments that reinforce expectationsfor computer use, and build in assessments of technology literacy.

- Students are expected to work more efficiently.

- Poor Handwriting and grammatical errors should not be an issue.

- Every person should have opportunity to revise any hour of day.

- Larger classes can be managed.

- Teacher can monitor students from remote locations.


 * __Computer Use__** - Efficient computer use requires the teacher/tutor to be an excellent facilitator and manager of the classroom. Teachers must establish consistent rules and procedures for computer use. Some possible guidelines are:


 * Rules for computer use must not cover use only at school but also at home. Students should be involved in making these rules as the rules lead to better maintenance of computer and more focus on day- to-day tasks.
 * Clearly explain and outline student responsibilities in written contracts. Periodically review student responsibilities and enforce rules such as taking away laptop privileges at school and home.
 * Network computers so they can be managed by a teacher from a single computer. It is like conducting surveillance.
 * Make folders available for each student on a network file server and ensure students have access to their folders and save their work anywhere in school. There should be frequent backup for student work.
 * Encourage students to save their work to portable storage devices for future access in case there is a problem with a network file server.
 * Establish an easy- to-understand convention for naming files such as teacher name, student name, activity name and date, so work can be easily identified.
 * Make sure students know how to print and understand when printing is acceptable.
 * Create shortcuts on desktops to gain easy access to frequently used programs.
 * Allow use of instant messaging and email to enquire about assignments outside classroom time.


 * __Managing Space__** - Before one can begin planning their personal center strategy as it relates to a one- to-one learning environment, it helps to think about the dynamics of your classroom. When considering how you can manage your room space, think about how the layout will impact the use of the computers and we must bear in mind the following:

- Where are the plug-ins placed?

- Where is the designated space for computer storage?

- How students will collaborate, work with peers, or work independently with their computers.

- Will students have enough space to work with the computers and peers simultaneously?

- Will students be able to move around and actively engage in learning in your current space?

With managing space, we must also consider the different seating arrangements. This is the simplest and often the most overlooked method for management. Trucano (2011) outlined the different configurations of computer labs based on his observations. Settings exist where computers are set in rows or what might be described as ‘theatre-style’ arrangement. This type of configuration does not allow the teacher to see students work from a common point and hinders quick and easy movement. However, Garger (2011) noted some advantages of this layout. He states that with all students facing the same direction, teachers are able to observe the students’ faces and can interpret non-verbal cues to determine if students are learning the material or they require more help.

Also arranging computers along the side-line of the room in a U-shaped format is another layout of computer labs. Trucano describes this as “practical” since it is along the walls where plugs are usually located. This arrangement also facilitates quick and easy movement of the teacher to monitor students’ work and to ascertain that they are not off task. Because of this, greater levels of feedback, support and guidance can be offered to the students. According to Garger (2011), this design allows technicians easy access to carry out computer maintenance, as others are not disturbed when gaining access to the computers. Furthermore, students entering and leaving the lab do not hinder the work of other students. However, Garger (2011) emphasized that the U-shaped layout provides very limited opportunity for teachers to adequately monitor what students are doing and looking at on their monitors. Also, such a configuration is not appropriate for test taking and requires many additional personnel to monitor students. Additionally, it usually occupies more space than other configurations.


 * __Managing Time__** - Effectively managing time in a one-to-one learning environment is of paramount importance. It is an effective strategy in ensuring that success is attained. The following are some time-management strategies that can be employed in a one-to-one learning environment.


 * Ensure that students get to class on time. There should be a penalty for breaking this rule.


 * Time should be allocated to the various learning tasks. To make this easier for the students, teachers should set up a countdown timer so that they know how much time is left to finish their tasks, save their work, and shut down their computers. Example Xnote Stopwatch.


 * Students should be taught how to use their computers. They should be familiar with the basic operation of their computers and develop the necessary technology skills, so that they will be able to find their way around very quickly. This will ensure that their learning time around the computer is maximized.


 * Students should not use their computers for other purposes that are not related to their learning, such as playing games and visiting social networking sites.


 * Plan lessons with the idea that lessons that involve the use of laptops may either take up more or less time than expected. Therefore, until you have established a good foundation for laptop use, build extra time into the lessons.


 * Remind students when their laptops are needed. This can be done by posting a sign on their classroom door, or a note projected on a whiteboard or screen.


 * Consider using remote monitoring software to ensure that students are properly using their time with regard to Internet use, e-mail and instant messaging, saving, and printing, among other things.


 * Consider allowing students to use e-mail or instant messaging to communicate with teachers when they need help or have questions about an assignment.


 * Teachers should consider having students work in groups. With one person being allowed to use a computer in a group, it will reduce the number of computers that a teacher has to monitor, thereby making time management easier.


 * Teachers should move around in the classroom, instead of standing in one place for the whole time. By so doing, the teacher will be able to see who is and who is not on task. Students who are off-task should be reminded that they need to use their time wisely.


 * Involve students in making rules for the proper management of time with the use of their laptops. These rules should be constantly revised and new rules added, as the need arises.


 * __Assessment__**- Assessment is at the heart of education. Teachers and parents use test to gauge a student’s academic strengths and weaknesses. You can't know where you're going unless you know where you are. Testing forms the bedrock of educational assessment and represents a commitment to high academic standards.

Performance is most often viewed in the form of formative or summative assessment. Formative assessment is ongoing and provides information needed to adjust teaching and learning. It not only helps to monitor student progress throughout an activity, but can also gauge student understanding and readiness to proceed to further tasks. Summative assessment focuses on a particular point in time, often at the conclusion of an activity. Both types of assessments are valuable tools when designing tasks to demonstrate mastery or understanding.


 * //Rubrics to Measure Student Learning//**

Providing detailed explanations of an assignment using an online rubric, such as Rubistar or Digial Media Scoring Guides, can assist students in both completing tasks and improving future performance. Online rubric tools allow teachers to create rubrics quickly with a greater level of feedback, allowing for student interaction in the process. Also, online rubrics can easily be shared amongst teachers in schools and saved or modified for future assignments.

Fundamentally, assessing multimedia projects is not different from assessing a traditional project, writing assignment or presentation. The primary difference between traditional assessment and assessing multimedia projects created with technology and web 2.0 tools is that one must consider the unique features and possibilities associated with a specific medium. A podcast for example has a unique set of possibilities that are entirely different from a wiki, whereas, a wiki would have a completely different set of expectations and requirements when compared to a student video project.

When assessing students' work created with technology, it is important to consider the learning curve that is typically associated with using a new technology. Also, there is the dual consideration of assessing the process and the product. Where the first podcast product may be somewhat lacking in refinement, the process used by the student group may have been exceptional. As the year progresses, the expectations for both the process and the product may become more demanding as the students become more comfortable with the particular technology platform.


 * //General Multimedia Assessment Tools//**


 * Rubistar - create your own customized rubrics.
 * Multimedia Mania Student Checklist - students can use this checklist before submitting their work.
 * Multimedia Rubric - a project rubric that could be applied to a variety of projects.
 * Creating a Rubric to Assess Multimedia Projects - from the University of Texas at Austin, a complete guide to creating assessments.
 * Creating a Rubric - Tutorial - complete with templates, this site walks you through the process of creating project rubrics.


 * //Assessing Student Blogging//**


 * The Chronical of Higher Education - A Rubric for Assessing Student Blogs
 * Konrad Glogowski - Towards Reflective Blog Talk
 * Konrad Glogowski - How to Grow a Blog
 * Resources from the Digitally Speaking Wiki
 * o Teacher Tips for Blogging Projects
 * o Directions for Posting Blog Entries
 * o Teacher Checklist for Blogging Projects
 * o Leaving Good Blog Comments
 * o Blog Entry Scoring Checklist
 * University of Wisconsin-Stout: A Rubric for Evaluating Student Blogs
 * Various Blogging Rubrics
 * o Blogging Rubric
 * o Blog Reflection Rubric
 * o Blooms Digital Taxonomy & Blog Journaling Rubric with Examples
 * o Porterfield's Blogging Rubric
 * o Blog Assignment Rubric


 * Assessing Wikis **


 * The University of Wisconsin-Stout: Wiki Rubric
 * Digitally Speaking Wiki
 * o Wiki Tasks for Student Groups
 * o Characteristics of Quality Wiki Pages
 * o Wiki Scoring Checklist
 * o Teacher Tips for Wiki Projects
 * o Defining Wiki Goodness Reflection
 * o Exploring Wikis in Action
 * Various Wiki Rubrics
 * Read Write Think - Wiki Rubric
 * Read Write Think - Wiki Rubric 2


 * Assessing Websites **


 * Kathy Schrock's Guide for Educators - Group Project Web Page Rubric
 * Galileo Education Network - Website Rubric
 * Website Evaluation Rubric
 * Website Design Rubric


 * Assessing Voicethread Projects **


 * Educause Learning Initiative: 7 Things You Should Know About Voicethread
 * Bill Ferriter Blog Post: Scoring Voicethread Participation
 * PennState: Advice for Using Rubrics with Voicethread
 * Digitally Speaking: Assessing Voicethread Participation
 * Various Voicethread Rubircs
 * o Voicethread Rubric
 * o Voicethread Rubric
 * o Voicethread Rubric
 * o Voicethread Oral Assessment Rubric
 * o Voicethread Rubric
 * o Voicethread Rubric


 * Assessing Podcasts **


 * ISTE Educator's Podcast Guide
 * Kathy Schrock's Guide For Educators: What Makes a Good Podcast?
 * Blooms Digital Taxonomy: Publishing - Podcast Rubric
 * Various Podcast Rubrics
 * o Podcast Rubric
 * o 21st Century Skills - Podcast Rubric
 * o University of Wisconsin-Stout: Podcast Rubric
 * o Audio Podcast Rubric
 * o Bradford High School Podcast Rubric
 * o "CNN" Project Podcast Rubric


 * Assessing Video Projects **


 * University of Wisconsin-Stout: Video Rubric
 * Kathy Schrock's Guide for Educators - Camera Work Rubric and Digital Video Assignment Sheet & Evaluation Rubric
 * Video Movie Assignment Rubric
 * Digital Video Project Rubric
 * Video Production Rubric
 * KQED Education Network - Media Making Rubric: Video / Slideshow

**__ the one strongest feature of one-to-one Learning __**

The most important factor of all is the teaching practices of instructors, suggesting school laptop programs are only as effective as the teachers who apply them. It is impossible to overstate the power of individual teachers in the success or failure of 1-to-1 computing. Teachers nearly always control how and when students access and use the technology during the school day. In addition, teachers must make massive investments in time and effort to adapt their teaching materials and practices to make the 1-to-1 environment effective and relevant. The impact of a one-to-one computing implementation is largely a function of the classroom teacher.

**__ CONCLUSION __**

As with many educational innovations, technology for every student sometimes can seem to be just one more bandwagon that schools jump on in fear of being left behind. Keeping up with the Joneses, however, has never been a good reason for educational choices. Particularly when it comes to this particular bandwagon, educators need to carefully consider whether purchasing, setting up, and teaching with technology really is worth the expense, time, and effort.

Most importantly, to best serve students and teachers, educators at all levels need to be clear on their goals, both in teaching and in using technology to teach and learn. Only then can the right decision be made on whether one-to-one classroom computing belongs in your school.

**__ Reference __**

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