Skip to main content

1:1 Devices in Schools - A Reflection

creative commons licensed (BY-NC-SA) flickr photo by DennisCallahan: http://flickr.com/photos/denniscallahan/9321465398

My school is currently developing a long term plan in regards to our goals in 21st century learning, as well as investment in devices and infrastructure. Some of the questions of concern that were raised were:
  • what 'packages' do schools offer their students, especially when they are further along the line in regards to BYO.
  • What is the change over time in regards to devices, particularly in schools which dictate the device parents must purchase.
  • Where are devices stored, especially during breaks.
In an effort to gage a wider perspective, I created a Google Form and sent it out to my PLN. It was pleasing to open up the survey and find 35 different responses.


The survey was made up of five multiple choice questions including: 

  1. What year levels do you have 1 to 1 devices and what are they?
  2. How are your devices funded?
  3. What is the time frame on your devices? How long have you banked on them lasting?
  4. Where are the devices stored during break times etc ...
  5. What has been the biggest hurdle with your 1 to 1 program?
My thinking was to make the survey as easy and efficient as possible. Therefore, although +Richard Olsen rightly pointed out that the most important question is why do you use 1:1 in your school, I didn't feel that it quite fitted with the scope of my survey. I was worried that such a question would be evasive and put people off.


Some of the observations that I made about the 1:1 devices in school from the survey is that iPad are more predominant in the early years and largely absent in the senior years. However, I feel that if there was an option for multiple devices that some of the Macbook/netbook schools probably allow students to bring a tablet as well. Another interesting observation was that even though they are no-one's first choice, netbooks are still the most common device in use. I would assume out of economic necessity and belief that the Windows OS is still the most reliable to run in schools. Overall though, what stood out the most was the amount of schools that still lack any sort of 1:1 roll out.



On the flip side though, I did notice a few issues with this section. For example, there is no way of knowing whether each school is primary or secondary. Also, there is no way of knowing what other devices are being used or whether there were multiple devices in use.




Leased926%
BYO Program823%
Part Payment39%
Other1543%



In relation to payment, it would seem that there is a move away from part payments and moving towards either leasing the devices (which can work out to be expensive) or a BYO scenario. I make the assumption that some of the 'others' are probably those schools which do not actually have a program.


3 Years1337%
4 Years1234%
5 Years26%
Other823%











A big point of contention is how long devices are planned to last. It would seem that the most common timeline is three years. However, I think that it probably depends on the type of device. Cared for, netbooks and Macbooks could be argued to have a longer lifetime, particularly in regards to operating systems. One of the issues with iPads that +Corrie Barclay pointed out to me recently was that the operating system often outgrows the devices leaving schools with the dilemma of having to manually update, rather than utilise the range of tools out there which allow you to manage multiple devices. One responder summed up the situation by stating that roll over was in fact chosen by the parents. When they felt that it was time to update their child's device, they did. I would imagine that this is probably where things maybe heading.


Trolley718%
Tubs38%
Lockers1436%
Other1538%










As with the payments question, I would presume that the fifteen 'others' are schools without devices, another fault with the survey. From the other results, it would seem that lockers are the most common place of storage. Here I am left to wonder though whether those 14 represent the secondary schools in the group. This question is a little hamstrung by the fact that there is nothing to discern between primary and secondary, nor was there an option for multiple answers.






I could not help myself but ask what people had found was their biggest hindrance. The 'other' in the pie chart is a bit of a misnomer for if you look at the responses, they often provide a mixture of issues. If you look through all the responses, the same as with the responses to my post 'What Digital Revolution?', the two most common trends seem to be support in regards to planning and professional development, as well as staff actually utilising these devices. Strangely enough though, these two elements seem deeply inter-related.


In the end, I think that the reality is that 1:1 is a complicated topic and maybe such a survey cannot really grasp the full picture. However, it did highlight a few things that surprised me a little, such as the amount of schools without any sort of program. 


Two things that I am left wondering are, what is the place of school community in all of these decisions and where are people going next? +Darrel Branson made the point in Episode 243 of the +Ed Tech Crew about the importance of consulting with the community in regards to decisions and really selling it to them. This is something that is hard to measure on a wide scale and can probably only be done at a local level, for every community is going to be different. While, the second point I am left wondering is where is everyone going? Fine, there was a high percentage of schools that may not have 1:1 now, I am intrigued as to what those schools have in the pipe works and what this survey would produce in five years time. I guess the only answer is that we keep on searching for better solutions based on the learning needs of the local situation, because in today's political climate, I don't think it is going to get any easier.
I would love your thoughts about the issue. Maybe you have recently changed tact or have something to add that you feel I have missed. Feel free to comment below.

Comments

Popular posts from this blog

Are You Really Connecting If You Are Not Giving Back?

cc licensed (BY-SA) flickr photo by mrkrndvs: http://flickr.com/photos/113562593@N07/13713874174 Alan Thwaites posted the following tweet and it got me thinking. Not just what you Tweet Aaron, but watching how you use Twitter has been very clarifying for me. I appreciate it mate. — Alan Thwaites (@athwaites) April 6, 2014 How is it that I use social media anyway and more importantly, what does it mean to be a connected educator anyway? In a recent post about the benefits of blogging and being a connected educator,  +Tom Whitby  outlines some of the many benefits associated with sharing online. He states: The difference between writing a blog post and writing a magazine or journal article is the immediate feedback in the form of comments or responses. Before a blogger puts words to the computer screen the audience and its reaction are a consideration. The blogger will strive for clarity in thought. The blogger will strive for clarity in the writing. The blogger wi

The Tree - A Metaphor for Learning

creative commons licensed (BY-NC-ND) flickr photo by sachman75: http://flickr.com/photos/sacharules/7431640808 I remember in Year Four Ms. Bates teaching us about how trees grew. She explained that they reach to the sun and it is for that reason that they are not always straight. I am sure there is more to it than this, but Ms. Bates story really stuck with me, maybe because of its simplicity, but I think because it completely changed the way that I looked at the world around me. Thinking about it today makes me think that learning might be the same. I remember when my wife and I moved into our house we planted a series of lilly pillies down the side of property. The thought was that they would provide some screening and a bit more privacy. Clearly we weren't going to let them grow to their potential height of 100 metres as the tag suggested that they could in their natural surroundings, rather we would mould and shape them. As a plant, they are not only hardy, but

What Digital Revolution?

creative commons licensed (BY-SA) flickr photo by brizzle born and bred: http://flickr.com/photos/brizzlebornandbred/4934882110 In a recent ICT committee meeting, one of the participants made the remark that the digital revolution has failed to deliver all that it supposedly promised. Having been a part of the YVeLC pilot program almost ten years ago which focused on the potential of 2:1 laptops, it has been interesting seeing the changes that have occurred since that time. In a conversation with +Catherine Gatt , this is the list of reasons that we came up with as to why the digital revolution has failed to be the saviour that so many said it would be. Failure to Invest The government, both state and federal, has invested a lot over the last ten years. Whether it be providing Internet for students, WiFi access in schools, support in regards to servers and switches, as well as devices for students. In addition to this, the state government Victoria made a big investment wi