A 1:1 TECHNOLOGY INITIATIVE

Google Chromebook

Roger BevelsITEC 7445Kennesaw State University

•What is Google Chromebook?• Internet-dependent laptop with a fast startup (7-8 seconds) that gives students and teachers access to thousands of educational apps and videos

Google Chromebook

• Fast start-up of 7-8 seconds

• Battery lasts the entire school day

• 24/7 Support from Google

• Students and teachers have access to thousands of educator-approved apps, books, and videos

• Ease of district management through web-based management console

• Cost effective for 1:1 implementation

• Easy set-up for secure online assessments as states implement online standardized testing

• Students can immediately share work with teachers, peers, and parents

Benefits of Google Chromebook

Benefits of Google Chromebook

Oglethorpe County Schools-Vision for Technology Use-

• The mission of the Oglethorpe County School System is to provide research based learning opportunities in a safe environment thus developing the skills and knowledge to prepare all students for graduation. The primary purpose, primary duties, core beliefs, values and accessibility of system technology are as follows:

• Students will develop a solid foundation for building a lifetime of learning through use of basic technology skills.

• Technology is a vital resource in the classroom to motivate, stimulate, and engage students in learning.

Oglethorpe County Schools-Vision for Technology Use-

(cont’d.)• QCC technology standards guide the process of

technology integration.

• Technology skills are an integral part of all aspects of building knowledge.

• Technology is an essential component of today’s jobs and will be essential to additional jobs in the future.

• Training, planning, hardware and software for technology instruction equips students and teachers with the skills to be successful and competitive.

• Professional learning opportunities in technology are essential for all faculty and staff members in which to expand student knowledge and implement instructional technology.

• Resources are available for students to work on areas of need or interest with immediate feedback

• Classroom technology standards are set and a purchasing plan is implemented to keep technology current.

• Community has access to school technology resources.

Oglethorpe County Schools-Vision for Technology Use-

(cont’d.)

• Parents have access to student information and progress in a real time environment.

• All staff members have access to technology and training to allow better communication and more efficient functionality of the school system

• A variety of technology resources such as Georgia Virtual High School, web based instruction and video streaming deliver rigorous academic courses.

Oglethorpe County Schools-Vision for Technology Use-

(cont’d)

• Supports a 1:1 technology initiative by placing a laptop in the hands of each student

• Gives equitable access to students during the school day

• Provides opportunities for students to incorporate technology into their day-to-day learning

• Provides teachers opportunities for incorporating technology in their lessons without the need to reserve computer lab time

• Keeps students up to date on emerging technologies including writing tools, presentation tools, and software apps that support learning new information

• Equips students with the technology essentials that they will face when entering college and the workforce

How does the Google Chromebook support the Oglethorpe County School System Vision for Technology Use?

• Pilot program implemented during the 2014 – 2015 school year

• Grade levels in the pilot program: 3rd, 6th, and 9th grades

• Primary grade level (K – 2nd) teachers and administrators will assist in determining if the Google Chromebooks are appropriate for that age level

Demographic information on the pilot grade levels are available on the next slide.

Target Population-Pilot Program 2014/2015-

• Total of 155 Students• 70% White• 21% African American• 4% Hispanic• 1% Asian• 4% Other• 16 Students with IEPs• 41% Economically

Disadvantaged

3rd Grade

• Total of 183 students• 67% White• 22% African American• 4% Hispanic• 2% Asian• 3% Other• 20 Students with IEPs• 34% Economically

Disadvantaged

6th Grade • Total of 184 students• 72% White• 20% African American• 5% Hispanic• 1% Asian• 2% Other• 18 Students with IEPs• 40% Economically

Disadvantaged

9th Grade

Target Population-Pilot Program 2014/2015-

• Technical support provided through the technology department and the use of Big Web Desk to report issues

• Basic troubleshooting and curriculum assistance provided by 2 technology coaches who will serve the 4 schools, one splitting their time between the primary and elementary schools and one splitting their time between the middle and high schools

• As funding for technology improves technology coaches will be placed full time in each school

Technical Support

As with any technology use there are limitations and obstacles that must be addressed. Some considerations for using Google Chromebooks:

• The cost of implementing 1:1 technology will have to be considered.

• Chromebooks are internet-based. The system’s infrastructure must be improved to support the increased use of the network.

• Students with no internet access at home will have limited use of the apps on the Chromebook.

Limitations

Maintenance and Repair: As with any equipment provided for student and teacher use, there must be procedures in place for the repair/replacement of damaged equipment. The following procedure is a proposal based on the procedures in other schools systems:

• First repair need: system will be responsible for the cost of repair or replacement

• Second repair need: system will divide the cost of repair of replacement with the student’s parent or guardian

• Third repair need: the student’s parent or guardian will be responsible for the entire cost of repair or replacement

Limitations (cont’d.)

Chromebook

Starts at $249.00

Management & Console Support

$30.00 each device

Headphones

$7.00 each

Training/SupportVery little cost since these are laptops. System technology

staff will do any training.

Wireless Access and Peripherals

Printers and wireless access points are already in place.

Costs

• E-rate: Since the computers are web-based e-rate funding may be available.

• Local: Money has been budgeted for technology in the local school system.

• Grants: There are many grants available for technology in schools.

Funding Sources

• Through Google Play for Education teachers and students have access to books, apps, and videos that support content-area standards.

• The many different apps and presentation tools support technology standards for students.

• Students have access to inquiry apps, such as virtual labs that provide authentic learning experiences.

Use of Chromebooks to Meet Content and Student Technology Standards

• Through virtual labs, communication with experts in the field, and online learning projects, students experience engaging lessons that promote inquiry and higher-order thinking skills.

• Students are able to collaborate with other students as they upload projects.

• Students have the opportunity to enhance their writing and presentation skills through the use of presentation tools and online software.

Use of Chromebooks to Promote Specific Learning Goals

• Assistive and Instructional tools are available to students in Google Play and other app sources.

• Teachers can individualize learning opportunities based on students’ needs.

• Online assessment tools allow teachers to assess a student with immediate feedback so they know what weaknesses to address with a student.

• With some apps, students are able to learn at their own pace.

• Provides extended learning opportunities for gifted students.

Use of Chromebooks to Differentiate Instruction

• Students are able to communicate and share work with other students during project-based learning experiences.

• Students can upload work at school or from home for the teacher to review/grade.

• Students can share final products to interested parties in the school, community, and worldwide.

• Promotes digital citizenship as students communicate at the local and global levels.

Use of Chromebooks to Promote Communication

1:1 Technology

• “Of the core content areas, some of the most substantial academic achievement results of one-to-one programs have been seen with writing skills” (Sauers & McLeod, 2012, p. 2).

• “Bebell and Kay report on evidence from teacher and student surveys, teacher and principal interviews, and classroom observations that ‘student engagement increased dramatically in response to the enhanced educational access and opportunities afforded by 1:1 computing through the pilot program’” (Bebell & O’Dwyer, 2010, p. 11)

Evaluation of Research

1:1 Technology

• “Our findings demonstrate that schools employing a 1:1 student-computer ratio and key implementation factors outperform other schools, and reveal significant opportunities for improving education return on investment (ROI) by transforming teaching and learning (Gielniak, M. et. al., 2010, n.p.)

• “1:1 technology makes it possible to quickly assess students’ strengths and weaknesses and then differentiate or even individualize instruction based on each student’s specific needs.  Subjects like math, in particular, can benefit from this form of individualized instruction” (Dunn, J. 2012, n.p.)

Evaluation of Research

Google Chromebook Case Studies

• Richland School District Two, Columbia, South Carolina• Reported more collaboration among students

• Reported and increase in student engagement

• Teachers moved away from the traditional “desks-in-a-row” environment to arrangements that support team work

• Students are able to collaborate at school and outside of school

• Minimal device management gives schools the ability to focus on the students, not the devices

Evaluation of Research

Google Chromebook Case Studies (cont’d.)

• Leyden High School, Franklin Park, Illinois• Web-based operating system allows for more student

collaboration

• Due to collaboration with peers and teachers, assignments become a “living piece of learning”

• Supports the “anytime, anywhere” idea of learning

• Has seen an increase in student participation in activities

• With the devices developed a student achievement system to encourage students to take more rigorous classes

Evaluation of Research

Google Chromebook Case Studies (cont’d)

Evaluation of Research

Implementation Plan• Gather and finalize data on number of Chromebooks needed, additional

materials needed, professional development, support, etc., and the cost of all these components.

• Present findings to the Oglethorpe County School Board of Education for questions and approval

• Communicate to the schools and community how the process will work, policies and procedures, and timeline

• Provide a question-and-answer session for teachers, students, parents

• Order Chromebooks and supporting materials

• Plan for initial and ongoing professional development for teachers

• Plan for how the Chromebooks will be distributed to students in the pilot grade levels

Implementation Plan (cont’d.)

• John Kotter’s 8-Step Change Model (cont’d.)• 1. Create urgency: communicate to all stakeholders the many

benefits of technology and making it readily available to students so that they see the immediate need

• 2. Form a powerful coalition: find out which stakeholders already see the importance and need of 1:1 and invite them to plan with you

• 3. Create a vision for change: define goals and desired outcomes to share with stakeholders

• 4. Communicate the vision: share the vision with interested stakeholders, especially those involved in the decision process such as the local board and superintendent

Implementation Plan (cont’d.)

• I would recommend using John Kotter’s 8-Step Change Model, as outlined below, to implement the 1:1 Google Chromebook plan.• 5. Remove obstacles: if there are people who do not agree with the plan

work with them to see why they are opposed and try to convince them to get on board

• 6. Create short-term wins: start with a smaller group if necessary and measure and record outcomes to share with stakeholders

• 7. Build on the change: do more than implement the plan. Extend it in any way possible so the benefits outweigh the challenges of implementation

• 8. Anchor the changes in corporate (school) culture: make sure that administrators share the same vision not only for implementation but for continuous extensions and improvements

Bebell, D. & O’Dwyer, L. (2010). Educational outcomes and research from 1:1

computing settings. The Journal of Technology, Learning, and Assessment (9, 1).

Retrieved from: http://files.eric.ed.gov/fulltext/EJ873675.pdf

Chromebooks for Education. Retrieved from http://www.google.com/edu/chromebooks

Dunn, J. (2012). How 1:1 technology is making school more real. Edudemic. Retrieved

from http://www.edudemic.com/one-to-one-technology/

Kotter's 8-Step Change Model: Implementing Change Powerfully and Successfully. (n.d.)

Retrieved from: http://www.mindtools.com/pages/article/ newPPM_82.htm

References

ReferencesMoon, M. (2012). What’s a Chrome Book, anyway? Retrieved from

http://www.digitaltrends.com/computing/what-is-a-chromebook-anyway/#!bd5Swb

Oglethorpe County Technology Vision. Retrieved from

http://oglethorpe.schooldesk.net/LinkClick.aspx?fileticket=ncRIjEKrHFQ%3d&tabid=13610

&mid=25408

Project RED: The Research. (2010) Retrieved from http://www.projectred.org/about/research-

overview.html

Sauers, J., & McLeod, S. (2012). What does the research say about school one-to-one computing

initiatives? Castle. Retrieved from

http://www.natickps.org/CASTLEBrief01_LaptopPrograms.pdf