[insert Paper Title]

One-to-One Technology Initiative

Lee Ann Hvizdak

Qualitative Research Assignment submitted for

EDF 625 Qualitative Research

at Marshall University

in partial fulfillment of the requirements

for the degree of

Doctorate in Education

in

Curriculum and Instruction

Nega Debela, Ph.D., Professor

Graduate School of Education and Professional Development

South Charleston, West Virginia

2012

Keywords: iPad, technology, initiative

Copyright 2012 Lee Ann Hvizdak

Abstract

One-to-One Technology Initiative

Lee Ann Hvizdak

Many schools across the country are quickly adopting a one-to-one technology initiative. By providing each student with a piece of portable technology, schools are able to bridge the digital divide, maintain an open line of communication outside of the regular school day, and allow students to problem solve; better preparing them for college and/or careers. Enslow Middle School in Huntington, WV is piloting a one-to-one technology initiative in Cabell County. Initiating such an initiative is not an easy one for much preparation must be completed before the students actually receive the devices. This research study focuses on the teachers’ perspectives of this initiative. By determining the teachers’ perspectives, I hope to determine what professional development is needed to make the best of this initiative.

Table of Contents

iiAbstract

1Introduction

2Essential Questions

3Literature Review

3A successful one-to-one technology initiative

4Why choose the iPad?

5Anticipated problems with a one-to-one initiative

7Practical Implications and Recommendations

9Setting

10Process

14Findings

17Conclusion

18References

Staying Connected

Introduction

Schools across the nation are beginning to jump on the bandwagon and initiate a one-to-one technology initiative. Simply put, this means each student and teacher in the building receives a piece of technology to better meet the educational needs of students. Schools select different technology for a variety of reasons. Some of the most selected pieces of technology includes, but is not limited to, laptops, netbooks, iPads, iPods, galaxy tablets, smart phones, and other small hand-held devices.

While there is much upfront work before a successful one-to-one rollout, the benefits appear to outweigh the negatives. There are a few things a school will need to introduce in order for the one-to-one initiative to be successful. For example, a school has to have a successful leadership team, supportive administration, ample initial and continuous professional development, community and parental involvement, adequate funding, sufficient networking and wireless capabilities, and a plan for lost or damaged devices.

There are many advantages to a one-to-one initiative. To begin with, such an initiative will attempt to bridge the digital divide by putting devices in the hands of students who might not have that opportunity otherwise. This will allow students to access the internet at school and other places that offer free wireless internet. By purchasing devices that already have software to support classroom instruction also puts students at an advantage. Allowing students to work on assignments at home with the teacher available a click away allocates instantaneous feedback for the student. With the Common Core Standards ready to set in motion the 2013-2014 school year, it is no surprise so many schools are going digital. This is a practice way to better prepare to students for college and/or career.

Essential Questions

While there is a lot to consider in regard to the usefulness of one-to-one technology initiatives, the following questions will be further addressed in the literature review:

· What makes a successful one-to-one technology initiative?

· How can parents become more involved in their child's education because of this one-to-one initiative?

· How will learning be monitored?

· Were the best devices purchased for this initiative? Why or why not?

· How can the iPad/iPod be used in classrooms?

· What are specific applications teachers and students can use?

· What are some ways assignments can be completed on these devices?

· How will the school deal with lost/damaged/stolen devices?

· What trainings and/or professional developments can the school offer to better prepare teachers?

· What are some obstacles teachers and administrators can anticipate when this initiative rolls out?

· What other skills are directly or indirectly being taught because of this initiative?

· How can teachers make the best of this initiative?

Literature Review

A successful one-to-one technology initiative

When one hears the phrase “one-to-one technology initiative” the first thought that comes to one’s mind is “technology initiative.” Some, for example North White School (2011), would argue that point. It is not a technology initiative as much as it is an instructional initiative. Teachers need to be prepared for the rollout of the Common Core Standards. These standards, which are more rigorous and real-world relevant, are designed to help students disseminate an abundance of information to be better prepared for not only college, but also careers. Before students can begin mirroring the intricacy of the modern world, the school environment must be able to entirely engage and challenge learners. One way schools can initiate that change is by creating a dynamic learning environment on a daily basis. That learning environment needs to see to it that students become “lifelong learners and active, knowledgeable and creative citizens” ( p. 1)

There are several characteristics that make a one-to-one technology initiative successful. For example such initiatives “improve the in-class educational experience, providing universal Internet access to disadvantaged homes, and building stronger connections between teacher and parent, as well as school and community” (Ed Tech Teacher, 2012, p.2). As the Center for Digital Education (2004) stated, one of the greatest advantages of a one-to-one technology initiative is the accessibility of the technology to begin bridging the digital divide gap in the classroom.

A one-to-one technology initiative is not just beneficial for the students. According to the North White School (2011), the primary purpose of such an initiative is to serve as an extension of what happens in the classroom. This is where parents and guardians can become directly involved in their child’s learning. Because so much of the technology usage will be done outside of the classroom, it serves as a perfect segue for students and parents alike to collaborate with teachers. With the immediate access to technology twenty four hours a day seven days a week, students will be able to bring more content-rich discussions back to the classrooms. Some may question how students will be monitored once they receive their device. As North White School (2011) so eloquently puts it, “while there will be students who occasionally try to ‘surf’ [the web], just as students have historically ‘daydreamed’ [in class]” (p. 15). One way to deter students from an inappropriate site is to filter certain pages. Schools may also consider installing software that can monitor student use.

Why choose the iPad?

With so many devices to choose from, why should a school district select an iPad? To begin with, the iPad is sleek and portable and has the capacity to access wireless internet. In addition to serving as the school’s textbook, the iPad can also allow one to easily surf the web on Safari, quickly respond to e-mails, and effortlessly create movies and music with iMovie and GarageBand. As Apple in Education (2012) explained:

iPad inspires creativity and hands-on learning with features you won’t find in any other educational tool — on a device that students really want to use. Powerful built-in apps and apps from the App Store like iTunes U let students engage with content in interactive ways, find information in an instant, and access an entire library wherever they go. And with iBooks textbooks, iPad takes learning to a whole new level. (p.1).

There are also over 20,000 educational applications, or apps. There are apps available for a variety of learners; these apps teach everything from the solar system to vocabulary. Teachers can also create their own custom courses on the iPad with iTunes U courses. The teacher can include the course syllabus, handouts, quizzes, lectures, videos, etc. Also, the teacher is able to send messages and updates to students, and students will receive a push notification including the latest message. By implementing such amenities, teachers will be able to give quicker and more appropriate feedback (Apple in Education, 2012). Assignments can be completed via iTunes U courses or by means of Edmodo.

Another reason to choose Apple Education is that they “support teacher professional development, including development of teaching content and instructional strategies, in significant ways, that are not readily available through [other] providers” (North White School, 2011, p. 15).

Anticipated problems with a one-to-one initiative

As Wilson (2012) pointed out, one of the biggest pitfalls with one-to-one technology initiatives is that the technology is often dropped into the hands of both teachers and students with no preparation. This is oftentimes a recipe for disaster. Wilson recommends a school to create an implementation team to work out details before the initiative rolls out. Members of the team will focus on leadership, finance, curriculum, instruction, technology, and infrastructure.

Because most humans are not enthusiastic to change, it is imperative that professional growth is available for all persons directly and indirectly affected by the initiative. This will include all teachers and support staff, students, parents and caregivers, the community, and other stakeholder groups such as the board of education (Wilson, 2012). Some teachers also fall off the bandwagon a few weeks after the rollout. To prevent this, the Center for Digital Education (2004) recommends training “early and often” (p. 6). Professional development should be conducted all year long. The Center for Digital Education advocates technology training at weekly staff meetings. Another option is to train technology coordinators or TIS (technology integration specialists) whose jobs include going back to the schools to provide additional training and workshops. These technology experts may also come into classrooms to co-teach or teach their own technology lessons. Some schools may opt into additional training over the summer. This would allow teachers to sort out all of the details and even create lesson plans around a one-to-one technology initiative. All of these strategies serve as additional ways to build commitment and camaraderie among the staff.

Sometimes schools tend to overlook the school’s network or bandwidth capabilities. As Lai (2012) pointed out, schools oftentimes rollout a one-to-one initiative to a network not capable of supporting hundreds of wireless devices. Salerno and Vonhof (2011) claim that “the success of an iPad one-to-one initiative is largely dependent of on the availability of wireless internet access throughout the school” (p. 2). Therefore, schools should confirm that adequate access exists before the rollout. Schools should also keep in mind the alternative resources that may save money. For example, “cloud-based services may be able to replace local services thereby reducing the number of on-site servers, and consumer-grade access points may be used reducing the number of wireless deployments” (p. 2).

Security becomes an issue whenever a student receives a piece of technology. In addition, the school must anticipate how the technology will be inventoried, how the internet will be filtered, insurance, student assent, and parent consent. Because iPads are a costly investment, it becomes crucial for the school to monitor the entire fleet of devices. To assist in lost, damaged, or stolen devices, Salerno and Vonhof (2011) recommend having students purchase insurance on the devices. A variety of insurance options are available, and it is up to the student/family to decide whether or not to purchase insurance. If insurance is declined, then the family is responsible if the device is lost, damaged, or stolen.

Wilson (2011) claimed that teachers can make the most of a one-to-one technology initiative with adequate planning and professional development. She also suggested flipping the classroom. In a flipped classroom, the teacher provides the students with online content such as a video, reading material, or a podcast. The content is then discussed during the next regularly scheduled class. By doing this, teachers are enforcing the technology usage out of the classroom, but it is still slightly monitored. The students are not simply told to look something up. They are given all the tools they need to succeed.

Practical Implications and Recommendations

So what? Why choose iPads or some other piece of technology for a one-to-one technology initiative? Salerno and Vonhof (2011) pointed out, there may be some “cost savings through reduced paper consumption including the removal of paper textbooks” (p. 3). This should not be the sole reason to go digital because “solely relying on cost savings as a philosophical framework will mislead constitutes and may derail efforts when cost savings are not realized” (p. 3). The philosophical framework is that launching a one-to-one technology initiative will fundamentally change students’ learning environments better suiting them for “21st century skills that will enable them to be productive and informed citizens” (p. 3). It is not a revelation that education is changing; therefore, the approach to education should also be changing. If students are expected to graduate and compete with a digital world, then 21st century skills must be embedded in curriculum and technology must be included in their educational ventures.

Teachers may notice that learning management systems (LMS) such as Moodle and Blackboard are easier to manipulate for teachers, but these also provide students with a voice. Some students who may be hesitant to participate in a traditional classroom may be more apt to participate in a virtual classroom. Now, instead of classes being limited because of a lack of information or resources, students can explore and seek out open-ended questions to find multiple answers. The communication barrier between teacher and student will also be no more with the help of e-mail, instant messages, wikis, blogs, and iMessages (Salerno & Vonhof, 2011).

In addition, this initiative changes the traditional teaching practices to more of a student-centered inquiry-based type of instruction. By vetting and incorporating digital resources, students will not only be better prepared for the 2014 online student assessments, but they will also be college and career ready. Students are preparing for jobs that do not even exist yet. It is imperative they are given the tools they need to succeed (Wilson, 2012).

A school must consider a lot before it decides whether or not to implement a one-to-one technology initiatives. It is recommended that that much planning me completed before any technology is purchased. Creating a team of eager teachers to plan and organize trainings is highly recommended. Involving the community and parents will also make the transition more positive. Trainings and professional development should be on-going throughout the school year.

Setting

This study took place at Enslow Middle School (EMS) in Huntington, WV. EMS has approximately 275 students in 6th through 8th grades (Enslow Middle School, 2012) and 37 staff members (WVDE, 2012). With 84% of the student population qualifying for free or reduced lunch, EMS was deemed a Title 1 school. Principal Ryan McKenzie determined at the end of the 2011-2012 school year that he wanted to spend a chuck of money piloting a one-to-one technology initiative (McKenzie, 2012).

EMS is consolidating with Beverly Hills Middle School for the 2013-2014 school year. Because of this consolidation, many jobs will be eliminated and many teachers at EMS bid out of their positions to be guaranteed a teaching job within the county. Needless to say, EMS started off the 2012-2013 school year with sixteen new teachers with seven of those teachers being first year teachers. Since these teachers were not aware of the one-to-one initiative, I wanted to determine if any professional development was needed.

OC: This is my third year teaching at Enslow Middle School. During my time at EMS, I have seen a drastic change in faculty, staff, and administration yearly. Because so many new teachers were entering our building, I wanted to determine if they felt prepared for the principal’s decision. Not being too technologically savvy myself, I predicted that many teachers did not feel adequately prepared for the rollout.

Process

I took a mixed methods approach with this study. To begin this study, all thirty-seven teachers were given a paper survey with ten statements about their readiness with technology, more specifically iPad training because of the one-to-one technology initiative EMS was piloting. Subjects were given 48 hours to get the anonymous surveys returned to a locked box in the teachers’ mailbox room. Twenty-one surveys were returned. On the surveys I asked for interview volunteers. Four teachers approached me saying they would be interested in participating in an interview for this study. A copy of the survey is located in the appendix.

The four teachers were then interviewed privately in my classroom at Enslow Middle School. Interview notes were transcribed. All documents pertaining to this study remained in a locked filing cabinet in my home. Because I teach in the school, I also took the paper survey. According to Kawulich (2005) participant observation, in its most simplest definition, is the practice that allows researchers to learn about the individuals being studied in the natural setting through observing and participating in the activities. During participant observation, the researcher learns through direct involvement in the daily activities of participants in the setting. It is also important that the researcher establishes a positive rapport within a community so that the members act as natural as possible resulting in more accurate results for the researcher. There is more to participant observation than simply observing. A researcher may be directly involved in natural conversations, a variety of interviews, checklists, questionnaires, and other inconspicuous methods. Characteristics of participant observation include having an open, nonjudgmental attitude, being interested in learning about others, being aware of the inclination of culture shock and for making mistakes, becoming an excellent observer and listener, and being open to anything that might have been learned or discovered by accident (Kawulich, 2005).

OC: I feel the process of this research study went smoothly after obtaining IRB approval. I was nervous that I would not get enough surveys back or that none of the teachers would volunteer to be interviewed. Because the topic affected every teacher, I feel they were more apt to participate. I also believe they were more honest in expressing frustrations because the surveys were anonymous and if additional professional development was needed, now was the time to say something.

Description of Interviewed Subjects and Responses

Four teachers were interviewed. Although twenty-five interview questions were prepared, not every subject answered every question. Some questions were not applicable and some questions were answered when addressing another question. A copy of the questions is located in the appendix.

Subject 1 was a 29-year-old male Social Studies teacher in his 2nd year of teaching. His greatest fear with the initiative was that he would not be able to use the iPad effectively and consistently in his classroom. He also noted that classroom behavior would be affected in a negative way because of cyber bullying and social media. On a positive note, Subject 1 stated that parents should be able to monitor students’ grades more efficiently with the iPad and that he would greatly increase the amount of blogs, wikis, and podcasts he uses in his classroom. Because students will have access to more reading materials, Subject 1 feels that the love for reading will increase among students.

Subject 2 was a 43-year-old male in his 13th year of teaching. Although he has both a math and science degree, he is currently the school’s TIS (technology integration specialist). He did not feel that students would be impacted virtually through cyber bullying and abusing social media. He stressed that it is important for teachers to teach him how to use the technology appropriately because bullying “will be there no matter what.” Because he is the school’s TIS, Subject 2 has received an earful from the state department about the school’s AUP (acceptable use policy). Currently, the state department does not have a mobile device AUP; the state only endorses laptops for one-to-one initiatives. When asked about the biggest barrier with the initiative, Subject 2 stated that “kids are distracted because they always want to be one them and not for educational purposes.” He hopes that oral and written communication will increase because of this initiative but clearly feels that “technology skills are necessary across the board.”

Subject 3 is a 64-year-old retired English teacher. To date, she has spent over forty years in the classroom. She is serving as a long term sub in a reading class at EMS because no one qualified bid on the job. She stated that in the long run, classroom behavior will be better, but interestingly enough, she feels that all underprivileged students in the county should get an iPad for classroom use. She plans on using the iPad to help the students memorize spelling words, conduct literature reiews, and research information. Subject 3 claimed that the iPads were “thrown on us” and there should have been “more orientation for both the teachers and the students.” When asked if she would increase the amount of blogs, wikis, and podcasts in her classroom, Subject 2 replied, “What?!?!” However, she does feel that literacy will be impacted because now student can read iBooks.

Subject 4 is a 24-year-old long term sub. Unlike Subject 3, Subject 4 is a health/gym certified teacher serving as a science teacher. She has been subbing since May 2012, but this is her first long-term position. She expressed frustration that she cannot implement a successful one-to-one lesson in her class. She feels that the “kids know stuff” she does not about the device. Her biggest challenge is monitoring student usage during class. She said it is hard even while she constantly circles the classroom. Subject 4 is positive, however, that this initiative will increase literacy and classroom participation virtually. She does not plan to increase the amount of blogs, wikis, and podcasts in her room.

OC: I found it interesting that Subject 1 said that parent involvement would increase with the devices. Although iPads are a nice amenity, they do not do the students any good if there is no internet access at home. Seeing that this is a school where 84% of students qualify for free or reduced lunch, I do not anticipate many of them having internet access at home. Although the principal says that the students can sit outside of the school on the picnic tables to get wifi, how will this be feasible when it is raining or snowing?

I was glad that our TIS (Subject 2) volunteered to be interviewed. It was interesting to hear his perspectives. Ironically, a week after our interview the WVDE said that it was illegal to allow the kids to have access to the internet off campus. Against his wishes, he had to delete all the students’ apps and put a firewall on the devices only allowing the students to get to certain websites. He says this takes away from students learning responsible behavior online. Maybe one day it will change.

I was surprised at Subject 3’s positive attitude with the initiative seeing that she is far from being a digital native. While there was a training for both the students and parents at the beginning of the year for the iPads, the training was three weeks after the iPads were distributed; sadly, only one parent showed up. Many students are excited to use the iPads just not necessarily for educational purposed.

I believe Subject 4 is making the best out of her situation. While she currently does not implement her technology to its full potential, she is not opposed of doing so. She actually has only been subbing there since November 1. I feel she is still getting acclimated to finally having her own classroom and the iPads are the least of her concern.

Findings

It was surprising to me that more teachers did not express a greater need for additional professional development. Below is a tally of the teachers’ responses.

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

I feel prepared to begin implementing the iPad into my curriculum immediately.

1

3

6

8

3

I know how to create real world, relevant lessons that include the iPad.

3

5

8

4

I feel comfortable searching for and downloading apps.

2

4

8

7

I know how to determine if an app is appropriate for my classroom and/or instruction.

1

5

9

7

I feel this one-to-one technology initiative is a vehicle for critical thinking and 21st century learning skills.

4

8

6

I plan on having the students use their iPads daily.

3

5

8

3

Using the iPads will limit the amount of tangible papers I have to grade.

2

8

5

5

I feel I need additional professional development on how to effectively use iPads in my classroom.

2

2

4

9

4

I feel it is important to support learning outside of the traditional classroom.

1

14

6

I want to manage student learning by encouraging more outside, digital interaction.

3

12

6

A red flag to me was the glaring contradiction the teachers made. For example, the majority of teachers stated that they feel prepared to begin implementing the iPad into their curriculum immediately, but the majority of teachers also stated that they felt additional professional development was needed. Only one teacher made a note listing specific professional development sessions they would like to have offered in regards to the one-to-one initiative.

In the interviews, the biggest area of concern with the teachers appeared to be maintaining student interest and engagement. All subjects had positive comments about the initiative, but they also had concerns.

OC: I found it interesting that the teachers were quick to say that they wanted additional professional development; however, only one teacher provided a specific example of what he or she needed. Personally, I feel that if teachers were better prepared and had specific professional development, student engagement and classroom management would improve.

In addition, weeks after the iPads were distributed, internet problems emerged. The wireless internet became spotty thus disrupting those classroom teachers who actually had lessons tailored around the iPad. The research states that much preparation needs to be done before a program like this can be implemented. I can see that now.

Conclusion

While many schools and districts may not be able to finically make the jump to a one-to-on technology initiative, those schools who have the funding and are successful are well prepared for the rollout. This is not a decision that should be taken lightly; many individuals must be included in the decision making process from the teachers, to the board of education, to the parents and community. With ample teacher preparation and a financial plan to deal with lost and stolen devices, schools can anticipate a successful one-to-one technology initiative.

Choosing a device is also a very big decision a school has to make. With so many hand-held devices to chose from, it is easy to become overwhelmed. It is suggested that the school determine the main purpose for the purchase. From there, it is more manageable to cipher through the devices to determine which one best meets the school and students’ needs. Will the students need a word processing device? Is the device able to access wireless internet? How durable are the devices? Are the devices able to produce spreadsheets and powerpoints? Schools must consider questions like these before making a purchase.

A one-to-one technology initiative broadens communication between teacher and student, enhances collaboration among students and staff, and provides students with even more ways to access curriculum content. In addition, it fosters team work and problem solving among the students. Although schools can anticipate speed bumps along the way, many can be avoided with ample preparation.

References

Anderson, S. (2011). Quick list of iPad resources for the classroom. Retrieved from http://blog.web20classroom.org/2011/03/quick-list-of-ipad-resources-for.html

Apple in Education. (2012). The device that changed everything is now changing the classroom. Retrieved from http://www.apple.com/education/ipad/

Center for Digital Education. (2004). One-to-one laptop initiatives: Providing tools for 21st century learners. Retrieved from http://i.i.com.com/cnwk.1d/html/itp/K12WhitePaperHiResFinal05.pdf

Enslow Middle School. (2012). Enslow middle school homepage. Retrieved from http://www.edline.net/pages/enslow_middle_school

Ed Tech Teacher. (2012). Teaching history with technology. Retrieved from http://thwt.org/index.php/mobile-technology-apps/mobile-devices

Kawulich, B.B. (2005). Participant observation as a data collection method. Forum: Qualitative social research, 6(2). Retrieved from http://www.qualitative-research.net/index.php/fqs/article/view/466/996

Lai, S. (2012). Four reasons why school tablet rollouts can stumble or fail. Retrieved from http://www.zdnet.com/four-reasons-why-school-tablet-rollouts-can-stumble-or-fail-7000003582/

McKenzie, R. (2012). Personal communication November 14, 2012.

North White School. (2011). North white school cooperation one-to-one technology initiative. Retrived from http://www.nwhite.k12.in.us/iPad%20Policies%20and%20Procedures[1].pdf

Salerno, M. & Vonhof, M. (2011). Launching an iPad 1-to-1 program: A primer. Retrieved from http://thejournal.com/articles/2011/12/14/launching-an-ipad-1-to-1-program-a-primer.aspx

Wilson, L. (2012). Focus your 1-to-1 around learning, not the device. Retrieved from http://thejournal.com/Articles/2012/11/06/how-to-focus-on-learning-not-the-device.aspx?Page=1

WVDE. (2012). WV school directory. Retrieved from https://wvde.state.wv.us/ed_directory/index.html?county_id=12&school_id=305

Appendix

Teacher Technology Survey

This survey establishes baseline data about teachers' readiness with technology, more specifically iPad training.

Please rank the following statements from “strongly disagree” to “strongly agree.”

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

I feel prepared to begin implementing the iPad into my curriculum immediately.

I know how to create real world, relevant lessons that include the iPad.

I feel comfortable searching for and downloading apps.

I know how to determine if an app is appropriate for my classroom and/or instruction.

I feel this one-to-one technology initiative is a vehicle for critical thinking and 21st century learning skills.

I plan on having the students use their iPads daily.

Using the iPads will limit the amount of tangible papers I have to grade.

I feel I need additional professional development on how to effectively use iPads in my classroom.

I feel it is important to support learning outside of the traditional classroom.

I want to manage student learning by encouraging more outside, digital interaction.

Please list any specific professional development sessions you would like to have offered in regards to our one-to-one initiative.

Interview Questions

1. What are your biggest fears with the one-to-one iPad initiative?

2. What additional professional development do you think is needed by the majority of the staff?

3. Give me some examples of how this initiative will enhance student learning.

4. How do you think students will be impacted virtually?

a. Cyber bullying

b. Social media

5. Will classroom behavior be affected because of this initiative? In what way(s)?

6. How will your lessons with the iPads be modified if you are absent and there is a sub in your room?

7. Students often come to class not prepared (no pencil/paper). How will you deal with a lost/stolen/dead iPad when it's needed for the day's lesson?

8. From your experience, what has been the reaction about this initiative from the following. In other words, what are people saying about giving students iPads until May?

a. Fellow teachers in Cabell County

b. Parents

c. Community members

d. Other teachers/students not affiliated with Cabell County Schools

9. What do you consider to be the biggest barrier with this initiative?

10. How do you plan to monitor student use of the iPad?

11. Do you anticipate more or less planning time with the implementation of the iPads?

12. Do you feel your school’s network is prepared for hundreds more wireless devices? Why or why not?

13. In your opinion, why is the school implementing this initiative?

14. What is the school’s goal in relation to the implementation of this initiative?

15. How will student participation change now that answers can be posted digitally?

16. What applications (apps) do you plan to use on a regular basis?

17. Will you increase the amount of blogs, wikis, podcasts used in your classroom? To what extent?

18. How do you anticipate maintaining a clearer, better open line of communication with students and even parents because of the iPad initiative?

19. What does effective technology integration look like?

20. How will technology aid you in achieving high quality learning environments?

21. All teachers are aware of the phrase “differentiated instruction.” In your opinion, is the one-to-one technology initiative differentiating instruction?

22. How is this initiative increasing rigor, relevance, and relationships in the classroom?

23. How will this initiative impact literacy at your school?

24. How will attend to the ethical responsibilities the technology will bring about?

25. How do you anticipate oral and written communication skills to increase because of this initiative?

ii