A listing of district and central office resources for considering and implementing 1:1
This report summarizes the results of a yearlong effort to integrate laptop computers among all the students and teachers in grade three of the Eastern Townships School Board.
Get your organization on track to 1:1 success! Let this presentation walk you through completing the companion piece, our Dynamic Technology Planning program.
Creating a good plan for the future of your organization begins with knowing where you are now. Implementing a 1:1 program in your school is no different. Our Dynamic Technology Planning program will help you get started.
Online learning can expand student options, provide new distribution models for staffing for hard-to-fill subjects, and power blended learning. It shares many critical success factors with traditional education, such as relying on excellent educators providing instruction and agency, but there are other differences that require a solid plan and well-developed strategy.
The One-to-One Institute (OTO) and Amplify have partnered to provide districts and schools with a short guide to launching your first 1:1 program. This guide is based on OTO’s best practices and co-authored research, Project RED. It is not intended as step-by-step instruction but rather as an overview of the key elements needed to develop a successful and sustainable 1:1 implementation.
Lessons Learned Starting New One to One Programs
In an effort to inform EdTech procurement decisions in schools and districts across the country whose leaders realize the potential of technology to personalize learning and improve high-quality educational opportunities, Digital Learning Now! brought together experts from Getting Smart, Curriculum Associates, and The Learning Accelerator to create the Smart Series Guide to EdTech Procurement.
The procurement process outlined is informed by the lessons gleaned from the collective experiences of the authors in working with hundreds of school districts and across education policy matters in dozens of states. The authors have learned a great deal about the challenges that districts face when attempting to discern how best to integrate technology into their schools in a way that creates better environments for teachers to teach and students to learn.
They have heard consistent challenges articulated by educators around the country who are facing inter-related shifts in standards and assessments. In the race to meet these challenges, providers often market themselves in strikingly similar ways, even when their product and service offerings are very different. Frequently, the result is confusion and frustration from educational leaders who do not know where to begin.