It’s my great pleasure to be writing a column on one-to-one programs in schools for HotChalk. Every month I’ll be looking at a different aspect of one-to-one---one Internet-connected device per student -- through the lens of effective teaching and learning. Because leadership is a key component of a successful one-to-one program, I think that is a natural starting point.

Vision

Dr. Robert Evan says leadership “is envisioning mission, developing strategy, inspiring people, and changing culture.” Evans, R. (1996), pg. 148, The Human Side of School Change: Reform, Resistance, and the Real Life Problems of Innovation. Jossey-Bass, San Francisco. What then does it take to envision, plan, implement, support, and sustain a one-to-one initiative – and to allow meaningful, deep learning in classrooms? Leaders of successful one-to-one initiatives know vision is the beginning. This means having the ability to imagine what is possible with laptops or tablets in classrooms and understanding what can be accomplished with them that couldn’t be accomplished with traditional classroom tools and resources. Making sure there is buy-in to this vision, that the vision is fully communicated to everyone who is part of the school community, and that this vision ties in with the school’s overall mission and is effectively implemented is tough but necessary work. However, the whole concept of a vision rings hollow without teachers who embrace, share, implement and co-lead this effort. Educational research and studies nearly always acknowledge one basic fact: the success of any school reform effort depends on the classroom teacher. Making sure teachers are involved every step of the way, that their voices are heard, and that their efforts are supported should be the one-to-one leader’s primary goal.

Planning

Planning is key to one-to-one –-- yet it is often given short shrift in the desire to quickly get the program off the ground. Ensuring that enough time, resources and energy are given to plan all aspects of the program should be front and center on the leader’s plate.

Professional Development

Professional development is key to an effective one-to-one implementation, but unfortunately, is often under- funded. Teachers need to understand how one-to-one will change their classrooms, have an opportunity to envision the day-to-day transformation that can occur, and be given time to learn, experiment, and reflect on the possibilities. Professional development should be based on an understanding of adult learners who have a wealth of knowledge, want opportunities to think and reflect, and want to learn by doing, not viewing. There should be continual support both pedagogically and technologically.

Walking the Talk

The district and indeed, the entire education community will benefit from leaders who model one-to-one buy-in. Espousing the one-to-one vision and demonstrating professional and personal adoption of technology as an educational and productivity tool goes far. Conversely, leaders will find even a mildly disparaging remark about technology will sprout legs and gain traction all over the district in no time. While keeping up with technology takes time, the effort is well worth the investment.

Managing Change

"Remain a learner – stay current with technology changes in the real world and abreast on emerging technologies and their place in education." Dr. Paul Fochtman, Superintendent, American School in Bombay, Mumbai, India Many books have been written about change management, and leadership that accepts some of these ideas and understands that the entire school or district will be fundamentally changed by one-to-one will have a clearer map of the path ahead. Managing change and its multiple manifestations may be one of the most difficult things a leader must do – yet it’s one of the most needed.

Sustainability

“The role of school leadership is to create a rationale for change and to build structures through which people's underlying beliefs are challenged and re-evaluated.” Trevor Shaw, Director of Technology, Dwight-Englewood School, Understanding sustainability factors for one-to-one and how this means commitment to the long haul is a last component. There are multiple initiatives, which require funding at any school, and many factors that can impact support for one-to-one. Yet no other initiatives can offer the scope, depth and possibilities for school improvement, independent learning, instructional depth and 21st century skills that a one-to-one program can. Sustaining one-to-one so it is more than just an initial roll out is the job of all the school leaders, not just the technology director or superintendent. "The leadership can't just be the one gung-ho tech director; it has to be the whole leadership team. As the leaders at a school are the ones who set the competing initiatives, they'll help balance the various initiatives at the school so that teachers are able to commit their energy to one-to-one without getting frustrated." – Warren Apel, Director of Technology, American Embassy School, New Delhi, India

Successful Pathway

When one-to-one leaders possess, communicate and find ways for others to buy in to the vision, know in their actions that teachers are the key to success and need their support, take the time to plan and involve everyone in planning, facilitate meaningful professional development, model their own buy-in, embrace their role of change management, and ensure commitment to sustaining the program, one-to-one can not just work, but thrive as a vehicle for school reform and 21st century skills.

Pamela Livingston is a technology educator and author of the best-selling book,"1-to-1 Learning: Laptop Programs That Work."

Comments (0)

Subscribe to this comment's feed

Name

Email

Website

Title

Comment

smaller | bigger

Subscribe via email (Registered users only)

I have read and agree to the Terms of Usage.

Add Comment