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Arlington Schools 1:1 Initiative: Student Device Use, Barriers, Supports, Impact, Slides of Engineering Science and Technology

University of Bohol (UB)Engineering Science and Technology

Illustrative quotes from arlington public schools' 1:1 initiative study, focusing on student device use, barriers, supports, and impact. The study suggests that devices are used for instruction roughly half of class time, with gradual increase through elementary, middle, and high school. Teachers and students report that devices are used for reference & research, presentations & projects, and feedback & assessment. Colleagues and itcs have been teachers’ primary supports for effectively using devices, but a lack of resources and direct supports are barriers to effective device use. Teachers, students, and parents believe that 1:1 has made learning more interesting, enabled students to pursue their own interests, and eased collaboration among students. Recommendations include survey subgroup analysis, thematic analysis of qualitative data, and follow-up data collection and analysis.

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2021/2022

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!
March!2019!
Arlington!Public!Schools!1:1!Initiative!Study!
!
!!
Illustrative+Quotes+
Student+Device+Use+
“The!laptops!are!a!convenient!tool!for!
research,!re flection,!processing!
information,!and!reinforce!learning.”!
“Access!to!primary!documents!and!
news!articles…!makes!it!easy!to!allow!
students!to!choose!topics!for!projects!
aligned!to!their !interests.”!
“Students!can!conduct!sim ulations!for!
science!that!they!could!not!do!in!an!
actual!lab!setting!for!safety!purposes,!
expense!or!cla ss!size.”!
“Students!often!collaborate!to!create!
projects!with!iMovie!or!to!work!on!a!
Google!Slides!presentation.”!
Barriers+&+Supports+
“We!also!have!an!ITC!who!is!
incredibly!supportive!and!willing!to!
go!the!extra!mile!for!our!students!in!
making!sure!we!teach!them!to!use!
technology!appropriately.”!
“The!most!use ful!supports!have!been!
the!knowl edge!of!othe r!teachers…”!
“Enough!time!to!learn!new!programs!
and!integrate!them!into!my!plans!and!
teach!students!to!use! them.”!
“Misuse!of!technology!(gaming,!
chatting,!etc.)!that!distracts!from!the !
classroom!material!and!what!we!a re!
doing!in!class…"!
Student+Impact+
“Student!engagement,!motivation,!
and!overall!understanding!has!
improved…!Watching!students!grow!
and!fall!in!love!with!learning!thr ough!
technology!has!been!an!integral!p art!
of!my!success!as!a!teacher.”!
!“It!also!allows!my!students!that!
economically!d on't!have!access!to!
technology!at!home,!to!"keep!up"!
with!their!peers!in!technical!
knowledge!and!experience.“!
“Having!the!devices!has!also!helped!
students!with!mastery!of!the!state's!
newest!Computer!Science!standards!
by!allowing!them!to!practice!coding.”!!
“1:1!is!only!a!tool!for!teachers!to!
use…!without![quality]!instruction!
and!close!monit oring,!the!technology!
has!NO!impact!on!the!learning!skills.”!
!
Summary+of+Preliminary+Findings+
The!Friday!Institute!at!NC!State!University!is!working!collaboratively!with! APS!
to!document!1:1!implementation!processes!and!identify!successful!strategies!
and!potential!challenges.!To!t he!extent!possible,!the!study!will!assess!the!
impact!of!the!project!on!instructional!practices!and!student!learning.!This!
study!is!intended!to!help!guide!decisions!related!to!program!improvement!
and!is!not!a!definitive!assessment!of!program!quality!or!impact.!The!following!
provides!a!brief!summary!of!select!data!collected!and!analyzed!to!date:!
Student+Device+Use+
Classroom!ob servations!as!well!as!surveys!of!teachers! and!students!suggest!
that!devices!are!likely!being!used!roughly!half!of!class!time!and!primarily!to!
access!content!supports,!search!for!information,!and!to!produce!and!present!
learning!pro ducts:!!
•Teachers!and!students!reported!that!devices!were!used!for!
instruction!roughly!half!of!class!time!(48%!and!47%!respectively).!!
•As!a!percentage!of!class!time,!device!use!gradually!increases!through!
Elementary!(40%),!Middle!(53%),!and!High!School!(58%).!
•Findings!suggest!that!devices!are !frequently!used!for!reference!&!
research,!presentations!&!projects,!and!feedback!&!assessment.!!
Implementation+Barriers+&+Supports+
Colleagues!and!ITCs!have!been!teachers’!primary!supports!for!effectively!
using!devices;!however,!a!lack!of!resources!(e.g.!time,!spare!devices),!shared!
understanding,!and!direct!supports!are!barriers!to!effective!device!use :!
•Teachers!cited!knowledgeable!peers!and!support!from!ITCs!and!
principals!as!key!factors!to!successful!implementation.!!
•Factors!teachers!reported!as!“moderate”!or!“great”!barriers!to!1:1!
included!lack!of!time!(58%),!teacher!input!(54%),!shared!vision!for!
device!use!(52%),!and!professional!development!(43%).!!
•
Teachers!cited!1:1!PD!is!needed!for!facilitating!creativity!&!innovation!
(64%);!personalizing!learning!(63%);!research-based!practices!
(59%);!and!“other”!needs!(61%)!such!as!Canvas!training!and!support.!!
•Device!distraction,!student!misuse,!and!device!management!were!
commonly!cited!barriers!during!staff!focus!groups.!!!
Student+Outcomes+&+Impact+
Teachers,!students,!and!staff!report!1:1!has!resulted!in!several!positive!
outcomes;!however,!limited!supports!and!critical!barriers!have!likely!
prevented!many!students!from!fully!realizing!the!potential!of!1:1:!!!
•The!majority!of!teachers,!students,!and!parents!believed!that!1:1!has!
made!learning!more!interesting,!enabled!students!to!pursue!their!
own!interests,!and!eased!collaboration!among!students.!
•The!large!majority!of!teachers!believe!1:1!has!enabled!students!to!
move!at!their!own!pace!(84%),!get!help!when!needed!(77%),!and!
perform!better!on!quizzes!and!tests!(71%).!!
•Areas!teachers!feel!that!1:1!has!the!greatest!impact:!technolo gy,!self-
directed!learning,!collaboration,!and!information!literacy!skills.!!
Recommendations+&+Next+Steps+
Based!on!preliminary!findings,!it!will!likely!be!more!productive!for!APS!to!
focus!resources!on!identified!issues!and!investigate!cited!outcomes!not!
captured!by!standardized!m easures.!Next!steps!for!this!study!include:!!!
•Survey!subgroup!analysis!and!thematic!analysis!of!qualitative!data!
from!group!interviews!and!open-ended!survey!responses.!!
•Follow-up!data!collectio n!and!analysis,!including!identification!of!
promising!strategies!for!effective!use.!!

Partial preview of the text

Download Arlington Schools 1:1 Initiative: Student Device Use, Barriers, Supports, Impact and more Slides Engineering Science and Technology in PDF only on Docsity!

Arlington Public Schools 1:1 Initiative Study March 2019

Illustrative Quotes

Student Device Use

“The laptops are a convenient tool for research, reflection, processing information, and reinforce learning.” “Access to primary documents and news articles… makes it easy to allow students to choose topics for projects aligned to their interests.” “Students can conduct simulations for science that they could not do in an actual lab setting for safety purposes, expense or class size.” “Students often collaborate to create projects with iMovie or to work on a Google Slides presentation.”

Barriers & Supports

“We also have an ITC who is incredibly supportive and willing to go the extra mile for our students in making sure we teach them to use technology appropriately.” “The most useful supports have been the knowledge of other teachers…” “Enough time to learn new programs and integrate them into my plans and teach students to use them.” “Misuse of technology (gaming, chatting, etc.) that distracts from the classroom material and what we are doing in class…"

Student Impact

“Student engagement, motivation, and overall understanding has improved… Watching students grow and fall in love with learning through technology has been an integral part of my success as a teacher.” “It also allows my students that economically don't have access to technology at home, to "keep up" with their peers in technical knowledge and experience.“ “Having the devices has also helped students with mastery of the state's newest Computer Science standards by allowing them to practice coding.” “1:1 is only a tool for teachers to use… without [quality] instruction and close monitoring, the technology has NO impact on the learning skills.”

Summary of Preliminary Findings

The Friday Institute at NC State University is working collaboratively with APS to document 1:1 implementation processes and identify successful strategies and potential challenges. To the extent possible, the study will assess the impact of the project on instructional practices and student learning. This study is intended to help guide decisions related to program improvement and is not a definitive assessment of program quality or impact. The following provides a brief summary of select data collected and analyzed to date: Student Device Use Classroom observations as well as surveys of teachers and students suggest that devices are likely being used roughly half of class time and primarily to access content supports, search for information, and to produce and present learning products:

  • Teachers and students reported that devices were used for instruction roughly half of class time (48% and 47% respectively).
  • As a percentage of class time, device use gradually increases through Elementary (40%), Middle (53%), and High School (58%).
  • Findings suggest that devices are frequently used for reference & research, presentations & projects, and feedback & assessment. Implementation Barriers & Supports Colleagues and ITCs have been teachers’ primary supports for effectively using devices; however, a lack of resources (e.g. time, spare devices), shared understanding, and direct supports are barriers to effective device use:
  • Teachers cited knowledgeable peers and support from ITCs and principals as key factors to successful implementation.
  • Factors teachers reported as “moderate” or “great” barriers to 1: included lack of time (58%), teacher input (54%), shared vision for device use (52%), and professional development (43%).
  • Teachers cited 1:1 PD is needed for facilitating creativity & innovation (64%); personalizing learning (63%); research-based practices (59%); and “other” needs (61%) such as Canvas training and support.
  • Device distraction, student misuse, and device management were commonly cited barriers during staff focus groups. Student Outcomes & Impact Teachers, students, and staff report 1:1 has resulted in several positive outcomes; however, limited supports and critical barriers have likely prevented many students from fully realizing the potential of 1:1:
  • The majority of teachers, students, and parents believed that 1:1 has made learning more interesting, enabled students to pursue their own interests, and eased collaboration among students.
  • The large majority of teachers believe 1:1 has enabled students to move at their own pace (84%), get help when needed (77%), and perform better on quizzes and tests (71%).
  • Areas teachers feel that 1:1 has the greatest impact: technology, self- directed learning, collaboration, and information literacy skills. Recommendations & Next Steps Based on preliminary findings, it will likely be more productive for APS to focus resources on identified issues and investigate cited outcomes not captured by standardized measures. Next steps for this study include:
  • Survey subgroup analysis and thematic analysis of qualitative data from group interviews and open-ended survey responses.
  • Follow-up data collection and analysis, including identification of promising strategies for effective use.