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1:1 Institute

1:1 Institute. Implications for current or future 1:1 schools on college readiness. Welcome and Introduction. Introduction. Objectives. Provide research about the impact of 1:1 laptop initiatives on college readiness

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1:1 Institute

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  1. 1:1 Institute Implications for current or future 1:1 schools on college readiness

  2. Welcome and Introduction Introduction

  3. Objectives • Provide research about the impact of 1:1 laptop initiatives on college readiness • Provide feedback to current 1:1 schools about how to improve their programs to promote college readiness • Provide guidance to future 1:1 schools about things to consider in implementing an effective 1:1 program

  4. Essential Conditions Rubric

  5. Dissertation Study A qualitative study of perceptions of first-year college students regarding technology and college readiness

  6. College readiness defined “the level of preparation a student needs in order to enroll and succeed – without remediation – in a credit-bearing general education course at a postsecondary institution” –Conley, 2007

  7. The current reality of college readiness • 32% of college students require remedial coursework (National Center for Education Statistics, 2008) • Only 24% of all 2008 graduates met all four subject area ACT College Readiness Benchmarks (ACT, 2008) • Only 50% of students receive a certificate, associate degree, or bachelor’s degree in 6 years or less (National Center for Education Statistics, 2008)

  8. ACT College Readiness Benchmarks

  9. Significance Between 1973 and 2007, the share of jobs in the U.S. economy that required postsecondary education increased from 28% to 59% (Ramey, 2010). According to an analysis by the Georgetown Center on Education and the Workforce (2008), this percentage will increase over the next decade to 62%. To meet these job market demands, the nation will need an additional 22 million workers with postsecondary degrees. However, the United States is expected to fall short by three million postsecondary degrees (Symonds, Schwartz & Ferguson, 2011).

  10. General results • Students who felt the most college ready had a laptop and also took online classes while in high school. • There will be an implementation dip with the 1:1 initiative. • Minimizing laptop distractions will promote college readiness. • Despite widespread differences in 1:1 laptop initiatives, having a laptop in high school promotes college readiness.

  11. College readiness model

  12. Implications for all in education

  13. Implications for students • Gives all students a voice (blogs, email, chats, etc.) • Promotes responsibility by caring for laptop • Start with small steps using laptops to show teachers/administrators the benefits of technology (BYOD, notes, presentations, projects, school spirit) • Allows for productivity and creativity

  14. Implications for parents • Purchase productive technology for child • Ensure responsible and productive use by child • Work to “level the playing field” for all kids • Advocate for your child to use their laptop for school knowing it will benefit them in college

  15. Implications for teachers • Work to minimize the potential distractions • Be aware of the implementation dip • You will have to learn on your own and don’t be afraid to ask students for help • Laptop allows for teaching social etiquette • Allow students to be creative and they will impress you • “Teacher expectations and taking online classes in high school prepared me most for college.” -Student

  16. Implications for administrators • Pay attention to the hype cycle for technology adoption • Plan long-term with technology • Try to put new technology in the hands of teachers first • Make sure security and infrastructure is solid • Work to limit distractions for students to promote college readiness • Make students problem solvers when it comes to real-world technology issues along the way

  17. Implications for professors • Laptops can and should be leveraged for instruction and learning rather than being banned in classrooms. • Laptops can often engage students better and appeal to visual and auditory learning styles better than lecture. • Professors could identify many powerful digital resources simply by asking students. • Leverage instructional time with computers to engage students and provide timely opportunities for students to dig deeper into course content.

  18. Implications for policymakers • Provide ample funding that allows schools to update and stay current with technology. • Allow financial aid to schools to be spent on school issued laptops. • Consider educational purpose when writing policy that has potential to restrict or limit technology and Internet access for legitimate educational use.

  19. Website http://www.weebly.com/weebly/main.php

  20. Closing “If computers are put to the right use, and monitored correctly, they are a great resources for students and teachers. I am doing better in college because of my high school 1:1 experience and I appreciate it.” -Participant 10

  21. Contact information TRENT GRUNDMEYER tgrundmeyer@indianola.k12.ia.us tgrundmeyer@gmail.com Phone: (515) 205-9987 Twitter: tgrundmeyer Skype: tgrundmeyer

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