Citation

Large-scale 1:1 implementations: An international scope

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Abstract:

A. Purpose

In study after study, researchers have found that giving one child one computing device enhances computer literacy, has a positive effect on student writing, helps prepare students for 21st-century citizenship, and produces authentic and purposeful uses for technology (Rockman et al., 2000; Penuel, 2006). In an effort to better understand what a 1:1 initiative entails, the researchers sought to understand what commonalities and differences of these initiatives.

B. Theoretical Framework

This study is conceptually grounded the International Society for Technology in Education's (ISTE, 2008) National Education Technology Standards for Students, Teachers, and Administrators. In order for students, teachers, and administrators to master these standards, they must have access to machines as well as training. To foster global skills in a technology suffused world, linking learning with the machines is vital.

C. Modes of Inquiry

Though an international, collaborative effort, the researchers sought to understand: (1) What do large-scale 1:1 implementations look like with regards to funding, device use, internet accessibility, age/grade of users, and professional development? (2) What programs/organizations are available to countries that are thinking about implementing 1:1 initiatives? and (3) What are the implications of building a 1:1 database? Modes of inquiry included educational websites, organizational information, and personal contacts.

The current presentation will demonstrate how large-scale 1:1 implementations have been handled in terms of: finances, professional development, allocated funds for the future, grades/ages who receive the technology, the types of devices used, and how internet accessibility is being handled among other topics. The presentation will also focus on commonalities and differences found in the database. This will ground the discussion in future implications such as research, evaluation, and advice for future large-scale 1:1 initiatives.

D. Data Sources

Data were collected from many educational websites and organizational websites (i.e. - One Laptop per Child). Holes within the database were filled by calling and / or emailing individuals associated with the initiative in the respective country or state.

E. Results / Conclusions

The final database will be available in December 2011. As of the current collected data, very few large scale 1:1 initiatives have been implemented. Of the countries that do have large-scale initiatives, the majority have been driven by outside programs, such as One Laptop per Child. Most initiatives appear to focus on providing machines but lack providing professional development, detailing a sustainability plan, and focusing on how scale such initiatives.
The presentation will focus on the following areas:
• What type of research can be done using this database to help advocate for more large regions to begin a 1:1 initiative.
• Ways to evaluate all current large-scale 1:1 initiatives in an effort to understand issues such as spread, scalability, effectiveness, funding, and professional development.
• How this database will be co-constructed so that users can continuously update and use it to work with NGOs or MOEs to discuss possibilities and benefits of implementing a 1:1 initiative for themselves.
• How school administrators can be a part of this global process and be ready for implementation within their region before an initiative takes place.
• Provide online resources for further information regarding 1:1 international research.

F. Significance to the Field

A robust international database is the first step in being able to evaluate current regions and move others toward a better education system. Understanding the current status and future implications of large-scale 1:1 implementations is vital as governments, educational ministries, and NGOs strive to make decisions for the next generation of learners.
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Association:
Name: 56th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


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URL: http://citation.allacademic.com/meta/p550865_index.html
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MLA Citation:

Richardson, Jayson., Flora, Kevin., Sauers, Nick., McLeod, Scott., Kannan, Sathiamoorrthy. and Sincar, Mehmet. "Large-scale 1:1 implementations: An international scope" Paper presented at the annual meeting of the 56th Annual Conference of the Comparative and International Education Society, Caribe Hilton, San Juan, Puerto Rico, Apr 22, 2012 <Not Available>. 2014-12-12 <http://citation.allacademic.com/meta/p550865_index.html>

APA Citation:

Richardson, J. W., Flora, K. , Sauers, N. , McLeod, S. , Kannan, S. and Sincar, M. , 2012-04-22 "Large-scale 1:1 implementations: An international scope" Paper presented at the annual meeting of the 56th Annual Conference of the Comparative and International Education Society, Caribe Hilton, San Juan, Puerto Rico <Not Available>. 2014-12-12 from http://citation.allacademic.com/meta/p550865_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: A. Purpose

In study after study, researchers have found that giving one child one computing device enhances computer literacy, has a positive effect on student writing, helps prepare students for 21st-century citizenship, and produces authentic and purposeful uses for technology (Rockman et al., 2000; Penuel, 2006). In an effort to better understand what a 1:1 initiative entails, the researchers sought to understand what commonalities and differences of these initiatives.

B. Theoretical Framework

This study is conceptually grounded the International Society for Technology in Education's (ISTE, 2008) National Education Technology Standards for Students, Teachers, and Administrators. In order for students, teachers, and administrators to master these standards, they must have access to machines as well as training. To foster global skills in a technology suffused world, linking learning with the machines is vital.

C. Modes of Inquiry

Though an international, collaborative effort, the researchers sought to understand: (1) What do large-scale 1:1 implementations look like with regards to funding, device use, internet accessibility, age/grade of users, and professional development? (2) What programs/organizations are available to countries that are thinking about implementing 1:1 initiatives? and (3) What are the implications of building a 1:1 database? Modes of inquiry included educational websites, organizational information, and personal contacts.

The current presentation will demonstrate how large-scale 1:1 implementations have been handled in terms of: finances, professional development, allocated funds for the future, grades/ages who receive the technology, the types of devices used, and how internet accessibility is being handled among other topics. The presentation will also focus on commonalities and differences found in the database. This will ground the discussion in future implications such as research, evaluation, and advice for future large-scale 1:1 initiatives.

D. Data Sources

Data were collected from many educational websites and organizational websites (i.e. - One Laptop per Child). Holes within the database were filled by calling and / or emailing individuals associated with the initiative in the respective country or state.

E. Results / Conclusions

The final database will be available in December 2011. As of the current collected data, very few large scale 1:1 initiatives have been implemented. Of the countries that do have large-scale initiatives, the majority have been driven by outside programs, such as One Laptop per Child. Most initiatives appear to focus on providing machines but lack providing professional development, detailing a sustainability plan, and focusing on how scale such initiatives.
The presentation will focus on the following areas:
• What type of research can be done using this database to help advocate for more large regions to begin a 1:1 initiative.
• Ways to evaluate all current large-scale 1:1 initiatives in an effort to understand issues such as spread, scalability, effectiveness, funding, and professional development.
• How this database will be co-constructed so that users can continuously update and use it to work with NGOs or MOEs to discuss possibilities and benefits of implementing a 1:1 initiative for themselves.
• How school administrators can be a part of this global process and be ready for implementation within their region before an initiative takes place.
• Provide online resources for further information regarding 1:1 international research.

F. Significance to the Field

A robust international database is the first step in being able to evaluate current regions and move others toward a better education system. Understanding the current status and future implications of large-scale 1:1 implementations is vital as governments, educational ministries, and NGOs strive to make decisions for the next generation of learners.


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