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Even though this blog post is nearly two years old, the sentiments expressed remain the same even now. I feel as though certain districts have led the 1:1 wave and others have followed them/used what they have done as part of their decision making process. I work for a medium-large school district in Wisconsin, and while our district may be one of the last to implement a 1:1 program in the state, I truly believe our thought process of putting teaching and learning, creation-based apps not content based, and applying the SAMR model has made us treat 1:1 not just as a fad but as an embedded new way to help students learn.

I work with students that have severe and profound intellectual disabilities. Technology plays a vital role in our children with special learning needs. I have a 21st century classroom with an interactive whiteboard and ipad. In addition to the above mentioned technology, we incorporate assistive technology that help our students to read, write, count, do science projects, and so much more. Each child is able to participate, learn, and succeed in the classroom. This is why our school invests in technologies. It is true in your article that the bigger picture is about core vision, beliefs and strategies that complement what's needed for learning and producing in the 21st century.

I think we have to move with the students and their fascination and need for technology. It is apart of their daily lives. As technology up grades - so do we as teachers to create life long learners of our students (as we are modeling our up grades in technology - learning new tricks)

Hello Ms. Wilson,

I'm replying to this post as part of a 3-day course given by McRel in Denver, CO. We were asked to pick an article and respond to it to explore blogging. I liked your charactertization of the application of technology as creating an environment for 1:1 instruction. As a second career special education teacher who spent 25 or so years developing and implementing new technology in organizations large and small, I'd love to get your opinion on the following observation. Specifically, why is it that schools, districts, the K-12 industry focus the application of new technology and processes on the classroom when the real benefits of building platforms of ed technology are at the back of the house? For example, the big deal in every other industry from selling coffee to trading currencies is big data - the idea that gathering and analyzing billions of data sets leads to better insight about making operations more efficient and effective. By comparison, in K-12, there is no big data plan where districts collect data from a variety of assessments, analyze it, and use that information to guide instruction. Instead, teachers collect some data in a variety of formats, look at it sporadically, pass some on to administrators, and then go back to focusing on delivering the proscribed content in the proscribed time. It seems most inefficient as content delivered may or may not meet the needs of the students in the room. In sort, big data is the tool that leads to true 1:1 instruction while also leaving teachers more time to teach. There are many more applications that would do the same.

Best regards,

Jim Friederich

I have a 21st century classroom with a class set of android tablets. Our school is buzzing with the 1:1 idea, and you're absolutely right. There are things I have found the tablets help with, but there are still several core developments that must be handled first. It is my hope that as we embark on envisioning a 1:1 environment, we take into account much of what you said.

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