What Is 1-to-1 Computing?
Increasingly, schools are moving to provide students with their own
laptop computer, netbook, or digital tablet. Schools purchased more than
23 million devices for classroom use in 2013 and 2014 alone. In recent
years, iPads and then Chromebooks (inexpensive Web-based laptops) have
emerged as the devices of choice for many schools.
The two biggest factors spurring the rise in 1-to-1 student computing have been new mandates that state standardized tests be delivered online and the widespread adoption of the Common Core State Standards.
Generally, the hope is that putting devices in the hands of students will help with some or all of the following goals:
Despite the potential benefits, however, many districts have run into trouble when attempting to implement 1-to-1 computing initiatives. Paying for the devices can be a challenge, especially as the strategy of issuing long-term bonds for short-term technology purchases has come into question. Many districts have also run into problems with infrastructure (not enough bandwidth to support all students accessing the Internet at the same time) and deployment (poor planning in distributing and managing thousands of devices.)
The most significant problem for schools trying to go 1-to-1, though, has been a lack of educational vision. Without a clear picture of how teaching and learning is expected to change, experts say, going 1-to-1 often amounts to a “spray and pray” approach of distributing many devices and hoping for the best.
Some critics of educational technology also point to a recent study by the Organization for Economic Cooperation and Development, which found that countries where 15-year old students use computers most in the classroom scored the worst on international reading and math tests.
The two biggest factors spurring the rise in 1-to-1 student computing have been new mandates that state standardized tests be delivered online and the widespread adoption of the Common Core State Standards.
Generally, the hope is that putting devices in the hands of students will help with some or all of the following goals:
- Allowing teachers and software to deliver more personalized content and lessons to students, while allowing students to learn at their own pace and ability level;
- Helping students to become technologically skilled and literate and thus better prepared for modern workplaces;
- Empowering students to do more complex and creative work by allowing them to use digital and online applications and tools;
- Improving the administration and management of schools and classrooms by making it easier to gather information on what students know and have done;
- Improving communications among students, teachers, and parents.
Despite the potential benefits, however, many districts have run into trouble when attempting to implement 1-to-1 computing initiatives. Paying for the devices can be a challenge, especially as the strategy of issuing long-term bonds for short-term technology purchases has come into question. Many districts have also run into problems with infrastructure (not enough bandwidth to support all students accessing the Internet at the same time) and deployment (poor planning in distributing and managing thousands of devices.)
The most significant problem for schools trying to go 1-to-1, though, has been a lack of educational vision. Without a clear picture of how teaching and learning is expected to change, experts say, going 1-to-1 often amounts to a “spray and pray” approach of distributing many devices and hoping for the best.
Some critics of educational technology also point to a recent study by the Organization for Economic Cooperation and Development, which found that countries where 15-year old students use computers most in the classroom scored the worst on international reading and math tests.
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