What should administrators know about further supporting middle school teachers in a one-to-one computer program?

This chapter will discuss how administrators can support core teachers at a middle school who are a part of a one-to-one computer program. Teachers attempting to negotiate a one-to-one computer program for the first time can be a scary and an overwhelming experience. According Livingston (2007), the success and failure of a one-to-one computer initiative comes down to how prepared educators are prior to beginning such a program and the support provided throughout the process (p. 28-29, para 6, 1-4). Additionally, according to Mortensen (2011), there are a number of supports that need to be put into place for a one-to-one computer program to be successful; a school plan must be created and all administrators must commit to the model, high-quality professional development must be provided, teachers must learn how technology will affect their students learning and behavior, in-school technical and educational support will be needed, continual training throughout the school year and continual feedback from evaluators (p. 16-17, para. 6-10). Still, little research has been provided to suggest further support teachers need once they have already begun the program. Based on these facts, this chapter will provide data that was gathered from interviews of middle school core teachers to attempt to answer the guided question, What should administrators know about further supporting middle school teachers in a one-to-one computer program? The direct feedback from these teachers has provided necessary information that administrators can use for future support of their staff in a one-to-one program.

About One-to-One Computer Programs:

According to Jackson (2009), “One-to-one computing means putting a computer — a PC, laptop, handheld, or tablet PC — into the hands of every student” (p. 1, para. 2). The logic behind this program is that with unlimited accessibility to technology, student engagement, learning and 21st century skills will greatly improve. According to Warschauer (2006), there are “five excellent reasons… [to] start a one-to-one laptop program… it will improve… 21st century learning skills, Greater engagement through multimedia, More and better writing, Deeper learning and Easier integration of technology into instruction” (p. 35-36, para. 3). For these same reasons, CMS as well as, thousands of other schools around the nation have taken the leap to establish a one-to-one computer initiative. Jackson (2009) really hit the nail on the head when stating, “While many educators say that one-to-one computing is transforming education for the better, others say it’s making the classroom teacher’s job harder than ever” (p. 1, para 2). This statement really became the motivation for this chapter’s main theme and guided question. How can teacher’s jobs be made easier? Well, the answer is simple, they need more training, feedback, structure and administrative support at the beginning, middle and end of the one-to-one computer program process. 

Additionally, a lot has been said about the pros and cons of a one-to-one computer programs. According to Wainwright (2013), some of the biggest pros are, “Uniform integration of technology in every class eliminates digital inequality… Since everyone has the same mobile device… teachers know whatever apps they use on their device will work on their student’s devices… [and] Support tickets will definitely be easier to clear with everyone having the same device” (p. 1, para 8). These pros are all focused on the technology side of the one-to-one program. Wainwright (2013) also suggests some cons, “With all the cash-strapped schools nationwide, it will be difficult for them to find the funding to support this method… The 1-to-1 model will require both teacher and student training of the device the school decides to use… With 1-to-1 there are long-term maintenance costs” (p. 1, para. 9). Overall, a great focus has been made on the cost and technology maintenance for such programs; however, very little has been done to ask teachers important questions about their experiences and how to further support them for success.

This chapter is in no way meant to paint a negative picture of one-to-one computer initiatives or the work that has been completed at CMS. Again, this chapter is meant to help administrators all over the nation who are considering a one-to-one computer program, or who have already started one. This chapters has focused its goal on helping administrator’s better support their educators!

CMS

About CMS:

Each of the participants who volunteered to partake in the interview process were employed at CMS in Colorado. CMS is located on a military post and is a public school even though it is located on a military installation. The school supports a large sum of military dependents as well as a small portion civilian students who live off post. The middle school services 6th, 7th and 8th grade students. According to the 2017/18 school year attendance, there is an average of 650 enrolled attendees at CMS. This numbers fluctuates a great deal throughout the school year due to military deployment, and permanent change of station (PCS), that occurs every few years for all U.S. Army Soldiers. This is a very unique movement of students as it is not uncommon for there to be a 30% to 40% turnover in a given year.

One of the most difficult things educators must contend with is this movement of students. When students are leaving and coming in as often as they are, it can be greatly challenging to establish relationships, and get students caught up to where the class is, quarter to quarter. These are just some of the challenges teachers at CMS are faced with in addition to beginning a new one-to-one computer initiative. At the end of the 2016/17 school year, teachers at CMS were told that they could see some significant changes, especially with technology. Near the end of the 2016/17 school year, the school district informed teachers that CMS and sister school, FMS, would match the high schools current computer program and they would be purchasing all new computers for each student for the 2017/18 school year. This information was exciting for most but also scary. Based on these events and the entire school year of experience of a one-to-one computer program, some specific teachers at CMS were asked to partake in an important survey.

Interview questions for Middle School Teachers:

1. How prepared were you for a school wide one-to-one computer program?
2. Describe any specific Summer Professional Development that was offered and that you took to help prepare you for the one-to-one computer program.
3. Do you feel like you were prepared for the one-to-one computer program for the 2017/18 school year?
4. Did you receive any support or feedback from administrators or other technology curriculum coaches during the 2017/18 school year? Please explain…
5. What kind of support was in place for you during the one-to-one computer program? Did you get help when you needed it? Please explain…
6. What changes did you have to make to get ready for year 1 of the one-to-one computer program?
7. Is there anything the administrators could have done better to prepare or support teachers for the one-to-one computer program?
8. How would you evaluate year 1 of the one-to-one computer program? Highly successful, Good, Poor or extremely unsuccessful? Please explain…
9. Is there anything you feel teachers need to do on their own to prepare themselves for a one-to-one computer program?
10. What advice would you provide a new hire for next school year about the one-to-one computer program?
11. What was the impact of the one-to-one computer program on students learning?
12. What suggestions do you have for your administrators for this program?

The Interview Process: 

All interviews were conducted at CMS during different times; after school, during PLC (Planned Learning Communities), and individual plan. Each participant was given the interview questions one day prior to the interview being conducted. The goal of giving the questions out a day in advance was to allow each educator the opportunity to think about their responses and then be able to provide the most detailed and well thought-out reply. The recording device use for each interview was, “Screencast-O-Matic”. This device provides many great features to include recording of video, audio but also screen shots. Each participant was positioned in front of the computer with lighting placed to the front of them to allow for the best visual presence.

Based on availability of core teachers, three Social Studies and one Language Arts teacher was selected to complete the interview process. The first participant to be interviewed was, J.J Ziser. Mr. Ziser has worked at CMS for the past four years. He began his teaching career at CMS and is seen as one of the most valuable teachers in the school. He partners with Steve Harris who has completed his second year as an educator and who was also the second participant to be interviewed. Both teach 6th grade Social Studies which focuses on the topics of early humans, basic geographic skills and concepts, and economics. Their classes play an important role as they are responsible for getting students ready for the higher academic rigors for 7th and 8th grade Social Studies. The third individual to participate in the interview process was, Amelia Kronser-Cole. She is a lead teacher at CMS, and heads the Language Arts Department. All teachers seek out Ms. Kronser for help in all matters regarding teaching. She supports all who need help with teaching strategies, technology and professional practice. She has been teaching for the past nine years, all at CMS. The final participant to complete the interview process was, Rebekah Engleright, 7th Grade Social Studies. Ms. Engleright has been at CMS for the past ten years and is also a lead teacher and department head for Social Studies. Like Ms. Kronser, she is also one that teachers seek out for advice and help regarding teaching strategies and curriculum developmental. Based on the selection of teachers picked for this interview process, availability did play a big part; however, four of the hardest working and most respected teachers in the building were used to shed light on important details regarding teacher support in a one-to-one computer program.

Please watch all (4) teacher interviews to hear their responses. Each teacher did their best to explain the successes and pitfalls they experienced in year one of their one-to-one computer initiative.

Teacher Interviews:

Jeffery Ziser, 6th Grade Social Studies: 

Steve Harris, 6th Grade Social Studies: 

Mrs. Kronser-Cole, 7th Grade Language Arts: 

Rebekah Engleright, 7th Grade Social Studies: 

List of Suggestions for School Administrators: 

Based on the data collected from the teacher interviews and reviewed studies, there are a number of great comments as well as suggestions for administrators to consider when developing, starting, or continuing a one-to-one computer program. The teacher interviews were conducted to get a better insight of what supports can make the difference in such a program but also aid in providing better understand for what it is like to have gone through year one of a one-to-one computer initiative. Based on the responses and data collected, a short list of suggestions for administrators was constructed.

1. Have a yearly one-to-one computer program plan with quarterly goals that can be assessed. Having a plan is the first thing that all school administrators should have in place when beginning a one-to-one computer initiative. According to Mortensen (2011), “From the outset, district and school leaders must be committed to the one-to-one model. Administrators must have a well-conceived plan for implementation, set high expectations, and hold teachers accountable” (p. 17, para. 5). Without a plan in place, you could see a wide range of teacher commitments, those diving straight in and going 100% paperless and others neglecting the technology all together. Having a technology plan is place is sure to get and keep your staff on the same page.
2. Have a school wide discipline plan in place for students that do not follow the technology responsibility policies. Teachers need this as Ms. Kroser alluded to in one of her interview responses; teacher need to be on the same page with student behavior. There cannot be different rules in each classroom that can create conflict between school policies vs. teacher policy. Administrative support for this suggestion would request that a technology behavior matrix be created and used school wide. All teachers would have to use it, and all students would have to follow it. Further administrative support in this topic would be seen by their active role in the punishment and enforcement of the matrix.
3. Provide mandatory summer professional development for teachers that is centered on computer based curriculum building, instruction and assessment. All teachers need support with curriculum building, but more importantly, teachers really need training to help them convert what was once in paper to a “soft copy”. Many teachers do not know how to do this. As mentioned by many of the participants in the interviews, they spent most of their time converting handouts into documents visible in Google Classroom or some other web-based tool. This is training that is needed in the beginning of a one-to-one program, but even in future years to help new teachers comping in. Once a teacher has a good handle on going “all most” paperless, then they can focus more of their attention on their teaching strategies and craft.
4. Speak with individual teachers to confirm who needs the most help. Teachers need to be given the opportunity to speak with an administrator about their individual needs. A one-on-one connection between administrators and teachers needs to occur as often as possible. That connection will allow for relationship building and trust to form. With trust, teachers will be able to better express their needs and weaknesses.
5. Provide continual feedback during spot checks and formal evaluations about the use of technology in their classroom. Technology usage is a topic that is addressed but in some cases not in great detail during the evaluations process. According to the Colorado Department of Education teacher evaluation system, Quality Standard III, Element D, “Teachers [should] thoughtfully integrate and utilize appropriate available technology in their instruction to maximize student learning” (p. 12). Being there is an entire section dedicated to the use of technology in the Colorado teacher evaluation process, it suggested that administrators of a one-to-one computer program put a greater emphasis in this requirement. This would improve teacher feedback, development and communication on the subject.
6. Create teacher led professional development around different topics or themes related to use of technology. Many of the interview participants suggested teacher led professional development because teachers-teaching-teachers is more appealing then someone out of the building being brought in to try and sell an idea or a concept. Teachers-teaching-teachers, puts people from within the school staff in a position of leadership, but also it puts a recognizable face to the learning. Learning from respected co-workers is sure to yield greater buy-in and commitment then from a complete stranger.
7. Make using technology a mandatory requirement for all teachers and holding them accountable. This is a further suggestion that stems from a one-to-one computer initiative plan. Teachers should be held accountable for not falling in line with a school or distinct wide program. When teachers, just like students see rules being broken expect consequences to follow. When no consequences follow, then it becomes very difficult for others to respect the program or even the administration. From personal experience, this concept is the backbone to good classroom and people management.
8. Select (1 to 2) specific platforms like, Microsoft OneNote and/or Google Classroom for all teachers to use and provide extensive training on both. This suggestion came from many of the interview participants. It is suggested that if one or two platforms are the only approved platforms for the school. Training and development will be easier for all staff within the one-to-one computer program. The suggestions of two platforms makes it very nice for people to pick the one that works bet form them.
9. Create a technology mentorship for new teachers coming into the school to help them feel as welcome but also somewhat on the same page as teachers who have experience the one-to-one computer program for a full year. Again, this suggestion comes from the participants from the interviews. It would be suggested that there would be a person or group of people made available to help each new teacher coming into the school. Not only do new teachers not know what they are teaching, but to also require them to build a new curriculum with the exclusive use of computers is an entirely different animal. Having support put into place for these new teachers is critical for their success but also for the computer initiative.
10. Organize a basic curriculum for all students in all grades on, “Basics functions of a computer”. Most of the teachers interviewed, commented on this struggle, as they experienced having to spend a great deal of time teaching kids how to use their computers rather than getting more into their curriculum/content. Support for this suggestion would look like; creating a required elective class that teaches all new students for one quarter, basic computer processing/skills. This would save a great deal of time for teachers having to teach and reteach basic computer skills. The more knowledgeable the students are with basic computer skills, the deeper core teachers can get into their curriculum/content.
11. Organize department meetings between the high school and 8th grade core teachers. This meeting would allow for a better understanding for how the high school is using the one-to-one computer program, improve department vertical alignment that could help graduating 8th graders. This should better prepare students for their move to high school, as this is the number one goal for all 8th grade educators. Additionally, this could also be done for 7th graders moving up to 8th grade and 6th graders moving up ti 7th grade.

In Conclusion: 

Based on the data collected from interviews, and reviewed studies and articles, the above list was generated as a suggestions for administrators to use in supporting teachers in a one-to-one computer initiative. Again, the main reason for this chapter was not to paint the one-to-one computer programs in a bad light, but to shed light on some areas of support to improve the program. The one-to-one computer initiative is a good program; however, like anything in the professional world, it is not perfect. The profession of education is a multifaceted machine that has many moving parts. Within each of those parts are people, and people tend to provide the best feedback for what is working and what can be improved. Lastly, the collected data and constructed list of suggested supports are not only for administrators at CMS to use; this information is for all schools and school districts alike. There are many great points made in each of the videos, and teacher interview data was considered to be the most important and valid information to gather in answering this chapters guided question. The teacher participant and their feedback have allowed for a greater insight into one a one-to-one computer program and how it can be improved for long term. In closing, good luck to all school, administrators, teachers and their students looking to advance their level of technology in academics. Please always consider feedback from your educators, as their experience and knowledge is invaluable to make all your initiates successful.

References 

Colorado Department of Education. (2018). State Model Evaluation System for Teachers. Retrieved from https://www.cde.state.co.us/educatoreffectiveness/smes-teacher#TQS

Jackson, L. (2009). One-To-One Computing:  Lessons learned, pitfalls to avoid. Education World. Retrieved from http://www.educationworld.com/a_tech/tech/tech197.shtml

Livingston, P. (2007). The One-To- One Tsunami: It’s on the Horizon. Will You be Ready? Retrieved from https://www.techlearning.com/news/the-onetoone-tsunami

Mortensen, C. (2011). Mission Possiable: Keys to One-to-One Success. ISTE (International Society for Technology in Education). (16-21).

Wainwright, A. (2013). Pros and Cons of BYOD and 1-to-1 Technology in the Classroom. Retrieved from https://www.securedgenetworks.com/blog/Pros-and-Cons-of-BYOD-and-1-to-1-Technology-in-the-Classroom

Warschauer, M. (2006). The Experiences of Cutting-edge Schools Suggest the Whys, the Why Nots, and the Hows of Laptop Learning Programs. Association for Supervision and Curriculum Development. (34-38).