Jim Wabindato's Profile

Students

Simply stated, in my experience, laptop programs do not have a direct bearing on
standardized test scores. This is borne out by research, scarce though it may
be. For example, in a summary of the first-year implementation of the laptop
program in Fullerton, Calif., researchers concluded that "students in the laptop
program improved in test scores from the prior year at about the same rate as
other students in the district."

If your school has good test scores, has effectively implemented research-based
instructional methods in reading and math, and has a supportive local community,
however, a laptop program may help you to get to the next level.

"There needs to be a leadership team that looks at things through three
different lenses: the lens of curriculum and content; the lens of the culture of
the building; and the lens of technical needs." I believe this is an effective
organizational framework with which to plan, implement, and evaluate a
one-to-one laptop program.

One of the key components to improving student learning is to clearly identify
what it is that students are expected to learn. Laptop programs have to support
the standards that students are expected to master. Therefore, the focus should
be on learning content standards. Schools may add goals in problem solving and
critical thinking, but these must be pursued using instructional practices that
are grounded in the content standards.

leadership teams, must create a culture that is receptive to the use of laptop
computers as learning tools. In addition, they must address the needs and
interests of the key stakeholders in the learning community.

Students take to technology like ducks to water and have never known a world
without the Internet. Learning with computers is natural for them; you just have
to guide it to positive outcomes, an important ancillary goal of laptop programs
in itself.

Teachers. It is difficult for teachers to change practices without extensive and
ongoing staff development in the area of technology. This has two components: It
is important to establish a baseline of proficiency with the technology itself.
However, this is secondary to helping teachers to use laptops as instructional
tools. If teachers do not actively plan for the use of laptops in the classroom,
students will not bring them to class. The principal has to plan for ongoing
training that mixes direct instruction, mentoring and coaching, and the sharing
of best practices. This can only be achieved if the school has built staff
development into the weekly schedule at the school. One-time or sporadic
in-services will not work; the push has to be constant, with clearly stated
expectations for the use of technology as a learning tool.

Parents. It is important to educate parents on the goals of the laptop program
and to describe for them how students and teachers will use laptops, how
learning will take place, and how the school will evaluate the success of the
program.

Many laptop schools have parent education nights to show how children will use
the computers. Further education should include teaching parents how to use some
of the software used in the program

to keep the laptop program running efficiently, observe these ten key steps:

1. Standardize a computer operating system/platform

2. Decide upon a standard set of software tools that will be consistent across
the school.

3. Identify research-based software that can support learning in math and
reading.

4. Decide how much access students will have to the network.

5. Decide how you will handle the inevitable upgrades to operating systems

6. Plan for obsolescence of software and hardware.

7. Develop a plan to repair and replace broken laptops, batteries and printers.

These items are a constant drain on the school budget.

8. Provide other technology to supplement the laptop program, including
presentation devices such as LCD projectors.

9. Plan for a robust network.

10. Most important, have on-site technical support.