Research on the Benefits of 1:1 Learning*

by Colleen Worrell, Secondary Technology Integration Coordinator 

 

As we prepare for Year 3 of our 1:1 Program, we wanted to share some benefits and research on learning in a one-to-one laptop environment with 8th grade families, as well as with our high school students and their parents: 

Benefits for Students 

• Increased Interest in Learning (Bebell & Kay, 2010; Cavanaugh, Dawson & White, 2007)
• Increased Engagement and Reduced Behavior Referral (Berry & Wintle, 2009; Corn & Mollette, 2011; Bebell & Kay, 2010; Bebell & O'Dwyer, 2010; Sauer & McLeod, 2012; Walker, Johnson, & Silvernail, 2013)
• Better Organized, More Efficient (Silvernail & Lane, 2004; Walker, Johnson, & Silvernail, 2013)
• More Self-Directed (Gulek & Demirtas, 2005)
• Higher Test Scores for Writing and Higher Quality of Writing (Sauer & McLeod, 2012; Walker, Johnson, & Silvernail, 2013)
• Deeper Level of Comprehension in Science Learning (Berry & Wintle, 2009) 
• Enhanced Frequency and Quality of Student-Teacher Communication (Corn, 2009; Corn, Tagsold, & Patel, 2011)
• Increased 21st-Century Skills (Cavanaugh, Dawson & White, 2007; Corn & Mollette, 2011; Gulek & Demirtas, 2005; Sauer & McLeod, 2012)
• Access to Global Learning Opportunities (Walker, Johnson, & Silvernail, 2013)

Benefits for Teachers 

• More Student Centered Strategies (Bebell & Kay, 2010; Lowther, Strahl, Inan, & Bates, 2007; Walker, Johnson, & Silvernail, 2013)
• Individualized Curriculum to meet Diverse Student Needs (Silvernail & Lane, 2004; Walker, Johnson, & Silvernail, 2013)
• Movement toward Constructivist Teaching, Student-Led Inquiry, and Collaborative Work (Gulek & Demirtas, 2005; Walker, Johnson, & Silvernail, 2013)
• More Creative, Customized, and Collaborative Lessons (Corn, Tagsold, & Patel, 2011; Corn & Mollette, 2011; Gulek & Demirtas, 2005; Walker, Johnson, & Silvernail, 2013) 
• More Collaborative and Project-Based Instruction (Bebell & Kay, 2010; Walker, Johnson, & Silvernail, 2013 
• Enhanced Frequency and Quality of Communication Between Teachers, Students, Parents, & Administrators  (Corn, 2009; Corn, Tagsold, & Patel, 2011)
• Increased Job Satisfaction/Decreased Turnover (Corn & Mollette, 2011)

*NOTE: I modeled this on Waltham Public School's 1:1 Learning Initiative presentation, adding more current research and adjusting the benefits accordingly.

Our Students’ Digital Lives

by Colleen Worrell, Secondary Technology Integration Coordinator

This week we had the opportunity to host a visit from the Westborough Public Schools, since the district is exploring options for launching a 1:1 initiative. As part of this event we invited four HHS students to share their experiences and feedback on our program with the teachers and administrators from the visiting district. We were proud of each student’s ability to discuss their thoughts and experience so effectively and openly. While all four students readily admitted that the laptops can be a distraction, our students also addressed the fact that the program fostered more independence and the need for students to take greater responsibility for their own learning. As one student put it, “We have to learn when it’s okay to chat and play games, and when we need to pay attention.” While teachers have different strategies for monitoring and correcting “distracted learning” in their classrooms, one student voiced the opinion that it really comes down to the students themselves. After all, another student explained, “if we learn how to manage this now, we’ll be better off in college.”

Listening to our students reminded me just how central technology is to their daily lives. I wanted to share this video from Cyberwise, which provides insight on the student perspective on life in the digital age.




We hope to provide the school community with the opportunity to discuss our students’ digital lives sometime in the months to come. Until then, don’t hesitate to contact me (cworrell@hopkinton.k12.ma.us) with any concerns or questions you might have, or for more information on the 1:1 Laptop Program or HHS’ work on developing self-directed, responsible digital citizens.

Students as Creators Who Can Make a Difference

by Colleen Worrell, Secondary Technology Integration Coordinator

 

Image from Think!

Cyberbullying, food allergies, homework policy, school lunches, new food policy, distracted driving, ultimate frisbee club, cancer research, depression, cruelty to animals, Haiti relief fund, recycling, Be Positive, world hunger, school dances, ski club, GSA, racism, homelessness, Hillers hockey, drunk driving, stress, UNICEF, Boston One Fund, volunteer opportunities at HHS, concussion prevention, Hillers cross country team, suicide prevention, and Hiller pride.

These are only some of the topics that 9th graders have chosen for their final project in our Freshman Technology Seminar. The subjects of the videos are as varied and dynamic as the students themselves. Their approaches to this project, too, are diverse, spanning from comical and light-hearted, to serious and poignant. The culminating assignment for the course allows for this diversity by asking students to craft a short 2-3 minute persuasive video that addresses an issue or topic of their choice -- with one caveat: make sure it is relevant to the HHS community. While the learning objectives for the project target specific technology and learning skills (file and project management, persuasive writing, video planning and editing, etc.), we had even loftier goals for this project. Not only did we hope to boost student engagement by encouraging them to create a video on something they are passionate about; but also, we wanted help students see that they have the potential to make a real difference and impact someone in our community.

Here’s a case in point that I shared with some of my students. Last quarter, one of my 9th grade students created a video about her family’s volunteer work NEADS, a non-profit organization that trains service dogs. Her video inspired me to explore the program and, eventually, sign up to become a Weekend Puppy Raiser (our puppy arrives later this month:). Moreover, by connecting me to NEADS, my student’s project led me to arrange for two therapy puppies to visit HHS in December to help students and staff cope with the loss of a beloved student (see a recent story on this in HHS Press). In short, we hope the project conveys this message to our students: your work can make a difference and have a real impact on people in your community.

We are looking forward to the next crop of persuasive videos due in January. Check back to the blog during later this month when I will publish some in this blog!