Course Digital Manual - Transforming Learning

IntelВ® Education
Transforming
Learning
Learning with
One to One
LAUSD | January 2015
Copyright В© 2015 Intel Corporation. All rights reserved. Intel and the Intel logo are trademarks of Intel Corporation in the U.S. and/or other countries.
*Other names and brands may be claimed as the property of others.
IntelВ® Education Transforming Learning
Learning with One to One
Course Digital Manual
January 2015
Copyright В© 2015 Intel Americas, Inc. All rights reserved. Intel and the Intel logo are trademarks of Intel
Corporation in the U.S. and other countries.
*Other names and brands may be claimed as the property of others.
Course content developed by Clarity Innovations, Inc.
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Introduction
Learning with One to One
Transforming Learning with One to One has been specifically designed for teachers
who are about to implement teaching and learning in a one to one classroom. This
course will inspire you to take advantage of technology access, explore new models for
teaching and learning, build and assess the skills that your students will need to thrive
in the digital age, and to connect your students to the world beyond the classroom. This
course has been developed as three consecutive modules and a Continuing the Learning
resource that will provide sustained and ongoing learning after the course. The course
is designed to bring you to a stage of integration that will make use of new technologies
and carefully planned curriculum.
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In Module One, you will review the advantages for personalization of learning that are
available with ubiquitous access to technology for your students. Next, you will be
introduced to an informal Transforming Learning Survey that you will revisit throughout
the course. Results from this survey, along with your Curriculum Map, will be used to
consider areas where you are interested in integrating technology into your classroom.
Finally, you will engage with the innovative Technology Use Collection where you will be
introduced to scenarios of classroom teachers’ work with tools and curriculum across
grade levels. Our hope is that as you move through Module One, you begin thinking
about your current curriculum and how access to new digital tools will shift your
teaching practices in your one to one environment.
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In Module Two, you will explore what is needed to prepare and plan for a one to
one environment. By using the One to One Framework, you will continue to think
about your curriculum and the elements of planning a successful activity that takes
advantage of the access to technology in your classroom. You will closely examine
those elements and their benefits to your classroom, which include student-centered
activities, collaboration, and assessments with purpose. Next, you will begin to plan
your classroom management in three categories: rules and procedures, physical
arrangement, and cyber safety. Thinking through these classroom management
categories and also thinking ahead to the unexpected challenges, will help you make a
smooth transition to your one to one environment.
Module Three will provide you with hands-on experience in planning curriculum for
your one to one environment. First, you will be part of a collaborative team that will
design and create a presentation of a model one to one activity. Following that team
presentation, you will have time to create one to one activities for use in your own
classroom, and have those activities reviewed by a partner.
The Continuing the Learning resource is designed for you to complete after you leave
the initial face-to-face course, working in collaboration with a learning community.
This resource will provide active learning tasks that are designed for your learning
community to utilize as you begin implementing new strategies and ideas from the
course.
Overall, the course has been designed to provide a hands-on introduction to new
tools that support teaching and learning with a focus on the purposeful integration of
technology into your curriculum.
Course Resources
Throughout the course, you will use accompanying resources to support your learning.
You may save these files to your computer for future reference. All of the supplemental
resources for this course are available as PDF documents. Most devices include a
default PDF reader or the browser will display PDF files. If not, download Adobe's free
reader.
All of the course resources are available as one PDF. Use the link below or visit www.
transformingstudentlearning.org to view all the available materials.
Download the supplemental Resources.
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Module 1 provides more information about navigating with your tablet’s touch screen,
moving around the course, and using the course features.
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Getting Started
Getting to Know Your
Samsung Chromebook
Overview
Congratulations! You have new, important pieces of technology in your classroomв€’
brand new Chromebook laptops. You will have the opportunity to use these laptops to
help you to be a different kind of teacher. The use of technology tools can enhance and
transform the learning that takes place in your classroom.
The first step to making that transformation is to make sure you are comfortable
with the tools of that change. What you do everyday is important, and you are worth
the time, energy, and money to make sure you are comfortable with new technology
and have a chance to not only explore the tools, but also think through and explore
possibilities of using the tools in your curriculum and with your students.
This Module will take you through your new Samsung Chromebook 2 laptop and the
Chrome operating system. You will need to understand how the Chrome operating
system is different than any other operating system, so you can take full advantage
of the features of your laptop. You will also need to understand care and maintenance
guidelines to ensure that the laptop is functional and available to help transform
teaching and learning in your classroom.
As we proceed through the module, please keep a list of questions so we can address
any unanswered questions at the end of the course.
Outcomes
During this module, teachers will:
• Navigate comfortably on a Samsung Chromebook
• Understand the maintenance guidelines for your laptop
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• Understand the Chrome operating system and functionality of the Samsung
Chromebook
Lesson 1: Meet Your Teaching Companion
In Lesson 1, you will explore the components of your Samsung Chromebook, and take
a closer look at some of the highlighted components that will be useful to you in your
classroom.
Lesson 2: Integrating the Device into Your Classroom
In Lesson 2, you will learn how to properly care for your laptop, explore what security
is needed, as well as how to get the technical and troubleshooting support you need as
you integrate new technology into your classroom. You will also learn how to get your
laptops ready for online use.
Lesson 3: Device Operating System, Launcher, and Apps
In Lesson 3, you will explore the Chrome operating system. You will investigate different
functionalities of the Chrome operating system on a laptop. You will practice individually
and share your learning with one another to help you become more familiar and
comfortable navigating the Chrome operating system. You will also collect lesson ideas
and directions needed to train your students to become competent with the Samsung
Chromebook with the Chrome operating system (OS).
Lesson 1:
Meet Your Teaching Companion
The goal of Lesson 1 is to help make you comfortable with your new Chromebook. The
lesson provides time to explore additional components, as you think about the different
ways you will use the laptop in your classroom.
Activity 1: Hello Samsung Chromebook
Say hello to your Samsung Chromebook running Chrome OS. You will have the
opportunity to explore the components of your companion.
Let’s take a brief tour of your Samsung Chromebook companion and highlight some of
the features you will want to review on your own.
The Quick Start Guide is available for you to explore your Chromebook in greater depth.
Your Chromebook has many components you will want to familiarize yourself with. A few
of these components will be discussed next.
Lesson 2:
Integrating the Samsung Chromebook into Your Classroom
The goal of Lesson 2 is to discuss ways to care for your Samsung Chromebook, as well
as how to authorize, authenticate, and ready laptops for online use.
Activity 1: Caring for Your Chromebook
Your Chromebook will be the workhorse in your classroom. Therefore, being familiar
with how to charge, clean, secure, store, login, and update your laptop is the first
step in integrating it into your classroom. Also, be aware that your district technology
specialist may have more specific instructions.
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You may not always have an opportunity to charge your laptop; therefore, a good rule
to follow is to charge your laptop often, particularly when you’re near an outlet. Student
laptops will often be set up to charge while in storage. You will need to make storage
and charging part of the routine with your students when they put away their laptops.
You may be tempted to eat or drink while using your laptop, but keep in mind that
laptops are very sensitive to any food or drink that may come in contact with them.
Even though it is tempting, it is best to keep all food and drink away from your laptop.
If your laptop becomes dirty, then you will need to clean it. Always remember to shut
down laptops before you attempt to clean them.
You can use canned air, specifically made for electronics, if you get dust or particles in
the keyboard or around the edges. Your technology department should have canned
air for you to use. Other materials that are often available to clean your laptops, if you
need a wet solution are:
• Dimethyl benzyl ammonium chloride .3 percent maximum (many germicidal
disposable wipes)
• Alcohol-free glass cleaning solution
• Water with mild soap solution
• Dry microfiber cleaning cloth, or chamois, and static-free cloth wipes
Always check with your technology department for appropriate cleaning supplies, and
be sure that anything that is being used on your laptop has a chemical MSDS (materials
safety data sheets) on file in your classroom for you to read and refer to before using
any material.
Laptops not assigned to students should always be stored in a secured location, which
means they should be locked up when not in use. If your student laptops arrive on a
cart, often these carts are equipped with a lock. Student laptops should be returned
to the cart and secured when not in use. Leaving the laptops out in the room between
classes or at lunch time may be very tempting, however laptops can quickly disappear
from your classroom. Getting in the habit of always locking up your laptops is a good
way to create consistency for yourself and your students. Also, never leave your laptop
in your car, desk, or in any other location that is easy to access.
You will have login information that you will need to reference to login to your laptop or
to get your laptop, as well as student laptops, on the district network. Be sure to keep
all your login information in a safe place where you can refer to it if needed, but locked
up where others cannot access it. You may also have separate logins for training or Web
sites that you will also need to keep secure.
When you create logins, do not use obvious words related to your life, such as children
or pet names. You will need to create more secure passwords, therefore use a series of
letters, both capital and lower case, and numbers in your login passwords.
You will need to make sure that students are using the laptops appropriately. This
can cause a great deal of stress for you initially if you are new to using laptops in
your classroom. One way to reduce your stress is to discuss with your students the
expectations you have for them when they are using the laptops, before a laptop is ever
used in your classroom. A good starting place is for you to talk to your administrator
about the district policy on technology use – we’ll talk more about this issue later in this
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course. Often students need to sign a use contract that will list all of the expectations.
By having this discussion and having students sign the contract upfront, your students
will be aware of your expectations and the consequences for using the technology
inappropriately.
Appropriate site accessibility is part of the management of a one to one classroom, and
is often part of the technology use agreement that each student must sign. Walking
around your classroom and checking in with students, and monitoring screens is one
way to check in and see that all students are on task and being productive members of
their collaborative teams.
Depending on the size of the district, the technology department or technology director
often has a process for checking out electronics to students. Know your district’s policy
for assigning and checking out electronics to students.
Take a few minutes to talk to your partner about the opportunities and challenges that
having laptops incorporated into your classroom presents.
Activity 2: Authorization, Authentication, and Readying Laptops for Online
Use
You may want to use your laptop as a stand-alone device and still use peripheral
devices. If so, you will need to have a peripheral device (printer, scanner, fax etc.)
directly connected to your laptop. You can connect the peripheral devices through
the USB ports on the left or right side of your laptop. For some peripheral devices,
your laptop may have to seek a driver from the Internet to run the connected device;
therefore Internet connectivity may still be necessary. A driver is simply a small piece of
software that allows your laptop to run a specific device correctly.
You may have other devices and peripherals that you want to connect directly to your
laptop, such as: flash drives, mice, external keyboards, cell phone chargers, game
consoles, headsets, etc. These devices or peripherals will have a USB connector and can
be connected to the left or right side of your laptop using the 2.0 USB ports.
However, you may want to use your laptop on the district network or with networked
peripheral devices. If you want to use your laptop on the district network and use a
networked peripheral device (printer, scanner, fax etc.), then the networked peripheral
will search for your laptop by its unique IP address to communicate with it. See your
technology specialist or department to learn more about how your district network
functions and how you can connect to specific networked peripheral device.
Network security (firewalls, filters, etc.) is most likely set up by your district technology
department, and includes firewalls etc. that may affect the way your laptop works on
the district network. See your technology specialist or department for details.
As you think about how you will have students use the laptops for various projects,
keep in mind that many districts install filtering software that screen Web sites based
on specific word searches, while other filters may only allow a specific list of sites to
be accessed, and therefore searchable. Please make sure to test all Web sites and
resources inside the school district network to ensure that they function properly. You
will need to talk to your district technology specialist or department to find out the
details of how your district network operates. Even with such precautions in place,
you will want to be vigilant about monitoring students when they are using the laptops
online.
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You may have technical support questions as you become familiar with your laptops.
The best way to get your questions addressed is to first go through your district or
school technology department. Often your questions can be answered internally, or
your technology department may have a technical support contract with Samsung and
can get your question answered quickly. If you do not get your questions answered from
your district or school technology department, then the Samsung Chromebook Quick
Guide offers help. See the link below:
Quick Start Guide for the Samsung Chromebook
You may also have difficulties when setting up your laptop, or difficulties throughout
the year with specific student laptops. If this happens, the best way to get your
troubleshooting questions addressed is to first go through your district or school
technology department. Often, your questions have been asked multiple times and a
district technology specialist may have a quick answer to your question(s). Be sure to
follow your district’s protocol to report issues with your technology.
You may want to use the laptops for online assessments, such as PARCC (Partnership
for Assessment of Readiness for College and Careers) and Smarter Balanced
Assessments. More information about these assessment tests is provided below:
www.parcconline.org/about-parcc
www.smarterbalanced.org/smarter-balanced-assessments/
Take a few minutes to think about Activity 2: Authorization, Authentication, and
Readying Laptops for Online Use. Ask your district technology specialists for other
specific details.
Lesson 3:
Device Operating System, Launcher, and Apps
In Lesson 3, you will spend some time getting comfortable with the features of Chrome
OS, practicing with those features, and sharing your learning with one another. You will
think ahead about how you will train your students to also become familiar with Chrome
OS, allowing them to have a positive experience with a brand new operating system.
Activity 1: Getting to Know Features of Chrome OS
Chrome OS is a unique operating system that functions differently than any other
operating systems that you have used. Being familiar with Chrome OS will help you to
more effectively use your laptop, and train you to be better equipped to help students
to more quickly become familiar with features of Chrome OS. That familiarity will help
you incorporate this technology into your classroom more efficiently.
The goal of this activity is to get you familiar with the functionality of your laptop
and Chrome OS, and have you think about which components of this course will help
you to train your students to become familiar with and smoothly use the Samsung
Chromebook laptop and Chrome OS. Images and directions are available to help you.
When you turn on your Chromebook laptop for the first time, you will see in the bottom
left-hand corner a “+ add a user” prompt.
Click on the “+” sign
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You can login and use an existing Gmail account if you have one, or you can create a
Google account. If you have a Google email account created by your school or district
than use that email address for this login.
You can also skip signing in and browse as Guest. However, keep in mind that your
navigation experience will be limited as a Guest.
Your Chromebook comes with a built in help system called Get Started. The first time
you login, Get Started opens as a popup window. Within Get Started are areas for you
to explore such as: Get to know your TouchPad, Files, and Work offline.
Once you select a category, you can move forward on the Get Started screens by
clicking on the arrow panel on the right side of the window on your screen. Try it!
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If you need assistance with scrolling, look inside the Get Started guide to access the
Touch pad tips screen. It has an interactive activity that walks you through single finger
and two-finger selection, as well as two-finger scroll.
Take a few minutes to explore a few options on the Get Started guide that will begin
to familiarize you with the Chrome operating system on your laptop. The Get Started
guide can also be accessed at anytime by selecting the Apps icon in the launcher at the
bottom of your screen.
Your Chromebook is a new computer from Google. Chrome OS includes apps you will
use everyday. You have the ability to store files safely online. You can also personalize
your Chromebook laptop the way you want. Many Chromebook Goodies come with
your laptop, such as 100 GB of Google Drive for two years. See the following link for
information: https://support.google.com/chromebook/answer/2703646?hl=en
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Many apps come preloaded on your Chromebook laptop. These apps help you to create
documents, spreadsheets, and presentations. You can chat, make phone calls, organize
and play music, and access software and files on your other computers. The Apps
screen, accessed by clicking on the Apps icon on the launcher on the bottom of the
screen, shows you the Chromebook apps.
Use the Files app to save and access files on your Chromebook laptop. You can access
this app in the Apps icon in the launcher at the bottom of your screen. While using the
Files app, you can save files in the Downloads folder, or on Google Drive. You can also
plug in an external storage drive and a new folder will show up in the Files app. If you
are new to Google Drive, then take this opportunity to read through the Files section in
your Get Started guide. If you wish to know more about Google Drive, feel free to go to:
drive.google.com
Take a few minutes to find a partner and discuss your initial opinions about your
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Chromebook laptop.
The Chromebook laptop allows you to work offline and use offline-enabled web apps
so you can continue to work even if you don’t have Internet connectivity. These offline
apps include: Offline Gmail, Google Docs, Calendar, etc. If you are new to working
offline, see the Work offline section of your Get Started guide.
If you want to access more offline apps, see Offline collection in the Chrome Web
Store. You can access the store from the Apps icon in the launcher on the bottom of the
screen. We will discuss the Chrome Web Store in more detail later in the course.
You can create documents, spreadsheets, and presentations using the apps for Google
Docs, Google Sheets, and Google Slides. If you have documents created in Word, Excel
or PowerPoint you can upload those files to a Docs, Sheets, or Slides. Explore the link
below If you want more information about how to upload files: https://support.google.
com/drive/answer/49008?hl=en
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Your Google Chromebook has many other components that you and your students can
take advantage of in your classroom. Investigate each of the other options on the Get
Started screen with a partner.
• Keep in touch
• Listen to music
• Add apps
• Make it your own
• Edit photos
• Print
• Keyboard tricks
• Stay safe
Feel free to go back and look again at any option that we have already discussed. Talk
with your partner as you explore each option.
Think about your classroom, and using laptops and Chrome OS with you students in a
one to one environment. What features or functionalities are you excited about using?
What makes you nervous? What initial ideas do you have for using these Chromebook
laptops with Chrome OS with your students?
Activity 2: The Launcher and Customization Options
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As mentioned previously, the launcher is the area of icons horizontally across the
bottom of your screen. The launcher allows you to access the functionality of your
Chromebook laptop quickly and efficiently. The launcher is customizable, which means
that you can create a personalized launcher by pinning and unpinning specific apps that
you want and that work for you!
The Chrome icon is on the far left of your launcher. The Chrome icon comes preloaded
and permanently pinned on the launcher, since it is your way onto the Internet.
However, you have many customizable features available.
1.Put your mouse on the Chrome icon
2.Click your right TouchPad button
3.You see as options:
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• New Window
• New incognito window
• Autohide launcher
• Set wallpaper
The New incognito window allows you to open a window that won’t appear in your
browser history, search history, and won’t leave any traces, like cookies, on your laptop
after you close all open incognito windows. Any files you download or bookmarks you
create will be preserved, however. Right click the TouchPad button on the Chrome app
and select Incognito Window
Autohide launcher allows you to hide the launcher when you are moving around on the
screen, and will only appear when you mouse over the area of the screen where the
launcher is hiding.
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Next, right click the TouchPad button on the Gmail icon. You have the following options:
• New Tab
• Unpin
• Open as regular tab
• Open as pinned tab
• Open as window
• Open maximized
• Autohide launcher
• Set wallpaper
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You have the ability to unpin the Gmail icon from the launcher, or pin other apps that
you find to the launcher. We will discuss more about pinning and unpinning apps to your
launcher a little later in this course.
You can open Gmail as a pinned tab, which allows you to open a browser window so it
takes up less room in your browser tabs, and it opens to the left of your other open tabs
so you can keep track of the pinned tabs.
Take a few minutes and explore the other options. Feel free to create new tabs, open
several tabs or windows to see how they differ. Also auto hide your launcher, and see if
you like that setting better. Set your wallpaper and see what else is available with that
option.
Next, click on the Apps icon on your launcher at the bottom of the screen. You will
see the preloaded apps in a pop up window. You can use the search function at the
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top of the pop up screen, or use the two horizontal lines at the bottom of the pop up
window to show you which page of the apps you are currently viewing. Click on the next
horizontal line to move to the next page.
Next, click on the Store app in the Apps list. You will need to be connected to the
Internet to view the Chrome Web Store. Click on Education in the list at the left side of
the screen.
As you explore the Education category, look for apps that may be useful as you start to
use the one to one technology in your classroom. Remember to not overwhelm yourself
by trying to add too may apps, be selective. You will have time to think about and use
apps in your classroom, which will give you a better idea of what you will find useful
with your students and your curriculum.
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To add an app, hover your mouse over the app then click on the +FREE button and then
add from the pop up screen.
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Spend a few minutes exploring the Store. Make sure to explore the Education category
as well as the For Your Desktop category, where you can find apps that will run offline
and outside the browser. Again, the categories for the store are displayed on the left
side of your screen. You can also use the search the store function at the top of the leftside list if you are looking for a specific app.
Record a list of apps that you find interesting and want to go back and explore when
you have more time to think about how you would use apps with your students and in
conjunction with your curriculum.
Next, Pair Share with a partner the apps that you found interesting as you continue to
collect apps that you may want to explore later.
Lesson 4:
Module Review
Activity 1: Closer Look at Components
To begin the Module Review, you will revisit Lesson 1 where you explored some of the
components of your Samsung Chromebook laptop. Take a few minutes to work with
a partner and go back and explore your Chromebook laptop in more depth. Use the
following link: Quick Start Guide
Look at the right side, left side, front, and bottom and become familiar with your laptop,
and know where all the components are located.
Activity 2: Partner Share about Integrating the Samsung Chromebook into
your Classroom
Next, you and your partner will review Lesson 2: Integrating the Samsung Chromebook
into your Classroom. This lesson included how to properly care for your laptop, explore
what security is needed, as well as how to get the technical support and troubleshooting
support you need as you integrate new technology into your classroom. You also
learned how to get your laptops ready for online use.
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Join with a partner, review and discuss Lesson 2 together, talk about your discoveries
and outstanding questions.
Activity 3: Three Features of Chrome OS Partner Share
During Lesson 3: Device Operating System, Launcher, and Apps, you investigated the
features of Chrome OS and learned about the launcher and apps for the Chromebook.
You had some time to individually practice using Chrome OS features, and then paired
with a partner and discussed and reviewed together. You also captured lesson ideas
and directions you will need to train your students to be competent with their Samsung
Chromebook laptops running Chrome OS.
For this review activity, please partner with someone new and discuss three features of
Chrome OS that you will use in your classroom.
Next compile your lesson ideas and directions to use with students that you recorded
throughout Lesson 3. Feel free to go back and have another look and add more to your
list. Share your list with one another.
Activity 4: Build Your Resource List
In Lesson 3, you searched for useful apps and shared those with a partner. For this
activity, you will talk to at least four participants that you have yet to partner with.
Share your resources lists with one another. Remember, as you begin to decide what
to download, it is fine to start with a large list but narrow it to a few apps and select
carefully as you plan for use in your classroom. It is easy to become overwhelmed if you
try to install too many apps or use too many apps in a short amount of time.
Begin to build a larger list of resources that you can take back with you and investigate
on your own as you prepare your laptop to be the technological tool that will help you
most in your classroom.
Activity 5: Large Group Wrap-Up
In this final activity, come together as a large group to discuss helpful lessons learned
through this course that you plan to incorporate into your classroom. Also, discuss any
questions you still have about any lesson or activity in the course.
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Module 1
Opportunities in a One to One Environment
Overview
What if teachers and students have anytime, anywhere access to technology and the
Internet? How and why does continuous and individual student access to computing
technology impact teaching and learning?
The expansive growth of learning applications available in the 21st century provides
you with a unique opportunity to enhance and reinvent your classroom. However,
just because you have access and can use these digital tools and applications is not
enough reason to completely change the way you teach. More important than the
fact that you can utilize these resources is why you would want to use them and how
that purpose will change your teaching practice. This course has been developed to
help you understand the why in one to one by developing an understanding of the
advantages these tools offer in the design and implementation of high quality, rigorous,
and engaging education. Successful one to one environments1 share the following
characteristics:
• Relevant and rigorous learning supported by technology
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ONE TO ONE ENVIRONMENTS A one to one environment is a classroom where
learners have anytime, anywhere access to technology and where teachers take advantage of the access in their teaching practices.
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• Students demonstrating comfort with technology
• Behaviors indicating student engagement
• Students collaborating and sharing their work within and outside of the classroom
• Diverse teaching and learning strategies enabled and supported by technology
• Efficiencies in everyday processes for both students and teachers supported by
technology
In this first module, you will have the opportunity to envision all the advantages of
a one to one environment, understand the powerful opportunities for personalized
learning supported by technology, and explore effective models for teaching and
learning that will prepare your students for success in the digital age.
A one to one environment is a classroom where learners have anytime, anywhere
access to technology and where teachers take advantage of the access in their teaching
practices. For the past few hundred years, teachers and their chosen texts were the
link between what was known in the world and what was required to be learned by their
students. Teachers chose the curriculum, the pacing and the way the information was
presented. Now, access to knowledge and experts is available instantly with the touch
of a button by anyone, anytime. Suddenly the role of the teacher has shifted and the
design of teaching and the classroom must change. By taking advantage of this access
to knowledge, you have the unique opportunity to create an exciting, engaging, and
transformative place for students to learn.
When learning ceases to be simply transmitted to the student from the teacher or
text, and instead generated by the student him or herself, the student experiences a
dynamic shift in thinking and feeling that we call a transformative learning2 experience.
Using digital resources, and strategies such as collaboration and personalized learning3
— learning that is tailored to the interests of the learner and meets individual learning
needs — you can create a transformative learning environment in a one to one
classroom.
2
TRANSFORMATIVE LEARNING is when learning ceases to be simply transmitted
to the student from the teacher or text, and instead generated by the student themselves, the student experiences a dynamic shift in thinking and feeling, we call that a
transformative learning experience.
3
PERSONALIZED LEARNING is instruction that meets individual learners needs
and preferences, and is tailored to the interests of the learner.
26
An ever-expanding range of technology tools and applications are available and are
growing exponentially. Tools enable asynchronous and synchronous communication4
anywhere in the world, stimulating video and audio creations, and games with powerful
engagement capabilities.
Tools make dynamic learning environments possible where personalized learning and
collaboration are prevalent. Using technology tools can help inspire your students to
think more deeply as they delve into a topic, enable them to become more productive
and creative, and allow them to connect with the outside world from the classroom.
Outcomes
During Module 1 of this course, teachers will:
• Articulate what personalized learning means in their classrooms and how a one to one
environment enables student-centered and student-directed learning
• Document their existing teaching, learning, and professional practices
• Explore uses of technology in schools, from simple to complex, and understand how
a one to one environment extends and enables powerful teaching strategies in a
student-centered classroom
Lesson 1: Personalized Learning in a One to One Environment
In Lesson 1, you will examine the elements of personalized learning and learn how
technology can provide an opportunity for rigorous and engaging personalized learning
experiences for your students.
Lesson 2: Your Current Practice
In this lesson, you will review your current practice by taking a survey and documenting
the key elements of your current teaching practices.
4
SYNCHRONOUS COMMUNICATION is communication at the same time, but in a
difference place.
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Lesson 3: Tools for a One to One Environment
In Lesson 3, you will explore categories of tools and classroom scenarios. The scenarios
will help you to envision the possibilities for powerful digital tools and instructional
strategies for teaching and learning.
Resources
• Cell Anatomy of Animals and Plants
• Classroom Design Models
• Curriculum Map
• Example Curriculum Map
• Example Technology Use Collection Review Form
• Intel® Elements Course Discussion Guidelines
• Intel® Elements Course Discussion Rubric
• Technology Use Collection
• Technology Use Collection Review Form
• Transforming Learning Survey
Lesson 1:
Personalized Learning in a One to One Environment
As you and your students develop your skills with technology and your knowledge of
the expansive selection of applications for learning with technology, you will find your
classroom evolving. Students will be constructing new knowledge using the many
online resources and tools; and they will bring their own interests and talents to the
devices at their fingertips. As their teacher, you will help to guide their learning and take
advantage of their talents, creating an environment to support personalized learning.
Personalized learning is instruction that meets individual learner's needs and
preferences, and is tailored to the interests of the learner. Personalizing the curriculum
to fit the needs and interests of the learner has been a strategy adopted by teachers for
decades, and was first documented as a successful way of engaging students over 100
years ago, but until recently, the complexity of personalized learning made this powerful
strategy unmanageable. In order to instruct large groups of students, teachers taught
uniform curriculum and adopted time efficiency strategies of planning and presenting
materials and activities that were the same for most students.
In the 21st century, when we talk of personalized learning, we expect learners to direct
their own learning based on their interests, learning style, talents, and pacing. With the
rise of accessible technology, students can employ an anytime, anywhere, any-pace,
flexible approach to their learning. By taking a close look at the defining features of
personalized learning, you will be able to articulate how you can build a more personally
driven, customized approach to student learning by using digital tools of students’ own
choosing.
When describing personalized learning in the one to one classroom we are often led to
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these common features.
• Rigorous and standards based: Personalized learning addresses rigorous,
standards-based teaching goals. Developing core skills are paramount while more
complex skills are also emphasized, such as communication, critical thinking, problem
solving, and the added digital skills necessary for 21st century learning.
• Student centered: Personalized learning moves the teacher away from curriculum
based on uniform outcomes for all students to facilitating a student-centered,
interdisciplinary learning environment.
• Student directed: Students learn skills to monitor and assess their own learning,
while the teacher helps guide them.
• Technology supported: Learning is supported by the learner’s own preferred tools,
digital resources, and social learning networks referred to as a personal learning
network5.
• Collaborative: Students work with peers and professionals throughout the world,
to collaborate, share, and learn. Through digital resources that can be published and
shared, an authentic audience drives the learning.
• Assessment is part of learning: Designed to be part of the learning experience,
assessment is measured through digital or traditional products and identified
competencies that are chosen by the teacher with the student. Assessment is
meaningful, varied, and ongoing throughout the learning experience.
Activity 1: Personalized Learning in the Classroom
Take a look at the book, Personalized Learning: A Guide for Engaging Students with
Technology, published by ISTE. This book, and the free PDF version available to you,
provides tools, strategies, and resources to support personalized learning in and out of
the classroom.
5
PERSONAL LEARNING NETWORK is created by an individual learner, specific to
the learner’s needs extending relevant learning connections to like-interested people
around the globe. PLNs provide individuals with learning and access to leaders and
experts around the world bringing together communities, resources and information
impossible to access solely from within school walls.
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A digital copy of the Personalized Learning book is available free of charge from ISTE
Activity 2: Review TPACK, SAMR, and Student-Centered Classrooms
Effective integration of technology into the classroom that impacts and transforms
teaching and learning requires three necessary conditions:
1.Knowledge of technology
2.Curricular and content knowledge; and,
3.Pedagogical knowledge
The TPACK model developed by Dr. Matthew Koehler is a visual representation and
instructional example of the interplay of these three conditions.
The seven components of the TPACK model (as illustrated by the Venn diagram) provide
a framework for effectively integrating technology in the classroom.
One interesting example of TPK - Technological Pedagogical Content - is the
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SAMR model developed by Dr. Ruben Puentedura. This model explores how digital
technologies can impact teaching, foster engagement, and improve teaching and
learning.
Both TPACK and the SAMR models are engaging tools and frameworks that you can use
to help personalize your instruction with technology.
When learning is personalized for and by students, a fundamental shift occurs. That
shift is the transformation of teaching and learning that this course is designed to
support. Key to this shift are the following elements:
• Changing role of the teacher as facilitator of learning and inquiry;
• Students learn by exploration, discovery, and authentic questioning;
• Learning is based in the four Cs: Communication, Collaboration, Critical Thinking,
and Creativity;
• Instruction is standards-based, uses formative and summative assessment
with data that can be measured and analyzed; and,
• Curriculum supports participation of experts and the development of personal
learning communities.
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Activity 3: Models for Classroom Arrangement
Appropriate classroom arrangements can facilitate your instructional design in a one to
one environment. Personalized learning itself can initiate the redesign of the physical
classroom to an environment where teachers and students can meet and work in pairs,
in small groups, individually, or as a whole. Three models of classroom arrangement are
displayed on Classroom Design Models to represent differing models of instructional
design. By examining the variations in the physical arrangement of classrooms, you
can plan to make your classroom fit the needs of a one to one environment. (You may
also want to visit the Active Learning Spaces toolkit, developed by Intel Education in
partnership with Steelcase, to learn more about classroom design).
In this activity, you will participate in an online MicroPoll. For the classroom teacher,
getting student feedback in quick and accessible ways can help target and customize
instruction for students. Using online MicroPolls is one way that you can get the
feedback and information quickly and use that information to make instructional
decisions. From the student’s point of view, the use of MicroPolls offers an opportunity
to participate in nonverbal ways and engage in the lesson. In this activity, you will
view the images of classroom design in Classroom Design Models and notice how the
classroom models facilitate variations in teaching style and instructional design. We can
define these three arrangements as teacher-centered learning environments, teachertransitional learning environments, and student-centered environments. What model
fits your style of teaching best? Which model is in practice the most in your classroom?
Which model do you envision would work best in a one to one environment?
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www.micropoll.com
Lesson 2:
Current Practices
Finding out where you are now, at the beginning of this course, will help you plan what
you want to do in the future to adjust your teaching practices. Think about practices
ranging from small tasks, such as taking attendance or making assignments, to
complex professional practices, such as instructional strategies or the type of work that
you assign to students. Your practice will change after you implement the ideas you
encounter during the course of this course. Identifying some areas that need changing
will help you transition to a one to one environment.
Activity 1: Transforming Learning Survey
Complete the Transforming Learning Survey about the daily activities in your classroom.
This survey has been designed to capture your current practices. You will use the
survey results to reflect on your teaching, learning, and technology practices in your
classroom.
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Remember: The results of the survey reflect your current practice; providing you with
a snapshot of where you are right now and may help you plan your goals for a one to
one environment.
Activity 2: Think-Pair-Share
To process the results of this survey, you will work with a partner to complete a ThinkPair-Share Activity6. Research has shown that feedback from one’s peers is often more
helpful, insightful, and instructive than feedback from only the teacher. This activity is
described in the following three steps. Use these three steps as you discuss and think
about your survey results.
Step 1: Think. Reflect on your survey results and the questions you answered.
A one to one environment is a classroom or virtual learning environment where learners
have seamless and consistent access to technology and where teachers take advantage
of this in their teaching practices. Take another look at the characteristics of successful
one to one environments that were mentioned earlier:
• Students demonstrating comfort with technology
6
THINK PAIR SHARE ACTIVITY is a discussion strategy where the teacher poses
a question, students think about the question, and then pair with a partner to discuss
ideas.
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• Relevant and rigorous learning supported by that technology
• Behaviors indicating student engagement
• Students collaborating and sharing their work within and outside of the classroom
• Diverse teaching and learning strategies enabled and supported by technology
• Efficiencies in everyday processes for both students and teachers supported by
technology
Write whether or not you think that your survey result is an accurate reflection of your
current practice. How do your results compare to the list above?
Step 2: Pair. With your assigned partner, discuss one or two areas that you responded
to in the survey where you feel your classroom’s procedures, attributes, characteristics,
or teaching strategies are well suited for a one to one environment. Also, discuss one
question that you responded to on the survey that you know represents an area in
which you need to learn and do more. Note these below.
Step 3: Share. For each of your areas of need, take some time to share ideas as to
how you might move ahead in those areas; include digital resources that you currently
know about that might be used professionally or with students. Focus on brainstorming
and think about how you might want your classroom practices to be different. Consider
these purposes for one to one environments:
• Ubiquitous access to content and material via Internet-connected devices
• Equity of access to technology and content
• Greater opportunity for students to collaborate with peers (from their classroom and
across borders of school, district, or geography)
• Enhanced ability for students to take initiative to personalize learning experiences
Keep track of your ideas below. Remember that you are not expected to have a clear
vision already established; that’s what this course will contribute to your work.
Lesson 3:
Tools for a One to One Environment
In many schools with one to one environments, primary, intermediate, and secondary
classrooms have already established activities that showcase a range of technology
tools, are aligned with curriculum goals, and are designed to open up new opportunities
for teaching and learning. These applications range from the simple, such as drill and
practice for building skills, to the complex, such as tools that allow students to create
models to demonstrate their understanding of and insight into complex systems.
These student-centered classrooms provide opportunities for developing skills such as
collaborating and communicating. Looking at classrooms that are already established in
a one to one environment will help you find new digital tools and instructional strategies
that you will want to try.
For example, one of the learning applications accessible in classrooms today is
simulations. Simulations can make learning come to life for your students and give
them insights into content usually limited to professionals in the field. Similarly, the use
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of communication and collaboration tools can allow students to interact with others in
a variety of electronic formats and environments, providing opportunities to access
expertise outside of the classroom. The effective one to one classroom takes advantage
of multiple opportunities for technology-supported learning.
Activity 1: Technology Use Collection
In this activity, you will explore scenarios of classrooms with one to one environments.
In addition to showing you the tools, these scenarios will also demonstrate instructional
strategies and resources. To complete this module you will work with peers to envision
the advantages of a one to one environment. This will give you an opportunity to share
ideas and provide a foundation for considering possibilities throughout this course.
To get started on your exploration, download the Technology Use Collection and the
Collection Review Form. The Collection Review Form will allow you to keep track of
any interesting ideas, strategies, or tools that you encounter in your explorations. Now
open the Technology Use Collection where you can click on the various categories and
become familiar with the different components. This document can be downloaded and
revisited as you see ideas, tools, or resources you want to use in your class.
Recall the images of model classrooms arrangements you viewed in Lesson 1. As you
view these scenarios, keep those models in mind. The scenarios will give you insight
into how technology applications may provide teaching opportunities for collaboration
and personalized learning which impact the design of your classroom.
In the Technology Use Collection you will find categories of technology use that might
occur in your classroom to support both academic learning and important 21st century
skills, such as critical thinking, communication, and media literacy. These categories
include:
• Projects and Analysis: This category includes technologies that allow students to
gather and manipulate data, and to create representations of knowledge in a variety
of forms and media.
• Communication and Collaboration: This category includes powerful new
technologies that connect classrooms to the community, and allow students and
teachers to collaborate with one another as well as with experts and resources locally,
nationally, and globally.
• Personalized Learning: This category includes technologies that facilitate
personalized student learning including online resources that can be accessed by
students from anywhere at anytime.
• Research, Models & Simulations: This category includes technologies and
technology accessible resources that allow students to engage with problems,
projects, and resources that deal with core disciplinary concepts in ways that emulate
the work of professionals, as appropriate to the students’ age.
• 21st Century Assessment: This category includes both resources for assessing
technology-based products and technologies that support and enhance assessment
processes.
Activity 2: Exploration of Tools
During this activity, you will use the Technology Use Collection, the Collection Review
form, and your Curriculum Map. Explore the Technology Use Collection document by
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doing the following:
Download the Technology Use Collection
• Step 1: Open the Technology Use Collection and follow the directions to explore
various scenarios demonstrating classroom use.
• Step 2: Read through the scenarios and, if you find a tool or an instructional strategy
that might be relevant to your classroom, document that idea on your Collection
Review form.
• Step 3: Visit the actual tools and experiment. If you see an idea or tool that is a good
fit for a specific area of your curriculum, keep track of that idea on your Curriculum
Map as well.
Visit as many scenarios as time permits. In addition to the scenarios at your grade level,
check out those a level above or below. Many of the ideas described in the scenarios are
applicable across a span of grade levels and in multiple content areas.
Activity 3: Reflection of Tools
Once you have completed your exploration of the Technology Use Collection, take some
time to respond to the following questions:
Were there two or three scenarios that you found particularly interesting? Enter their
names below and describe what made them interesting to you.
Are there any units or topics for which you were hoping to find support tools, or ideas,
but haven’t found any? List a couple of them below.
Of the tools that you explored, or other tools that you know about and plan to use,
which do you think are the most transformative and impactful in supporting the
teaching and learning you envision in your one to one environment?
Lastly, work with a partner and share your responses to the prompts above. Using your
responses to the question, note any ideas that your partner might have for tools that
might be useful and support the teaching and learning for the units or topics that you
listed.
Activity 4: Evaluation of Tools
Building on the exploration and discussions that you just had, your facilitator will lead
the group in combining and prioritizing the tools that you identified above, by using an
online application that facilitates organizing information. In the end, you will have five
tools that you find transformative and impactful for your one to one classroom.
Once you have finished prioritizing, identify the units and topics on your Curriculum
Map where you will be able to integrate these tools. Add them and any supporting
information you might need to the New Ideas column on your map.
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Module 1 Review
A one to one environment offers an extraordinary opportunity to restructure instruction
and the classroom. With one to one access and an Internet connection, students can
move from an isolated learning environment with limited (and often dated) resources
to an environment that offers connections to a world of ideas and information. This
environment can enable students to author and create work products for authentic
audiences and provide personalized learning opportunities. In essence, the world can
become their classroom. Identifying and considering the advantages of one to one
environments with your colleagues will increase your awareness of the powerful ways
your students can enhance their learning.
As you learned in this module, personalized learning means that the learner is given
choices in the types of products they use to demonstrate their competency. As a
product and a self-evaluation tool of this module, choose one of the activities listed to
document your learning. Consider your own strengths and weaknesses, talents and
skills. Choose the type of evaluation that you feel most comfortable with and that you
think you will have the most success at completing.
Review Glossary Review Quiz
Quiz yourself on five terms used in this module: Personalized Learning, One to One
Environment, Collaboration, Student-Centered Learning, and Self-Directed Learning.
Visual Artifact
List five terms/phrases that resonated with you during this course that you will want to
remember. Use a visual representation application to display these words as an artifact.
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Module 2
One to One Planning
Overview
The possibilities offered by a one to one environment require a different kind of
approach to planning. When teachers plan in a one to one environment, they consider
how to:
• Use technology tools to personalize learning;
• Use tools that support collaboration and connect students to experts;
• Offer students opportunities to share their work with authentic audiences around the
world; and
• Guide students as they access unlimited information anywhere and anytime.
How do you make the best use of the available data, online content, collaboration
opportunities, and opportunities for students to self-direct and personalize their
learning experiences?
Revising your curriculum for a one to one environment and managing devices for all
your students may seem like an overwhelming task. This module will provide you with
a structure and pedagogical foundation for planning those activities with your students
as well as ideas for organizing your classroom. One approach to planning in a one to one
environment is to use a framework for your instructional design.
The One to One Framework is designed to bring technology into your classroom in a
transformational way and to make learning more engaging, interactive, personalized,
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and mobile, while improving students 21st century skills7, such as such creativity,
collaboration, and problem-solving. By familiarizing yourself with the framework, you
will begin to understand how those elements support student-centered learning in a one
to one environment. You will look at one of those elements, assessment, and see how
various types of assessments can help your students be more self-directed, productive,
and focus on deeper learning. Finally, you will share ideas on how to successfully
organize and manage a technology-rich classroom.
Outcomes
During Module 2 of this course, you will:
• Recognize the elements of a One to One Framework
• Examine a student-centered activity that includes an Essential Question and
opportunities for collaboration
• Identify tools and 21st century skills that support learning
• Identify purposes of assessment and various types of assessments that will help to
monitor work in a one to one environment
• Analyze readiness for a one to one environment in three areas: student readiness,
teacher readiness, and the readiness of your physical space
• Prepare a plan for classroom management
• Predict and anticipate challenges of a one to one environment
Lesson 1: The One to One Framework
You will learn about a framework that includes the essential elements of a one to
one activity that will help you plan effectively, encourage higher-order thinking and
incorporate technology skills into your instruction while addressing standards. You
will take a closer look at two of the essential elements in that framework, a studentcentered activity that is aligned with an Essential Question and includes collaboration
between students and the community.
Lesson 2: Assessment in a One to One Environment
You will review the purposes of assessment and how different types of assessments can
provide valuable information to help guide learning.
Lesson 3: One to One Classroom Management
Using a readiness checklist, you will become aware of the planning that you need to
consider before launching a one to one program in your classroom and anticipate the
challenges you might incur in a one to one environment.
Resources
• Discover Southeast Asia Classroom Scenario
7
21st CENTURY SKILLS are needed in the 21st century that go beyond basic
literacy. Students must be able to read critically, write persuasively, think and reason
logically, and solve complex problems. A successful 21st century student must also be
adept at managing information—finding, evaluating, and applying new content understanding with great flexibility. The specific 21st century skills that are referenced in this
course are from Partnership for 21st Century Skills (www.21stcenturyskills.org).
40
• Evaluating Collaboration Tools: Part 1
• Evaluation Collaborative Tools: Part 2
• Finding Purpose Sample Assessment
• MicroPoll Template
• One to One Framework
• Our Fossil History Classroom Scenario
• Readiness Checklist
• Unexpected Challenges Classroom Scenario
Lesson 1:
A One to One Framework
A lecture is still a lecture, whether viewed and heard in a lecture hall, on tablets and computer screens or with earbuds on smartphones. (Mishra, Punya 2012, 21st Century Learning Conference).
Transforming the way students learn and shifting from a teacher-centered more
traditional classroom to a student-centered environment where the learner can explore,
create, and share requires more than just putting technology in the classroom. To
make that technology valuable and worth the financial investment, you must decide
how students will be using that technology in collaborative and innovative ways that will
transform the learning. Before you begin changing your instructional practices in a one
to one setting, consider the elements that contribute to a successful activity in such
one to one environments. A learning activity that takes full advantage of a one to one
environment includes several critical and interdependent elements that are part of the
One to One Framework:
• A student-centered activity that allows for student choice and personalized learning,
addresses standards, and is aligned with an Essential Question or Unit Question that
encourages higher-order thinking8 and 21st century skills .
• Interactions among students and connections with a larger community, including
opportunities designed for collaboration and learning extended beyond the classroom
walls.
• Thoughtful selection of technology tools that develop 21st century skills, provide
for creative expression, support the students' learning, and allow for a personalized
learning experience.
• An assessment plan that includes multiple forms of integrated and embedded
assessments and addresses 21st century skills.
8
HIGHER ORDER THINKING involves thinking beyond the literal level of identifying information. According to the revised Bloom's Taxonomy, the following skills are
considered higher-order thinking: applying, analyzing, evaluating, and creating.
41
Activity 1: Design of One to One Activities
The One to One Framework shows four essential elements that comprise a one to one
activity. Looking ahead, the One to One Activity Plan Template in Module 3 includes
all of these essential elements and will be an important tool you can use to guide your
development of classroom plans.
For this activity, you will use a micro-poll. As demonstrated in Module 1, a micro-poll
can be used with your students to gauge their understanding of concepts and adjust
the learning activities to meet their current level of understanding. The poll you will
participate in will gauge your level of understanding of the individual elements in the
One to One Framework and provide information to your facilitator on your level of
understanding. Review the One to One Framework and the checklist and consider how
familiar and knowledgeable you are with each of the four elements. How comfortable
are you with using each of these concepts in your classroom?
• Very comfortable
• Somewhat comfortable
• Slightly unfamiliar
• Very unfamiliar
Enter your response in the micro-poll provided by the facilitator.
Activity 2: Student-Centered Learning and Essential Questions
Student-centered learning is a model in which students participate actively in their
learning by asking and answering questions, solving problems, and constructing their
own understanding of important concepts and skills. Students easy access to the
Internet and digital tools supports this model.
The teacher’s role will change significantly in a student-centered learning environment.
Passive learning activities, such as lectures and paper-and-pencil assignments are
replaced by more active learning experiences. Teachers craft and assign open-ended
problems and use coaching techniques to elicit critical and creative thinking. Examples
of these types of activities include role-play, self-paced learning, and cooperative
learning. Analysis of studies show that student-centered learning can lead to strong
motivation, better retention of the content, deeper understanding, and an affinity for
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the subject being taught. In an article in Science, the authors (Handelsman et. al,
2004) state, There is mounting evidence that supplementing or replacing lectures with
active learning strategies and engaging students in discovery improves learning and
knowledge retention.
Student-centered learning and Essential Questions9 are woven into the same learning
concept. If we look into a one to one classroom where student-centered learning is
employed, we would see students who are active, rather than passive; and students
who are involved in their learning, both digitally and socially, rather than listening to
information presented by the teacher. The activity is often inquiry-based; the learner is
directing his own learning by questioning and using a personal learning network in his
pursuit of knowledge; collaboration takes place virtually and actually; and the learner
has access to knowledge from peers or through virtual connections with experts rather
than just the teacher. The teacher in this one to one environment acts as a coach and
guide. The teacher’s job is to frame the learning and craft an Essential Question that
elicits inquiry. Take a look at the example lesson, Our Fossil History, in Mr. Hanks’s
Class. After reading the scenario, answer the questions below:
How did Mr. Hanks’s instructional strategy shift from a teacher-centered to a studentcentered activity?
Which elements of the One to One Framework are embedded in his instructional
strategy?
Activity 3: Questions that Frame Learning
Essential Questions are broad, open-ended questions that address big ideas and
enduring concepts. Once you have established what you want understood and what the
standards and goals are for the content, you can build the instructional design based on
those goals. Essential Questions provide the inspiration for deep thought, information
gathering, and evaluating. Throughout the process the student will use higher-order
thinking skills; evaluating, synthesizing, and analyzing.
9
ESSENTIAL QUESTIONS are broad, open-ended questions that address big ideas
and enduring concepts that occur over several units or subject areas. Essential Questions often cross disciplines and help students see how subjects are related.
43
Crafting an Essential Question requires thinking about what results you want from the
question, and then framing the question with interrogatives that prompt that result.
“What if,” “Should,” “Why,” or “How” are typically used to craft Essential Questions.
“What if” questions pose a hypothesis and require the knowledge to present a thesis.
“Should” questions require the learner to evaluate evidence and form an opinion,
possibly including a moral question or practical opinion. “Why” and “How” questions
present an opportunity to investigate, collect information, find cause and effect, and
present findings.
Try it: Using What if, Should, How, or Why, craft a question for an activity that will elicit
higher-order thinking and prompt students to decide what information they will need to
answer the question.
Activity 4: Connectivity and Collaboration
Take a closer look at one of the essential elements of the One to One Framework:
interactions among students and connections with a larger community. From all over
the world, we are hearing that businesses are looking for employees who can work
together toward a common goal. Industry has moved to a model that requires the
skills of collaborative problem-solving. Industry has moved in this direction because
research has found that working in groups has dynamic and positive benefits, both in
the classroom and in the workplace. A 2010 survey of workers from seven different
countries (Puybaraud, Kristensen, 2010) found these results:
• Performance is linked to collaboration on both a strategic and an operational level.
• Collaboration is an important driver of creativity and innovation.
• A majority of respondents expect high use of “high-performance project spaces” by
2020.
• E-mail is still going strong, and touch-based mobile technologies have a strong value
proposition.
• The use of video communication and real-time collaboration tools will increase
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substantially.
• Supporting collaboration requires more than technology.
To prepare our students for their future, we need to give them opportunities to acquire
these skills Let’s look at the specific benefits that are provided by collaboration in the
classroom:
• Collaboration can provide growth opportunities when constructive feedback is given
and provided by peers.
• Students have opportunities to solve problems and produce products by combining
their knowledge and skills.
• Students are presented with situations that build awareness of the perspectives of
others and to learn from experts.
• Deeper learning is achieved by breaking up large tasks into smaller ones, then sharing
information together.
• Collaborative work with access to technology can provide an authentic audience for
student work and anytime, anywhere access.
Take a look at another scenario, Discover Southeast Asia, in Ms. Holland’s 5th grade
class. After reading the scenario, answer the questions below.
How has Ms. Holland’s instructional design included collaborative work?
Activity 5: Collaboration Planning
Collaboration does not come without challenges, but the key to overcoming these
challenges and avoiding chaos is careful planning. You will use the One to One
Framework to create a classroom activity, organizing the student collaboration by using
the following four steps:
1.Establish your purpose for collaboration in the unit.
2.Decide on the scope and size of the collaboration.
3.Choose individuals who will work together, homogenous or heterogeneous partners,
or larger groups. Choose groups that lessen the chance of conflict and provide
opportunities for broader points of view and skills.
4.Decide on the tools that will be best to support the learning and collaboration.
Even the most engaging and well-planned activity can have problems and personality
conflicts. Conflict is natural, but it needs to be managed. Be sure you understand what
the expectations are for you, the teacher. Your job is to communicate clear standards
to the students and recognize individual needs. The following collaboration tips can help
avoid problems:
• Teach teamwork skills, use rubrics and guides for discussion and feedback, and
assess students as part of the process.
• Plan for addressing conflict, such as using mediation, or pre-written scripts for
solving problems.
• Prepare a scaffold that the group can refer to for planning their work.
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• Choose groups strategically and plan for some conflict, which is normal.
• Select appropriate digital tools that can be accessed from anywhere.
• Impart healthy, ethical etiquette for group work and create rubrics to assess these
skills.
• Use rubrics and checklists to assess their group work and their cooperative skills.
The Internet offers tools that help us share documents in real time and converse over
vast distances. These types of tools have changed the way we think about collaborative
work. One of the most effective uses of technology in the classroom is offering
students opportunities to collaborate beyond the walls of the classroom. Vast numbers
of applications and tools are being created every day. Of course, you cannot become
familiar with all of them, but you will want a reliable list that you feel comfortable using
in your classroom for supporting collaboration. You can refer back to the Technology
Use Collection to find tools that you want to use for collaboration in the classroom.
To help prepare your students for collaboration, you will examine tools to use to support
collaboration and connectivity beyond the classroom walls. Collaborating with two other
partners can make the process of reviewing, selecting, and sharing tools more efficient.
You and your partners will each select four tools that have different collaboration
purposes, and you will investigate and examine these tools for use in a possible
classroom activity. You may want to have a specific unit in mind that you can use for
your own classroom. As you look at collaboration tools follow these steps:
Step 1: Complete the Evaluating Collaboration Tools: Part 1 found in the Resources for
Module 2 for each tool to see if this tool is a good match for your classroom.
Step 2: Use the information you gathered in step 1 to fill out the Evaluating
Collaborative Tools: Part 2.
Step 3: Share your findings and teach your partner about the tools you investigated.
Step 4: Your facilitator will provide a link to a shared document space for uploading
your combined findings to complete the activity.
Lesson 2:
Assessment in a One to One Environment
During this lesson, you will take some time to look closely at different assessments.
Well-planned assessments give structure and direction to learning. Both the student
and the teacher analyze progress and adjust to ensure that concepts and ideas are well
comprehended and formulated. One to one environments open up many opportunities
for assessment.
Formative assessment provides learners with feedback about how they are progressing
throughout the learning process. Summative assessment10 takes place at the end
of a unit or project and gives students and teachers information about the skills and
knowledge that students have acquired. Embedded formative assessments11 are
10
SUMMATIVE ASSESSMENT is an assessment that is used at the end of a learning
activity, unit, or project, and may be a test, final paper, product, or performance.
11
FORMATIVE ASSESSMENT is an assessment that occurs before and during a unit
of study. It is used to gauge student needs, encourage self-direction and collaboration.,
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effective for guiding and supporting students’ learning progress and lead to more
personalized learning. Summative assessments allow students to use their creativity
and showcase their learning to authentic audiences. A thoughtfully integrated and
embedded assessment plan can provide motivation by giving learners a clear focus and
sense of accomplishment. In a one to one environment, students can get instantaneous
and ongoing feedback from peers, their teacher, and others. Quality assessments in a
one to one environment should do all of the following:
• Meet different purposes
• Occur throughout the learning cycle
• Assess the important objectives of the unit
• Assess 21st century skills
• Engage students in assessment processes
Assessment informs both the learner and the teacher about the subject and the
progress of the learning. With information from assessment, you can respond to
students’ needs and make decisions that will improve the quality of the instruction.
When choosing an assessment tool, keep the purpose of the assessment in mind. For
example, at the beginning of a unit, you will want to identify what the learner already
knows, which helps to establish a baseline of knowledge. During the unit, it will be
important to assess the students’ collaboration skills and self-direction, monitor their
progress, and provide opportunities for reflection on their own thinking, as they develop
understanding of the subject or address the Essential Question. Finally, assessment
tools will be needed that evaluate students’ understanding and skill level at completion
of the unit or project.
Activity 1: Purposes for Assessment
To help you determine the different purposes of assessment and the various tools that
may serve those different purposes, it’s important to be able to identify the purpose of
different tools. For this activity, you will identify the purposes of assessment tools in a
sample assessment plan. Open the Finding Purpose Sample Assessment located in the
course resources.
Step 1: View the Assessment Purposes Chart in that document and become familiar
with the purposes for assessment.
Step 2: Look at the Sample Assessment Plan and decide which area of purpose the
assessment tool addresses from the list below
• Gauge students’ prior knowledge (PK) and readiness
• Encourage self-direction (SD)
• Provide diagnostic feedback (FB) to instructor and student
• Monitor progress (MP)
• Check for understanding and encourage metacognition (UM)
• Demonstrate understanding and skill (DS)
Complete the Sample Assessment Checklist by entering the abbreviation for the
monitor progress, check understanding, and demonstrate understanding
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purpose in the left column on the checklist to demonstrate your understanding of that
instrument.
Step 3: Compare your answers with a partner and share your reasoning.
Lesson 3:
Classroom Management
What would most teachers say is the most challenging part of classroom teaching?
Most would answer classroom management - even in a classroom without technology.
Managing between 20 and 30 students as they navigate their individual learning
paths and helping them to use technology tools that provide a personalized learning
experience, enhance creativity, and provide opportunities for collaboration is
challenging. However, when those challenges are met, student learning will be
transformed. Effective classroom management techniques will help you accomplish
those challenging learning goals in a one to one environment.
Activity 1: A One to One Management Plan
Classroom management requires a personal and individual approach. When planning
management for a one to one classroom, you will need to consider your district, your
school, and your own preferences. No single answer will meet the needs for all teachers.
Taking some time now to read pertinent professional articles regarding management of
technology-rich classrooms and forming a structure for your classroom management
will benefit you in the future. Plan for your one to one classroom organization by
structuring the management into three categories:
Rules and Procedures. Students will need to know and understand the rules that your
school has established, usually called an AUP - Acceptable Use Policy (and you may have
a few of your own rules that pertain to your specific needs.)
Physical Arrangement. In a one to one environment, the needs of the activities will
dictate the physical arrangement. Device storage, and collaboration space will need to
be considered. Some schools have screen-monitoring software but if yours doesn’t, you
may want to consider table arrangements that enable you to easily view screens.
Cyber Safety. Educating students on the etiquette for online discussions and
behaviors will avoid having problems arise. Plan for time to cover these topics initially
and continually throughout the school year. Decide on consequences for lapses and
infractions and clearly communicate them.
For this activity, your facilitator will provide you with a link to an online assignment. One
to one environments offer the convenience of posting and receiving assignments online.
These flexible applications offer students opportunities to view each other’s work and
set higher standards for themselves. They allow the teacher to gather information,
articles, Web sites and other Resources for the student to read online in one place. Your
task will be to log on to an online site where your assignment and your reading material
will be posted. Read the material and post responses about these three categories of
classroom management. On the online site, you will find links to blogs and articles
that may help you make decisions for your own classroom. You are encouraged to
look for your own links and begin building your own professional learning network—a
compilation of your preferred tools, digital resources, and social learning networks—to
continue to use later.
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At the online site, post your plan and then address the questions for each category of
classroom management, including:
1.Rules and Procedures: Do you have a copy of your school or district AUP? Are
there other classroom rules that will need to be enforced when devices arrive?
Assignment: Upload your AUP and create a sample list of rules for your classroom.
2.Physical Arrangement: Have you thought about where your students will sit? Will
you want to see all their screens while they are at work? Will there be space for
groups to meet?
Assignment: Describe your ideal classroom arrangement.
3.Cyber Safety: Will you have software for screen management? Are you worried
about cyber bullying or concerned about appropriate online conduct? Do you have
procedures in place to mitigate and manage these issues?
Assignment: Describe these procedures.
Activity 2: Readiness for One to One
The preparation for a one to one environment focuses on the physical space readiness,
the skill readiness, and resource readiness. This activity focuses on identifying your
current level of readiness. Complete the Readiness Checklist to identify your current
personal readiness, your physical space readiness, and student readiness.
Reflect on your readiness by answering these questions regarding the section on
physical space:
• What is your level of readiness?
• What questions were you able to answer and what questions were you unable to
answer?
• What do you need to find out or do to improve the readiness of your physical space?
Now, move to the section on student readiness.
• Are your students ready?
• Do they have the skills they need?
• Do you know what skills they still need to develop?
• What rules, if any, will you need to have in place for students before they are provided
with the devices?
Finally, look at the section on personal readiness.
• How prepared are you?
• What can you do independently to prepare for the use of the devices?
• What skills do you need to develop?
• How can you become more familiar with the hardware and software of the device(s)?
Activity 3: Unexpected Challenges
Mr. Murphy is a high school history teacher. His school has recently acquired notebook
computers. He is planning on using the devices in his class for the first time tomorrow.
He has a student-centered activity planned and prepared and is about ready to go home
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for the day, when he wonders, "Are the devices charged and ready?"
Now is the time to examine the basic needs of a one to one classroom. Will the
technology be ready and working to accomplish what you need from it? What
circumstances will undermine your planning?
Just as in a traditional classroom, you must be ready for the unexpected. In this
activity, you will read about the unfortunate scenarios of a teacher during the first two
days of launching a one to one program. Read the Mr. Murphy Scenario, Unexpected
Challenges. Although he has prepared for this day, many things happen that are outside
his control. Nonetheless, he needs to be ready with alternatives and solutions to these
everyday problems. Work in a small group to discuss the scenarios and what you, as a
teacher, could do to prevent or alleviate the issues. Ask yourself: “What would I do?” Is
there a way to prevent this problem? Is there a way to alleviate it? Contribute to your
group discussions and make notes of your groups suggestions. After you are done,
invent one more scenario to add to Mr. Murphy’s unexpected challenges.
After discussing it in a group, enter the best plan for avoiding or solving these everyday
problems in the text area below.
Think of another challenging situation that may occur in a one to one environment.
Describe the situation and how to avoid or solve the problem.
Module 2 Review
Transformative approaches to learning are more than just adding computers to the
inventory. You must also add the strategies for using that technology in a one to one
environment. Like a tightly woven fabric, student-centered learning in a one to one
environment intertwines Essential Questions, collaboration, ongoing assessment, and
technology that supports learning. To personalize their learning, students take an active
role in decision-making and planning their learning.
Now you have a framework for planning activities, and you understand the essential
elements of that framework. You have also examined assessment tools for providing
guidance and monitoring learning in a technology-rich environment. You have thought
about the rules and procedures to make that environment run smoothly. What areas do
you feel you need more time in preparing for your one to one environment?
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Module 2 Extension
Teaching and Learning
with Chromebooks
in the Classroom
Overview
The resources that come with your Chromebook offer you a variety of tools that can
easily support your one to one classroom.
In Module 2, you learned about the One to One Framework that serves as a guide
for creating and building activities, lessons, and units for your one to one classroom.
Understanding the software that comes with your device can help you select just the
right tool for your student-centered activity.
Outcomes
During this module, you will:
• Understand the software that comes with your Chromebook
• Understand the locations and benefits to saving files locally or virtually
• Explore and understand how the software on the Chromebook can best be used
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to support classroom instruction
Resources
• Technology Use Collection
Lesson 1: Know Your Tools
In Lesson 1, you will explore all the tools that are pre-loaded on your Chromebook.
Lesson 2: Resource Organization Considerations
Lesson 2 reviews how to organize your files, including where to save– locally or virtually.
Lesson 3: Curricular Uses of Technology
In Lesson 3, you will take a look at the applications that come with your Chromebook
and explore how they can be used to support your standards and curricular needs.
Lesson 1: Know Your Tools
Activity 1: Program Exploration
Each Chromebook comes standard with tools and resources to support you and your
students in the classroom.
Let’s explore what’s on your Chromebook. Software for your Chomebook are web apps.
Select the Apps icon. This will open the apps list. Review the apps on the list.
• Note any that you are familiar with and how you used them in the past.
• Note what is not familiar to you.
As a group, discuss any questions you may have about the apps on your device. Share
with the group the apps that you have previously used and how you used them in the
past. We will revisit these programs and use them in Lesson 3.
Lesson 2: Resource Organization Considerations
Now that you and your students have your own personal devices, consider organization.
As a teacher who has a variety of material to store, it is helpful to create a thoughtful,
easy-to-use organization system.
Activity 1: Where to Save
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The File app allows you to access Google files associated with external storage devices,
downloaded Google files on your Chromebook, as well as those Google files associated
with your Google Drive. Google Drive is a Cloud storage solution that allows you to access your Google files from any device by logging into the account associated with those
files. You must be connected to the Internet to access and work with files saved to the
Cloud.
Chromebooks are designed to be connected to the Internet, allowing you to virtually
save work to your Google Drive as it is created. Occasionally there are instances where
you would like to work offline. To do that, you would need to download and save files
for offline viewing. For instance, if you or your students did not have Internet at home
and you wanted to keep working on the paper you started in school, you would need to
download that file to your Downloads folder so you can work with it offline. When you
connect to the Internet again, you will be prompted to work online, and may save your
document to Google Drive.
• What type of saving option will work for you and your students? Why? What
questions do you have about saving?
• Pair and Share your considerations about saving. After talking with a colleague,
revisit your thoughts and note any changes or other considerations.
Lesson 3: Curricular Uses of Technology
It is important for you and your students to know the apps on your new Chromebooks.
Many of these apps can easily be incorporated and used in activities, lessons, and
units that align with your content standards and will support students in their learning
process.
This lesson is organized by common lesson planning and instructional elements that
work across discipline areas and grade levels.
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Activity 1: Gathering Ideas
Review the Technology Use Collection, an assortment of classroom scenarios that model
uses of tools, resources and instructional strategies. When visiting this collection, note
any ideas you have from reviewing the scenarios. Another resource to review is the Unit
Plan Index in Intel В® Education Designing Effective Projects. You can narrow you.
Activity 2: Tools & Ideas to Support Classroom Curricula
This activity provides a look at some of the tools on your device along with ideas on
classroom connections. After reviewing the tools and ideas, choose one to explore further and consider its use in your classroom.
Tools & Ideas to Support Writing in the Classroom
All curricular areas support writing. Several tools are available on your Chromebook to
help students strengthen their writing throughout the whole process, including editing
and revising. Google Docs is the tool to use to support student writers. Learning all of
the functions and features of Google Docs and the associated templates is worth exploring on your own time. Understanding and working with Google Docs for collaboration—allowing collaborative writing projects and peer editing—is a great use of the tool.
• How can Google Docs support writing in your classroom? What ideas do you have
for using these resources in the classroom?
Tools & Ideas to Support Reading in the Classroom
Taking notes is an important literacy skill for students. Teachers can also provide class
notes to students via Google Docs or Presentations and then invite students to take
their own notes, highlight, and add examples etc. within the provided materials.
You can also provide students a reading passage and annotate that passage as a whole
group. Adding annotations can help students to understand text, make connections in
the text, remember important points, or ask questions. An annotation should have a
focus or purpose that is shared with students before reading, such as facts to support
meaning of the passage or identification of new vocabulary words. An annotation may
include multiple purposes, but it is important that the purpose for the students is clear
and they understand the task.
• What does reading in your classroom look like? How can you use technology to
support your standards?
Tools & Ideas to support Data Analysis & Computational Thinking in the
Classroom
Data is everywhere. In science classes, students analyze data as a way to predict and
explain outcomes of experiments; in social studies classes, students analyze data to
understand trends; and in math classes, students may answer questions about data on
a graph. Regardless of the type of data, it is important that your students know Google
Sheets—Google’s spreadsheet software—that can be used to support data analysis.
• What role does data analysis and computational thinking have in your classroom? What ideas do you have for using technology to support your classroom?
Tools & Ideas to Support Multimedia, Presentations and Publishing in the
Classroom
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Many classrooms use multimedia, presentations, and publishing in the classroom to
support all areas of learning. Consider filming class lectures and have students edit and
add notes for absent students or as a review for a test. Incorporate digital images to
support notes. Create presentations as a summative project for a unit. Create a collage
to summarize all the learnings of a quarter. Create a video that explains class procedures and technology uses. The classroom possibilities are abundant.
Many of the Unit Plans in Designing Effective Projects include examples on creating and
using presentations to support learning. Google Slides is the App to do just that. To help
you brainstorm your own ideas, here are a few to explore:
• Multimedia Morning Mania
• In the Numbers
• Where in the World is Cinderella?
Share your classroom ideas for multimedia and presentations in your classroom.
Tools & Ideas to Support Research in the Classroom
Given that all students will have access to technology, teaching effective research skills
is critical. Students need to understand their Internet browser and search engine. We
are going to take a closer look at Google Chrome and the search engine Google.
Google Chrome has many features that can be used to support research. You can teach
students to create categories in favorites and bookmark sites they find useful to support a specific project. This is helpful for students if they forgot to take notes about a
site and need it later to support citations.
Google is a search engine. You can perform keyword searches and even focus your
search by searching the Web, images, videos, etc. Together, the browser and search
engine saves your web history. For example, if you started a search on Monday for
Common Core Standards, you can go to Web History and pull up the search and see
which sites you visited and which sites you haven’t. This is also helpful in case you forget to bookmark a site and want to go back to find an original source file.
Explore Google and Google Chrome by searching for resources in the coming school
year.
• What ideas do you have about supporting research in your classroom?
Now that you have explored tools and ideas for your classroom, do you have any questions? Do you have any ideas to share? In small groups, share three ideas or insights
from participating in these activities.
Module Review
In this module, you explored and worked with software and resources on your
Chromebook. As you reflect back on the lessons, consider other implementation
strategies.
• What are three ideas that you want to revisit and explore more in depth when
you are planning for your classroom?
To continue the learning, work on building your personal learning network. Explore a
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few established communities and incorporate them into your own network for gathering
ideas and insights.
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Module 3
One to One Activity Design and Evaluation
Overview
In this module, you will build on what you have learned by planning activities for a one
to one environment. During the first two modules, you have seen that implementing a
one to one environment provides opportunities for student-centered activities, use of
collaboration, and varied, purposeful assessments. The access to technology that one
to one computers offer will drive a more engaging, personalized learning experience for
your students. With online tools and resources so readily accessible, your students will
develop 21st century skills, improve their teamwork abilities, and, ideally, have a richer
learning experience as a result of one to one.
This module will give you the chance to experience some of the elements of the One
to One Framework; specifically collaboration, using technology tools that support the
learning, and peer assessment. You will participate in a collaborative activity, create a
visual product of your work, and share it. This will give you some experience using the
same tools that you will want to provide to your students.
To help you implement a one to one environment, you will work independently and plan
an activity or project for your own classroom. Using the model of peer assessments,
you and a partner will discuss and critique your plans.
At the end of this module, you will reassess your readiness for integrating technology
and establish your professional goals for your one to one environment.
Outcomes
During Module 3 of this course, you will:
• Understand and apply the One to One Framework by creating an activity, set of
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activities, or a project for a one to one environment by collaborating with a team to
design a plan using the Activity Plan Template.
• Use a presentation tool of their group’s choosing to create and present your model
activity plan.
• Understand and apply the One to One Framework for creating an activity, a set of
activities, or a project for a one to one environment by selecting one unit from your
Curriculum Map, completing the One to One Activity Template for that unit.
• Evaluate your plans with peers using the Activity Plan Partner Review.
• Assess your current readiness for integrating technology by retaking the
Transforming Learning Survey and generating personal goals.
Resources
• Activity Plan Example
• Activity Plan Partner Review
• Activity Plan Rubric
• Activity Plan Template
• Continuing the Learning
• Curriculum Map
• Framework Considerations Chart
• Multimedia Presentation Rubric
• One to One Framework
• Technology Use Collection
• Team Task Rubric
• Tech Tools Options
• Tips for Effective Multimedia Presentations
• Transforming Learning Survey
Lesson 1: Model Activity Design
During this lesson, you will be part of a team. Teams will collaborate to design a one to
one model activity plan using the One to One Framework. Each team will also create
a presentation of the plan, present it to the other class members, and share it with a
larger audience.
Lesson 2: Classroom Design
Using the One to One Framework, you will select units or topics from your Curriculum
Map and create activity plans using the Activity Plan Template.
Lesson 3: Goals for A One to One Environment
You will revisit the Transforming Learning Survey and compare your results from earlier
in the course. After reflecting on your current classroom and envisioning a one to one
learning environment, you will begin to develop your goals.
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Lesson 4: Implementation of One to One
This is an introduction to an extended learning Continuing the Learning Resource that
will provide structure and support for implementing your one to one environment
following this course.
Lesson 1:
Model Activity Design Collaboration
With a team, you will design a model of an activity, or group of activities, that includes
the essential elements of the One to One Framework. This provides an opportunity
to practice using the framework. Your team will choose a topic and activity that feels
comfortable for everyone on the team. Your team will build a plan for a basic activity
or group of activities related to that unit plan or topic. Keep in mind that this is a
model plan, the topic is not as important as the process for creating the plan. Working
together, you will develop a model activity plan that includes:
•A student-centered activity that allows for student choice and personalized
learning, addresses standards, and is aligned with an Essential Question or Unit
Question that encourages higher-order thinking1 and 21st century skills
•Interactions among students and connections with a larger community,
including opportunities designed for collaboration and learning extended beyond the
classroom walls
•Thoughtful selection of technology tools that develop 21st century skills,
provide for creative expression, support the students learning, and allow for a
personalized learning experience
•Assessment Considerations that include multiple forms of integrated and
embedded assessments, and that addresses 21st century skills
Activity 1: Activity Design with a One to One Framework
Your team will review the One to One Framework and Framework Considerations Chart
in order to prepare to design a model activity. The Activity Plan Template will help you
plan for each of the elements in the framework. You can use the Example Activity Plan
as a guide to completing the template. After your team has your model activity plan
complete, you will decide on a way to display and present your plan.
Step 1: Meet as a group and decide your subject or topic. When considering topics,
be sure to brainstorm ideas for each element of the framework. Practice productive
collaborative teamwork. Review the Team Task Rubric together to identify the elements
of effective group work. If needed, your facilitator will provide a list of standards-based
Essential Questions from which you can choose your topic.
Step 2: Complete the Activity Plan Template. Divide up the work among your team
members for researching and planning each element. Discuss these components: What
will you use for collaboration? How will you assess the work? Each member of your team
can work independently while using a collaborative communication tool. The tool will
1
HIGHER ORDER THINKING involves thinking beyond the literal level of identifying information. According to the revised Bloom's Taxonomy, the following skills are
considered higher-order thinking: applying, analyzing, evaluating, and creating.
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allow you to ask questions and share answers while you work.
Activity 2: Presentation Design
Working as a team, you will create an overview presentation of your activity plan.
Follow the process below for selecting a tool and building your presentation with your
team. Be sure to review and discuss the Multimedia Presentation Rubric and the Tips for
Using Effective Multimedia Features in Visual Presentations before you begin your work
together.
Step 1: Meet with your team and choose a presentation tool from the Tech Tools
Options list or another presentation tool that will be available for use with your
students.
Step 2: Create your presentation using your selected technology tool. When you have
completed building your presentation, continue to work as a team to assess your work
using both the Team Task Rubric and Multimedia Presentation Rubric. With your team,
discuss the strengths of your presentation and areas that need improvement with your
team.
Step 3: Identify a representative from your group to share and present with the
whole class. As you listen to and observe each team’s presentation, take notes using
the Multimedia Presentation Rubric. Use your Collection Review Form from Module 1
Resources and take notes on suggested tools you see in the presentations.
Your instructor may ask one team to share how they assessed their work using the
Team Task Rubric and Multimedia Presentation Rubric.
Activity 3: Publish to a Larger Community
Research has shown that having students share their products with a larger audience
improves learning and the quality of products they produce and also enhances
motivation and self-confidence. Perhaps more than anything else, sharing increases
student engagement in the process and products of learning. As an educator, you
can share in this motivational strategy in ways that can positively affect your own
professional development. Share the link with your facilitator to your presentation
online or in the file you have created on your laptop. Your facilitator will provide a
mechanism for sharing your work with the whole group and with a larger community.
Finding a conduit for future sharing of your ideas, classroom activities, and opinions is
an important part of your profession and will foster continued growth in your field. As
part of this course, you are encouraged to visit Intel® Teacher’s Engage and explore
the resources available.
Lesson 2:
Classroom Activity Design
Your biggest challenge in transitioning your classroom to a one to one environment
will be to apply what you have learned during this course to your students’ learning
activities and lessons. To meet this challenge, you need standards-based, one to one
instructional plans that are aligned to curriculum and are ready for you to implement in
your classroom.
Next, you will review your Curriculum Map and create your own activities for units by
completing an Activity Plan Template for your plans. Using the template will ensure that
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you are providing opportunities for collaboration and personalized learning.
Activity 1: Unit Identification and Design
Step 1: Take a look at your Curriculum Map and identify one or two units for which you
would like to create plans using the One to One Framework for a project or group of
activities in your own classroom.
Step 2: Using the One to One Framework and the Activity Plan Template, consider and
complete each essential element for your plans. Be sure to consider implications for
each element (for example, how does assessment change if you build in opportunities
for students to share their work with the larger community?) Refer to the Activity Plan
Rubric to guide your work. Use the Example Activity Plan for an example.
Activity 2: Partner Evaluation
Choose a partner and use the Activity Plan Partner Review to review each other’s plans.
You can also use the Activity Plan Rubric.
• How has your partner considered the elements of the One to One Framework in their
Activity Plan?
• What were the strengths of your partner’s work?
• Are there any suggestions you would make to strengthen the activity?
Lesson 3:
Goals for Your One to One Environment
In the first module, you completed the Transforming Learning Survey and reflected on
how you use technology in your daily life as a teacher. In this lesson, you revisit the
Transforming Learning Survey and predict if you think your answers will change after
this course.
Activity 1: Revisit the Transforming Learning Survey
To begin, open the Transforming Learning Survey. Predict if you think some of your
answers will change when you return to the classroom. Complete the survey again with
those predictions. Next, work with a partner to discuss the following questions:
1.How will your answers from the beginning of the course differ when you are back in
the classroom?
2.Look at these areas in the survey: Classroom Instruction, Assessment Practices, and
Technology Use. In which areas do you see potential for change
3.How do you plan to implement the changes?
4.Review your Curriculum Map. How does your revised and completed Curriculum Map
differ from your original Curriculum Map?
5.How does access to technology effect your Curriculum Map?
Activity 2: Benchmarks for Transforming Learning
Envision what the ultimate one to one classroom could be. Work backwards and set
some benchmarks for yourself. Think of your implementation in phases:
• Start by finding tools and assessments and trying them out. You will need to find
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resources, networks, and connections with other teachers to learn more. You will be
spending time trying things out and planning new activities.
• Once you have established a selection of reliable applications and assessment
practices, you will continue to explore the ever-changing and innovative resources
available online. Continue to find opportunities for your students’ digital learning by
networking and connecting to educational resources.
• Eventually, you will share more with others and take on the role of mentor and
professional leader. Joining professional technology organizations and taking on
leadership roles can offer learning opportunities in your profession.
For now, you want to set small goals that you can accomplish within the year. You may
want to focus on a specific unit or subject to begin your one to one environment and
continue your growth from there. You can refer to your revised Transforming Learning
Survey and your revised Curriculum Map to help you set your goals:
• How do you plan to start and continue to build your one to one environment?
• What will change in your instruction?
• Which practices do you feel have the most effect on student learning?
• How does technology support those practices?
• Which practices do you hope to implement in your classroom?
Lesson 4:
One to One Implementation
After the end of this face-to-face course, you will continue to work towards your goals
in implementing a one to one environment. As a continuation of this course, you have
been provided with a Continuing the Learning Resource to support your one to one
implementation. The Continuing the Learning Resource suggests activities that span
the school year and provide support and structure as a continuation of this course. We
recommend that you establish a learning community in which to share your experiences
and to network for support. Learning communities can encompass many forms of
professional development:
• Examining student work together to find common standards
• Mentoring
• Networking
• Peer coaching
• Reflective practice
• Study groups
• Action research
Ongoing and continuous professional development has a better chance of success in
helping teachers to improve outcomes in the classroom. The Continuing the Learning
resource and your Learning Community can ensure timely access to innovative
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improvements and the ongoing support you need.
Activity 1: Continuing the Learning
Download the Continuing the Learning resource and save the document to a place you
can access in the year to come. Begin a plan to follow this extended learning course
during the first year of your one to one environment.
Module 3 Review
You have shown that you know how to plan activities for a one to one environment using
a framework that incorporates essential elements of learning in that environment. You
understand the shift in the role of the teacher, the importance of student-centered
activities, the advantages of collaborative work, and the possibilities of personalized
learning. You have had a chance to use and examine the myriad of tools available on
connected devices. The next challenge will be to implement the ideas you have learned
throughout this course into your classroom.
The challenge is not yours alone. Education, like the rest of the world, is on a trajectory
toward connectedness. By 2020, estimates indicate there will be over 5 billion users on
the Web. Connecting to the Web will become increasingly easier anywhere, anytime,
and on a variety of devices, both wired and wireless. This connectedness is changing
the way we think about knowledge. Knowledge of the Web itself and of the available
tools are the skills that have value in this century. This kind of knowledge—the skills of
learning in the 21st century—will be the kind of knowledge that you will be providing for
your students in a one to one environment.
Remember, just because you have access and can use these digital tools and
applications is not enough reason to completely change the way you teach. More
important than the fact that you can use these resources, is why you would want to use
them and how that purpose will transform your teaching practice and create profound
learning experiences for your students.
Learn more at www.k12blueprint.com
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