Gearing Up for #IBCHI2015: The 1:1 Chromebook Program at DFHS

I’ve written numerous posts on the 1:1 Chromebook program at Dobbs Ferry High School over the past two years while continuing to evaluate the program for the dissertation that I plan (hope!) to finally defend this fall. I am also looking forward to sharing our school’s 1:1 story at the upcoming IB Conference of the Americas (#IBCHI2015) along with @meghalberg and @careim2. In preparation for our upcoming presentation, I have combined some of the “big ideas” from my previous posts and have added some additional insight based on my recent research. Here are the highlights…

Why Chromebooks?

  1. Practical Considerations: At first glance, the Chromebook has the look of a standard laptop. It has a 12.1-inch screen, a traditional keyboard, and opens and closes in the same way. But that’s pretty much where the comparisons end. The “web-based” Chromebook is extraordinarily light due to the absence of a standard hard drive and is also sleek in nature. This is critical for high school students who are already overwhelmed with large over-sized textbooks and book bags that weigh more than they do. In addition, the Chromebook is inexpensive as compared to even the most modest laptops that are on the market.
  2. Academic Considerations: While many of our students noted the value and benefits of using iPads as a primary device, they also noted that there is a connotation of “play” that is associated with iPads due to the thousands of non-educational apps that are available. Conversely, the Chromebook provides easy access to Google Drive and the growing number of educational apps that teachers and students are now using on a daily basis. In addition, the traditional keyboard makes much better sense than a touchpad for high school students who use the device for note-taking, paper writing, and overall collaboration.
  3. Access to Google Drive: Perhaps the greatest benefit of the Chromebook is the ease in which students can access the internet and, more importantly, Google Drive. Though still in its early stages, Google Drive has already changed the way that we think about “sharing” and is now on the cusp of changing the way that we think about teaching and learning. Through the various Google Apps for Education that are available in Drive, teachers and students can collaborate in “real time” on various projects and classroom assignments. This feature not only challenges all traditional thinking of assessing student understanding, but also how we provide ongoing feedback to students beyond the “brick and mortar” classroom.
  4. “The Cloud”: This once seemingly abstract concept has now singlehandedly changed the way that we think about accessing, saving, and sharing information. In the old days, files and documents were saved to a hard drive on a local computer or a laptop. Transferring or sharing of these files would require that we email them to another person (or ourselves) or save them to an easy-to-lose flashdrive. No more. By saving all information to “the cloud,” all files can be easily accessed on any device wherever there is internet access. With this concept in mind, the Chromebook was designed to allow users to quickly and easily access the web and their important files. Essentially, the files are available wherever you go. This is a critical for students as they can now access all documents from home or in school (or anywhere) while enjoying a virtually limitless amount of storage space.
  5. The CCSS: All of the talk these days seems to be around the new CCSS and the degree to which schools across the nation have made “the shift.” Among the many “college and career readiness” targets that our outlined in the CCSS, there is a shared expectation that students will use technology to produce, publish, interact, collaborate, and evaluate different forms of digital media. To further this point, the NCTM remarked that “unless technology is woven throughout these standards, the credibility of any claim that they will better prepare students in the 21st century is diminished.” Given these demands and expectations, the Chromebook provides easy access to databases, journal abstracts/articles via the “research tool,” and a variety of additional educational apps that are designed to enhance understanding and overall capability.

What skills have students gained as a result of the 1:1 Chromebook program?

  1. Written Communication: Teachers in all disciplines noted writing as the skill that has been most directly impacted by the 1:1 Chromebook initiative. By sharing documents both with peers and their teachers, students are now able to engage in the writing process like never before. Through formal assignments like the humanities interdisciplinary research paper (@MikeMeagh) and informal assignments such as shared journal entries (@Mrs_Fahy), students collaborate with one or more co-writers in real time through each phase of the writing process. In addition, Chromebooks allow teachers to provide ongoing feedback and targeted instruction by using the revision history feature and identifying the specific strengths and weaknesses of each individual student. In that sense, Chromebooks provide teachers with a practical tool for differentiation so that they may best meet the needs of all students.
  2. Accessing and Analyzing Information: The ease at which our 1:1 initiative has enabled students to access an unlimited amount of information on any topic via the internet has completely transformed teaching and learning in all disciplines. Teachers now play the role of facilitator on a more frequent basis while students are being encouraged to take ownership of their learning as they decipher between credible and non-credible sources on the internet. As an example, @AdamoBiology regularly has his students use the “research tool” in Google Docs to compare, contrast, and analyze abstracts, journal articles, and research studies that are available in various databases. Activities of this nature are not only in-line with both the Common Core and IB Learning Standards, but also help students to develop skills in research, evaluation, critical thinking, reading, curiosity, and self-direction.
  3. Data Analysis: In addition to the analytical skills that are developed through the activities noted above, the Chromebooks have provided our students with a new way to analyze and graphically represent numerical data through applications such as Google Spreadsheet. For example, @ANewhouse6 requires that all students share their Google “Sheet” with all of the groups in the class so that they can analyze both the validity and reliability of the data collected as well as the process and procedure that the students used to conduct their investigations. Furthermore, this feature makes it possible for students to receive instant feedback on their lab results, graphs, charts, and data analysis from both the teacher and other members of the class. As an extension, students have the ability to present their data through applications such as Google Slides. Given that, additional skills that are directly connected to data analysis include communication, organization, collaboration, and critical thinking.
  4. Initiative & Self-Direction: @sarahhmstern noted that the increased level of access to the internet has shifted the mindset of some students from feelings of  “helplessness” that come as a result of the limitations of textbooks to an understanding that all information is in fact attainable if the the proper search is conducted. This realization is especially critical when students are working independently outside of school. Similarly, teachers such as @ms_sardinia, @MicheleIrvine1, and @MegHalberg provide access to a variety of apps and websites that allow students to take control of their learning based on their specific strengths, weaknesses, and areas of interest. This includes websites such as Khan Academy and a library of Google Apps for Education.
  5. Digital Citizenship: While not a “skill” in the traditional sense, digital citizenship is critical for success in all academic classes as well as all “real world” endeavors. From an accountability perspective, students are responsible for taking care of their devices while having it in school with them each day. Furthermore, @addonam noted the importance of internet etiquette and digital citizenship with respect to searching for information and interacting with all people in a virtual setting. In that sense, the benefits for 9th graders go far beyond the classroom and indirectly connect to the development of other crucial skills, including organization, self-direction, and of course responsibility.

What are some of the issues that still need to be resolved?

  1. Instructional: Inconsistent use among teachers. While all teachers utilize Chromebooks, the degree to which they do so depends on the subject and the nature of the culminating final exam (state or local) that they are required to administer. In courses such as English, World Language, and ELL that do not end with a state exam, teachers feel a greater sense of freedom and take more risks with regard to integrating technology. Conversely, teachers in math emphasized that the end year NYS Regents exam requires “pen to paper skills” that cannot be developed via a Chromebook. Solution: Ongoing differentiated professional development that is subject specific needs to be provided. PD must always focus on the ways in which technology (and the 1:1) can enhance teaching and learning within the content areas while recognizing the specific obstacles that might exist.
  2. Instructional: Accommodating students who either forget their device at home or have a broken device. Solution: There is no perfect solution to this inevitable issue. The first and easiest solution is to have “extra” devices on hand for such situations (particularly students with broken devices). If this is not possible, teachers can find opportunities to either pair students or, if possible, allow students to access Google Drive via their phones.
  3. Instructional: Monitoring student use to ensure that all students are on task during class. Solution: In addition to the internal features in Google Drive that allow teachers to monitor student progress, our teachers noted that viewing student screens from afar is much easier with the HP Chromebook than it is with the Samsung device. We made the switch from Samsung to HP this year. There’s also a great deal to be said about the importance of teaching digital citizenship and responsible use. See “Why BYOD” (12/12/13).
  4. Infrastructure: As more students use their devices as a result of our one-to-one (grades 9-11) and/or BYOD (grade 12) initiatives, our WiFi has started to become overrun causing the internet (and downloading) to move much slower. Solution: Increase bandwidth and access points. In many ways this is still a work in progress for us as we determine the appropriate amount of bandwidth to support such a high level of activity. On our campus (MS/HS), we can have as many as 1300 devices connecting to the network at one time. Given that, we have moved from 40 MHz to 100 MHz and have installed 115 access points throughout the district. Despite these changes we still have instances when the internet moves slowly so it something that we continue to evaluate.
  5. Infrastructure: The battery often drains before the of the end of the day even if the devices are fully charged overnight. Solution: We are finding that some of the biggest battery “drains” occur during student “free” periods (lunch, etc.) when they access gaming and movie sites. Speaking to students about this issue is key and, if necessary, blocking sites as needed. In addition, charging stations need to be provided throughout the building and all student chargers should be labeled (name/grade level) so that students can use their chargers while at school.

For more information, we invite you to attend our session at 11:15 on Saturday, July 25 in the “Missouri” room!

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One thought on “Gearing Up for #IBCHI2015: The 1:1 Chromebook Program at DFHS

  1. Pingback: (Re)Inventing in Chrome: Year 3 of the DFHS 1:1 Chromebook Program | ON PRINCIPAL with John Falino

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