And the Winner is...Laptops!

Retrieved from http://blogs.pennmanor.net/1to1/2013/08/06/about-the-pmhs-11-laptop-project/ on July 15, 2014

The following proposal is for my high school mathematics classroom. I feel the needs of a math classroom will differ greatly from a photography class or a foreign language classroom. Because of the many differences of academic goals when it comes to a 1:1 model, I have chosen not to propose a single technology for the entire school.

After researching the various available technologies, and listening the insights provided in this interview, I evaluated my teaching and learning goals before coming to a decision. The thing I value most is the ability to use the various mathematics software provided by my district (The Geometer’s Sketchpad, etc.). Although there are comparable apps for tablets or a Chromebook, their capabilities are far too limited to deem them equivalent. Therefore, I concluded that a laptop for each student is the best course. My goal was to find one that had ample storage, RAM, battery life, and other features described below.

Central Bucks East High School 1:1 Laptop Implementation for Mathematics

Introduction: Although the Central Bucks School District supports and encourages its BYOD program, there is a need for a 1:1 Initiative which provides students with the necessary mathematics software that will enhance learning and support discovery and critical thinking in the core subject area. BYOD is a useful tool for internet-based activities, but lacks the consistency of software applications and other capabilities that are unavailable on tablet and mobile phone devices.

Device and Rationale: I propose purchasing the Acer Aspire V5-571-6891, which retails for $449.99. The most appealing features are the ample screen size (15.6 inches), 500 GB storage, 6 GB RAM, and right-hand side number keyboard for math applications. Furthermore, the DVD burner will allow students to create and save large multimedia presentations. The Windows 8 operating system will support the necessary software, and is a OS that is currently supported by the district. Students are still encouraged to BYOD and can use their devices for video creation and other processes, but the collaboration and editing of projects will be conducted on and supported by the new laptops. A full review of the laptop can be found here.

Implementation and Professional Development: As in years past, teachers will have the opportunity to conduct ongoing training on the mathematics software provided by the district, as well as curriculum-based planning sessions to align the technology with curriculum goals. It is important to understand that technology alone will have no impact on students and teachers, but rather, the proper integration of technology to support learning goals. A fantastic support article on this philosophy can be found here.

The teacher will use the district IT services to aid in software installation and troubleshooting using the HelpDesk services via the school Intranet. If this proposal is accepted, I recommend a repair schedule similar to the one found here be drafted by the IT department to outline the process and possible charges for maintenance to the machines. The teacher will be responsible for maintaining a laptop cart as a charging station.

Anticipated Outcomes and Possible Problems: The use of the Internet and software such as the Geometer’s Sketchpad will enable students to interact with visual representations of mathematical concepts, manipulate data and hypothesize the effects of changing variables, and create multimedia presentations to enhance learning. Technology will provide hands-on learning that enhances the classroom experience of visual, logical, auditory, and kinesthetic learners. Students will be able to use their experience with technology when they leave the classroom and enter the working world or the college campus. Most importantly, the curriculum can be supported by creating and manipulating models of mathematical concepts that can not be created on paper or via the calculator.

Potential problems are to be expected. I chose a PC platform because it is currently supported by the district. Reliable, consistent WiFi access is imperative for the laptops initiative to succeed. Hardware and software support will be in higher demand, and may not be a financial possibility. In the beginning, I also anticipate a learning curve by the teacher (mainly in lesson planning and execution) and some students who are unfamiliar with certain software..