1:Web in BVSD
The 1:Web program supports the BVSD Mission—“to create challenging, meaningful and engaging learning opportunities so that all children thrive and are prepared for successful, civically engaged lives”—by achieving and maintaining a focus on student learning through digital devices and preparing them to use these devices as productive members of a digitally connected society. Students and teachers will have the access they need to
- critically think, and
- create for authentic audiences.
1:Web is a term derived from 1:1 (or 1 device for every person), a phrase common in school districts across the globe. At its core, 1:Web is about each student being able to connect to the world online through any device.
BVSD began visioning a 1:Web initiative in 2013 and deployed devices at our pilot school, Centaurus High School, on January 8, 2015. The board approved the 1:Web program expansion for 5-12 grade in March 2017.
Please visit your school's 1:Web site for specific details on events, policies, and procedures.
Starting April 2018, the 1:Web Agreement will be signed by parents/guardians as they complete the Annual Data Update/Online Registration forms. If a parent does not sign electronically, they may submit a paper copy of the 1:Web Parent Agreement. Students will sign the agreement as part of a Digital Citizenship course in school.
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Schools that choose to participate in the 1:Web program go through a thorough planning process to ensure a successful implementation. These documents help guide focused and productive conversations between all stakeholders.
Step One - Essential components
Step Two - 1:Web planning
Step Three - 1:Web implementation
A student tech team can support devices at your school while giving students important technology skills for the future. Read how other schools around the country implemented their student tech teams.
- Starting a Student Support Team in Your School
- Factors to Consider in Implementing a Student Tech Support Team
- Student Tech Team: Student Leadership in Action
- Student-run Tech Support Programs Advance at the Speed of Technology
- The Tech Detectives: Students Take Ownership of Technology
- Generation Yes: Youth and Educators Succeeding
- Support your 1:1 program with a student tech team
Digital citizenship is the ability to think critically, behave safely, and participate responsibly in the digital world (Common Sense Media). We want all students to be able to use technology safely and appropriately, understand how it affects themselves and others, and participate with confidence in a thoughtful manner. Digital citizenship requires an ongoing, whole-community approach so that all children thrive and are prepared for successful, civically, and digitally engaged lives.
“All students have a right to an education that helps them realize their greatest potential. This right should not be affected by geographic location, family income, disability, language, race, or background. Technology can help to expand opportunities for students that may not be available to them within the bounds of their physical classrooms.”
- Arne Duncan, Former US Secretary of Education
Future Ready Pledge
A roadmap to achieve personalized digital learning for every student. The U.S. Department of Education seeks to support superintendents who commit to taking a leadership role in this transition with recognition and resources to help facilitate this transition to digital learning.
Technology allows for personalized digital learning as long as infrastructure and human capacity are in place.
Learning Technology Effectiveness, U.S. Department of Education, Office of Education Technology, June 30, 2014
Summary: Research shows that learning is enhanced when students are engaged in:
- Building on their prior understandings and actively driving their own learning
- Developing connected knowledge, not just learning isolated facts
- Leveraging social interactions to build knowledge together
- Monitoring their own learning and responding to ample, useful feedback
- “The effective use of today’s learning technologies can help a greater proportion of teachers to provide these supportive conditions for learning for each and every student—something that would be difficult or impossible to do without technology.”
Equity (from U.S. Dept. of Civil Rights): High-quality instructional materials, including digital materials, promote rigorous engagement with the curriculum.
- When technology is aligned with the curriculum, it contributes to improved educational outcomes
- Students must have comparable access to resources
Innovative Education Clusters: involve partnerships between education, research, and commercial partners to provide areas of focus such as personalized learning or print-to-digital initiatives.
With more than 15 years of research and publications, it (the Horizons Report) can be regarded as the world’s longest-running exploration of emerging technology trends and uptake in education.”
Six key trends, six significant challenges, and six developments in educational technology profiled in this report are poised to impact teaching, learning, and creative inquiry in K–12 education. The three sections of this report constitute a reference and technology planning guide for educators, school education leaders, administrators, policymakers, and technologists. These highlights capture the big picture themes of educational change that underpin the 18 topics:
- Advancing progressive learning approaches requires cultural transformation. Schools must be structured to promote the exchange of fresh ideas and identify successful models with a lens toward sustainability — especially in light of inevitable leadership changes.
- Learners are creators. The advent of maker spaces, classroom configurations that enable active learning, and the inclusion of coding and robotics are providing students with ample opportunities to create and experiment in ways that spur complex thinking. Students are already designing their own solutions to real-world challenges.
- Inter- and multidisciplinary learning breaks down silos. School curricula are increasingly making clear connections between subjects like science and humanities, and engineering and art, demonstrating to students that a well-rounded perspective and skill set are vital to real-world success.
- The widespread use of technology does not translate into equal learner achievement. Technology is an enabler but does not alone compensate for gaps in student engagement and performance attributable to socioeconomic status, race, ethnicity, and gender.
- Continuously measuring learning is essential to better understanding learners’ needs. Analytics technologies are providing teachers, schools, and districts with both individual and holistic views of student learning, informing strategies for serving at-risk and gifted populations.
- Fluency in the digital realm is more than just understanding how to use technology. Learning must go beyond gaining isolated technology skills toward generating a deep understanding of digital environments, enabling intuitive adaptation to new contexts and co-creation of content with others.
- Authentic learning is not a trend — it is a necessity. Hands-on experiences that enable students to learn by doing cultivate self-awareness and self-reliance while piquing curiosity. Virtual reality and makerspaces are just two vehicles for stimulating these immersive opportunities.
- There is no replacement for good teaching — the role is just evolving. No matter how useful and pervasive technology is, students will always need guides, mentors, and coaches to help them navigate projects, generate meaning, and develop lifelong learning habits. School cultures must encourage, reward, and scale effective teaching practices.
- Schools are prioritizing computational thinking in the curriculum. Developing skills that enable learners to use computers to gather data, break it down into smaller parts, and analyze patterns will be an increasing necessity to succeed in our digital world. While coding is one aspect of this idea, even those not pursuing computer science jobs will need these skills to work with their future colleagues.
- Learning spaces must reflect new approaches in education. The pervasiveness of active learning pedagogies is requiring a shift in how learning environments are being designed. Emerging technologies such as making, mixed reality, and the Internet of Things are requiring more flexible and connected plans.
COSN Ed Tech Next Report (to replace Horizon Report)
Findings demonstrate that schools employing a 1:1 student-computer ratio and key implementation factors outperform other schools, and reveal significant opportunities for improving education return on investment (ROI) by transforming teaching and learning. An analysis of the Project RED data revealed seven major findings of interest to schools embarking on or already administering a technology implementation. Attention to these findings can help schools achieve a higher degree of success.Read the full report.
Our research project had unprecedented scope, breadth, and depth:
997 schools, representative of the U.S. school universe, and 49 states and the District of Columbia
11 diverse education success measures
22 categories of independent variables, with many subcategories
Comparison of findings by student-computer ratios (1:1, 2:1, 3:1, etc.)
Comprehensive demographic data correlated to survey results
Given the array of factors and variables, a variety of analysis techniques were required, including regression analysis, principal component analysis, and predictive modeling. The survey was augmented by interviews and additional information, generously provided by school and district administrators.
Key Implementation Factors Technology Integration
The study identified and prioritized factors that make K-12 technology implementations more successful than others. These factors are (in ranked order of effectiveness):
- Intervention classes: Technology is integrated into every intervention class period.
- Change management leadership by principal: Leaders provide time for teacher professional learning and collaboration at least monthly.
- Online collaboration: Students use technology daily for online collaboration (games/simulations and social media).
- Core subjects: Technology is integrated into core curriculum weekly or more frequently.
- Online formative assessments: Assessments are done at least weekly.
- Student-computer ratio: Lower ratios improve outcomes (i.e., 1:1).
- Virtual field trips: With more frequent use, virtual trips are more powerful. The best schools do these at least monthly.
- Search engines: Students use daily.
- Principal training: Principals are trained in teacher buy-in, best practices, and technology-transformed learning.
In the absence of definitive guidelines for screen time limits, BVSD looks to resources such as Common Sense Media’s Screen Time page and the American Association of Pediatrics for guidance. Additionally, we also have curated screen time research (posted on our BVSD 1:Web page) to help our community create opportunities for conversations.“There is tremendous opportunity for students using screened devices in the right context and with the right content to achieve amazing learning benefits. Devices allow students to collaborate on digital projects, connect and exchange ideas with other learners across the globe, or manipulate the physical world by programming robots to act out scenes and navigate obstacle courses. Through such examples, we learn a screen can be an appropriate means to an end, empowering student learning along the way.” ¹
¹Taylor, S. (2018, January 31). Enough With the Screen Time Scare! How to Be Sensible About Children’s Device Use. Retrieved from EdSurge website: https://www.edsurge.com/news/2018-01-31-enough-with-the-screen-time-scare-how-to-be-sensible-about-children-s- device-use
For further information and research regarding screen time, please explore the Padlet below.
“We need technology in every classroom and in every student and teacher’s hand, because it is the pen and paper of our time, and it is the lens through which we experience much of our world.” – David Warlick