1:1 Laptop Program
Our vision for technology integration in learning is to enable our students to master 21st century skills for a constantly changing world.
Technology integration at SFS is curriculum driven and exists to prepare students to be ethical learners, who are self-monitoring, self-modifying, self-managing, self-evaluating, and self-directing.
There are many reasons that schools implement a 1 to 1 program.
At SFS we have 4 major aims of the program. These are to:
- Improve student academic achievement through the use of technology
- Assure equity in access to digital resources
- Prepare students for their future
- Enhance teaching and transform the quality of teaching
Is there any evidence that learning using a laptop increases teaching over traditional teaching methods?
Research from a long-term study of laptop initiatives shows a number of results, including increased independent inquiry-based learning
- Higher level instructional feedback
- Greater integration of subject areas
- Higher level of sustained writing
- More student discussion
- More performance assessment
- Increased hands-on learning
There is also evidence that students develop and practice unique meta-cognitive processes within a laptop environment, and that students engaged in properly developed laptop programs benefit academically and socially from the experience. Additional research indicates that:
- quality of writing improves
- classroom discussion increases
- quality of submitted work improves
- collaborative expertise improves
- organization improves
- motivation and commitment to work improves
- responses to learning situations improve
Apple Computers‘s own studies have concluded that "1:1 laptop initiatives like those in the state of Maine and Henrico County Public Schools continue to confirm the importance of technology in increasing student achievement and students’ sense of self. Schools involved in the laptop initiative are experiencing overall better academic performance than they did without the technology. When students feel better about learning, achievement increases."
- A vast resource for additional information other than what a teacher and a book provides in a traditional classroom.
- The ability to quickly download teacher handouts from a school online resource thereby saving the time, expense and the destruction of the world’s trees.
- The ability for students to expand the walls of their classroom and include other students and experts in the field in online educational discourse.
- The ability to visualize Mathematical applications through the use of school provided Math software providing students with a more thorough understanding of concepts presented in class.
- The ability to directly upload data from their heart rate monitors in P.E. class and import it into graph making programs giving them a visualization of their progress.
- The ability to simultaneously write documents with students through the use of an online wiki thereby also providing the ability for peer--editing of written work.
- The ability for students to quickly have their work shown on the classroom’s projection unit.
Yes, from August 2013 all students at SFS in ES G4, G5, BS Y6, Y7, Y8, Y9 and all MS and HS grades are required to have an approved laptop. The school recommendation for students’ computers should provide three years of solid use.
If a student computer is broken, the school will provide “loaner” computers that can be used for the period of time that the computer is not useable. The school can help facilitate with repair options for those computers that are purchased through the school and its
vendors, and advise, facilitate out of warranty repairs. Parents are ultimately responsible for repairing their computer in a timely manner. Currently, a student will check out and check in loaner laptops daily with a maximum use of a loaner for 4 calendar days. Loaner computers must be checked in and out of the IT office daily. You can read our Loaner Laptop Guidelines here.
traffic and social gathering areas as well as 1 -1 classrooms. Students will need to have their laptop’s power supply at school. It is vitally important that students remember to bring the laptop to school and they do so with a fully charged battery.
Apple computers are covered for one year for all manufactured defects. They are not covered for misuse or loss.
Can the SFS network handle the load of every student and teacher using a laptop and connecting to the Internet?
As defined by Metiri Group, our one to one laptop, project consultants.
Creativity is defined at two important levels: that which is culturally significant, and that which is personally or organizationally significant. Both hold great value. Human social, emotional, and intellectual development has been driven by creativity. Perhaps more than any other human quality, creativity has left permanent and lasting marks on cultures worldwide – and it is at the very heart of the knowledge-based age. In order to be creative at the cultural or organizational level, one must first be an expert in that field, something few of students are at their young ages. Creativity in K-12 students is typically at the personal level.
Teaming and collaboration refer to the abilities to cooperate as a member of a highly
successful group, to interact smoothly with others and to work together with one or more people to achieve a goal. In the business and education sectors, a growing appreciation of the value of cooperation and collaboration tempers the previous emphasis on competition and individualism. Succeeding in a knowledge-based society, in which decision-making takes place across organizational levels, requires teaming and collaboration skills.
“Critical thinking is the use of those cognitive skills or strategies that increase the probability of a desirable outcome.”
Critical thinking is often used as an umbrella concept that includes many of the other kinds of thinking listed below. The key is that the critical thinker does not just make decisions. He or she uses specific strategies to ensure that their decisions are of the highest quality and as close to objective truth as possible.
Problem solving is usually described as the process of designing a solution that gets you from where you are to some other desired state or objective. Problem solving, while included in virtually all thinking frameworks as a discrete skill, also exists as a separate construct in specific content areas. For example, mathematical problem solving is described by NCTM as “…engaging in a task for which the solution is not known in advance. Good problem solvers have a "mathematical disposition"--they analyze situations carefully in mathematical terms and naturally come to pose problems based on situations they see.” Scientific problem solving, too, has a specific slant and is usually defined in terms of the scientific method; observation, hypothesis, testing, modification or confirmation. Problem solving is an approach defined as central in fields as disparate as painting and improvisational theater as well. The National Standards for Arts Education includes the following:
“Students initiate, define, and solve challenging visual arts problems independently…”
Creative thinking is the process of generating responses or solutions that meet two criteria: originality and functionality. Edward deBono, the author of the CORT thinking skills program mentioned earlier, defines creative thinking as “lateral thinking.” Lateral thinking refers to thinking that is concerned with generating as many new ideas as possible. As deBono puts it, “Vertical thinking is concerned with digging the same hole deeper. Lateral thinking is concerned with digging the hole somewhere else.”
The concept of creativity as a personal quality has been promoted and developed by cognitive scientists to the point where we have included creativity as a separate skill area in our model.
Decision making is usually defined as selecting the best possibility from a number of alternatives. Diane Halpern describes four components of decision making. These include:
1. Formulation or refinement of the problem
2. Generating alternatives
3. Evaluating alternatives
4. Identifying a solution
Beyond this simple list there lies another level of more specific skills that students must master in order to become effective thinkers. What those are, specifically, depends on the framework that you adopt. Here are a few samples from well-designed frameworks with specific skills.
There is wide acceptance of the fact the students today will face a world of rapid change and only those who are able to learn independently and adapt to those changes will thrive in this environment. In recent surveys of business leaders regarding characteristics that are most needed and valued in their employees, the ability to learn on one’s own is always near the top of the list. This ability to set goals, work independently towards the accomplishment of those goals and accurately evaluate the products of your work is referred to as self-direction.
Media and Visual Literacy:
Media and Visual Literacy is the ability to interpret, use, appreciate, and create images and video using both conventional and 21st century media in ways that advance thinking, decision-making, communication, and learning. To “interpret, use, appreciate, and create images and video,” it is necessary to understand the four basic ways in which people are impacted by visuals: emotional, psychological, physiological, and cognitive. Knowing how to evoke such reactions is required if one is to become an informed consumer, user, and producer of visuals.
The Cognitive: The combination of the text, graphics, and images in ways can enable the viewer to ‘see’ the message or story presented through visual media. This is the visual explanation of the media.
The Emotional: Visual images trigger emotions and common experiences that words alone do not. According to Donald Hoffman, the eye creates what we see according to a set of definite rules. Understanding these rules enables the writer to communicate more effectively with audiences. Ann Barry, in Visual Intelligence, discusses how emotions can be provoked by changes in camera angles: “A frame that depicts the viewpoint looking down from above, for example, signals detachment; the view from below evokes a feeling of smallness and fear; an eye-level view suggests realism…the frame itself evokes a perceptual response: a narrow panel creates a sense of confinement; a wide frame suggests a space to move”
The Physiological: Visuals in still or animated forms sometimes evoke viewers physically. In video format the physical reaction is often due to the nature of the cuts, the motion, or other visceral factors (e.g., motion sickness from a video of a rollercoaster).
Psychological (The Gestalt): The gestalt is the ability of humans to weave discrete artifacts into a whole, to take in multiple images (or a series of images) and see the whole.
Global Awareness is the recognition and understanding of interrelationships among international organizations, nation-states, public and private economic entities, socio-cultural groups, and individuals across the globe. Students who are globally aware are knowledgeable about the connectedness of the nations of the world historically, politically, economically, technologically, socially, linguistically and ecologically. Understand that these interconnections can have both positive benefits and negative consequences. Understand the role of the United States in international policies and international relations. Are able to recognize, analyze and evaluate major trends in global relations and the interconnections of these trends with both their local and national communities. Understand how national cultural differences impact the interpretation of events at the global level. Understand the impact of ideology and culture on national decisions about access to and use of technology. Participate in the global society by staying current with international news and by participating in the democratic process.