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The world is becoming increasingly digital, and our classrooms are following suit. Schools are using technology as a means of keeping students engaged with the content and reducing their copier costs through paperless assignments. One way that schools are filling those needs is through 1:1 technology, or providing an individual device for each student to use. In some cases, these computers are only used at school. In others, students are allowed to take the technology home to complete assignments.

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Staff may be challenged in their beliefs of what instruction is and is not. Specifically, what does good instruction look like when students are using technology to learn? How does the technology enhance the learning? (Bebell & O'Dwyer, 2010).

Instruction and assessment should become more learner-focused, rather than teacher-directed (Bebell & O'Dwyer, 2010).

Teachers may need to address topics such as digital citizenship, time management, and multi-tasking strategies to their students alongside their teaching of the content and technology skills (Aufrichtig, 2014).

Staff may require professional development to build up their own technology skills before implementing the technology successfully into the classroom (Weston & Bain, 2010).

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Students who utilize technology at home for homework and extra practice are more likely to see academic gains than those peers who do not (Shapley, Sheehan, Maloney, & Caranikas-Walker, 2010).

One study showed that 7th grade students in their second year of 1:1 implementation showed significant gains on their state assessments in English/Language Arts (Bebell & O'Dwyer, 2010).

Other studies have shown that without proper training for staff, little to no positive impact was seen on student test scores after 1:1 technology was instituted (Weston & Bain, 2010).

Students will need to exercise self-control and discernment when utilizing their technology for work. Often our students have only used technology for fun. Learning how to use technology as a tool, rather than a toy, may be a challenge.

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1. It may be necessary to upgrade the bandwidth to accommodate the increase in devices accessing the internet.
2. An increase in access points (device that allows a device to access the internet) may also be necessary. Many schools have one access point for multiple classrooms. With an increase in devices accessing the internet, connectivity issues could occur if access points are increased.
3. An increase in devices may require classrooms to accommodate carts or charging stations.
4. There could be a significant financial cost associated with both upgrading the internet connection as well as purchasing the devices themselves. Some schools may qualify for grants to help offset the initial costs of going 1:1.

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In the short term, I believe that schools will continue to embrace 1:1 technology, but may not provide the proper training required for staff to be successful facilitators and managers of the new technology. However, with the growing amount of research and focus on this topic, the importance of training staff in the use of 1:1 technology will become a higher priority.
In the long term, I believe it will become increasingly difficult for poor, rural, and urban schools to acquire the technology to become 1:1. I worry that this will leave key demographics at a disadvantage in terms of college and career preparation. This may become yet another area of inequity in American schools.

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The biggest factor in successful implementation of 1:1 technology is teacher training (Bebell & O'Dwyer, 2010). School districts will need to invest in professional development to support staff as they navigate the management side of introducing new technology into their classroom routines.

Simply giving a laptop to a student and changing no other portion of instructional delivery will have little to no impact on student learning or achievement (Higgins, Xiao, & Katsipataki, 2012).

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Aufrichtig, A. (2014). Why digital citizenship is an opportunity for educators and students to learn together. EdSurge. Retrieved from https://www.edsurge.com/news/2014-10-20-why-digital-citizenship-is-an-opportunity-for-educators-and-students-to-learn-together

Bebell, D. & O’Dwyer, L.M. (2010). Educational outcomes and research from 1:1 computing settings. Journal of Technology, Learning, and Assessment, 9(1). 5-13.

Higgins, S., Xiao, X., & Katsipataki, M. (2012). The impact of digital technology on learning: a summary for the education endowment foundation. Education Endowment Foundation.Retrieved from https://larrycuban.files.wordpress.com/2013/12/the_impact_of_digital_technologies_on_learning_full_report_2012.pdf

Shapley, K. S., Sheehan, D., Maloney, C., & Caranikas-Walker, F. (2010). Evaluating the implementation fidelity of technology immersion and its relationship with student achievement. The Journal of Technology, Learning and Assessment, 9(4).

Weston, M.E. & Bain, A. (2010). The end of techno-critique: the naked truth about 1:1 laptop initiatives and educational change. Journal of Technology, Learning, and Assessment, 9(6). 5-10.