# data[].attributes.body
With my current group there were a lot of issues about what they were let to do online last year. Had I known better I would have introduced slower with lots more practice and expectation discussions.

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For each of my classes, one of the class jobs is technology management. They are responsible for checking out, and plugging in laptops at the beginning and end of each class period. This has really helped me save time!

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One strategy that helps me is stating my technology rules at the very beginning bu also asking the students if they would like to add to the list of rules. We will practice what needs to be done and stay consistent with it. I make sure the rules are bein implemented so the students don't try and slip.

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For some of my students that really struggle with directions and knowing what to do next, they have a peer helper (shoulder partner) who they can literally turn to and ask for help. There are also substitutes in the case the helper is absent.

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I wish I knew a better way to introduce the technology norms to younger students for them to understand at their level.

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My classroom has designated charging stations with labeled slots for each device. This ensures that devices are always charged and ready for use. I utilize helpers within each period to ensure all devices are stored and plugged up.

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One technology norm in my classroom is using headphones any time a digital assignment is assigned. This is to limit distractions and block outside noise from other computers.

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I have iPad helpers. Their job is to ensure all iPads are unplugged and sorted into the correct crate each morning. They also charge them at the end of every day.

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I saw a fantastic idea the other day for keeping track of computers, spots they go in, and cords that plug into THAT particular Chromebook. She used some of the Washi tape on the front edge of the Chromebook, on the slot of the base where it goes in, and then wrapped around the charging cord. She also prints off their 'check in cards' with their QR code to Clever. She then buys key labels with plastic covers and split rings. These hang on hooks by the classroom door. Kids identify their 'key' by their special washi tape. Works like a charm!

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It's hard to take this slowly because you have many things you want to do with technology. The younger the kid, the slower and more intentional you need to go. There's nothing like reteaching and overcoming wrong or bad habits.

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In my elementary classroom,

I rely heavily on every student using their assigned student number. Every student has an assigned number--by the alphabetical order of their last name. Their Chromebooks are numbered as are the slots in the charging cart. Student folders, book boxes, instructional tools--all numbered. Students keep their headphones in their book boxes on the back counter. The job helper--Chromebook Cart Concierge--checks the charging plugs/lights at the end of the day.

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In my elementary classroom, we introduce all of the technology rules/norms at the beginning of the year with a slide presentation and videos with examples and non examples of how to use, put away, etc. We practice everything from getting our devices, carrying them, putting them away, never on the floor or near drinks, etc. We practice with examples and some silly non examples. I do refreshers as needed and ALWAYS after the winter holiday break. The main rules are printed and posted on the Chromebook cart and students add their finger print and initials to our Chromebook Constitution.

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At the beginning of the year we set boundaries for our students on the technology they are able to use and what is not acceptable in our Culinary classroom. It took a lot of reminding this year to keep this consistent so next year we plan to add this a portion of their uniform grade so there is a more direct consequence to having phones our or earbuds in at inappropriate times.

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I wish I knew at the beginning of the year that with Lightspeed you can limit what the students have access to when working on independent work on their Chromebook. This keeps me from having to monitor 40 screens and feel like I'm playing whack-a-mole with off-task students.

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Technology Management in a Blended Learning Classroom

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Technology Management in a Blended Learning Classroom

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In my 8th grade Language & Literature classroom, each student is assigned their own laptop. One of the key technology norms we establish from day one is the expectation that devices must be brought to class fully charged each day. This is reinforced through daily reminders during dismissal and visual signs near the door that say, “Charge it before you park it!”

Students who consistently forget to charge their devices are assigned a tech accountability partner or given a checkout form to track their usage of the backup charging station. To maintain these norms, we revisit the expectations at the start of each grading period, and students help lead class discussions about why tech readiness matters. This process builds ownership and helps prevent class disruptions caused by uncharged devices.

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I set clear expectations for Chromebook use in my classroom. Before students receive their devices, we review the procedures together. For example, I teach them to “shutter” their Chromebooks (close the lid to about 45°) when I am talking, and they must ask for permission before using headphones. I also model how to transition from direct instruction to accessing online assignments, and we practice it as a class.

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Before I left for break, I labeled each Chromebook with a number and color coded the cords and spaces. I am hopeful that this and discussing and rehashing expectations at the first of the year will provide clarity to my students and an organized cart for us to use.

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Headphone use was a problem for me this year. Some students lost or destroyed headphones and others would turn the volume all the way down thinking they didn't need to listen to the instructions. Enforce better headphone rules next school year.

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In a PreK classroom, it is important to keep it simple. They are little kids, with little hands. Everything has to be easily accessible. I keep their headphones in a basket that is labeled with their name and QR code for ClassLink. Their iPads are labeled with their names and kept in an area that is easy for them to locate and access their iPad.

I use pictures to provide support for accessing their technology choices.

The technology station is a clearly defined space and students have access to cushions for sitting, lap desks if they choose, or plenty of space to lay or sit in any way that is comfortable to them that allows them to be engaged.

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Students are not required to work on technology, but it is should be an option. Some students abuse their privilege therefore must use other means of instruction or work. I find my students would not want to abuse the right to use the technology because it was often fun and engaging.

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Each student has their own device labeled with their name. We have a charging cart where all devices go. The manager for each group is in charge of passing out devices in the morning and plugging them into the cart at the end of the day.

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When I started teaching and using technology, I wish I knew the amount of planning and management that went along with keeping it all together and organized. I never realized how concise your routines and procedures had to be in order for it all to run smoothly and effectively.

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Each student is assigned a Chromebook and is responsible for plugging it in at the end of each class. They also inspect it at the beginning of class so if anything is wrong with it can be reported before they use it and is responsible for the issues.

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I wish I had known the power behind setting norms as a class as well as starting slow and working up from there.

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I wish I had spent more time setting expectations and procedures. I also need to think add things to my instruction based on some misunderstandings that happened in previous lessons.

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I wish I had known the importance of setting clear expectations and routines for device from day one. I assumed students would naturally use tech responsibly and efficiently.

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Posters and screen signs "Lids Down", "Screens 45 degrees" are displayed as quick reminders.

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I have a charging cart in my classroom, I went through and labeled them 1-30. At the beginning of the year I give each student a number for the year. Everything in the classroom is labeled the same way. In the morning they grab their number and at the end of the day they put it back in the correct tray and plug it in. I have a student helper that is responsible to make sure all chromebooks are back and plugged in, if one is missing they let me know what number and I remind that student to put it on the charger

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Make sure instructions are posted and that there are also voice recordings with the instructions. Students should also have quick access to the teacher via signal in case they still need help. Peers are also a valuable resource to help one another.

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I have been using 1 to 1 iPad this year, but next year we are going to Chromebooks and only 12. With the iPads I wish I would have taken the time to teach the students to troubleshoot the problems they would come into. Toward the year I had a few students who knew what to do and they were the tech helpers. I wish I would have implemented that at the beginning of the year.

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I usually would be able to work out who was off task( first graders), and I would warn once then they would loose the privilege for that time period. When we would need to use technology next time I would have them near me or where I could see them from my spot in the room.

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I have two device stations to avoid congestion. Students have an assigned place where their computer goes. Students grab their computers as they come in during breakfast. At the end of the day, they put up their computers. I have a tech helper that ensures all computers are plugged in to charge. 

# data[].attributes.subject
I have two device stations to avoid congestion. Students have an assigned place where their computer goes. Students grab their computers as they come in during breakfast. At the end of the day, they put up their computers. I have a tech helper that ensures all computers are plugged in to charge. 

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I have a lot of new comers that have never used technology so I always buddy them up with a another student untils they get how to use the thier technology.

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The creating, introducing, and implementing norms are easy processes for me. I feel that the maintaining norms can be a struggle at times. On a regular basis- no problems. But when we get to the testing chunks of time- it's like they know that I need to buckle down and get things done. The students know that I might let a little extra slip because I am focused and under a time crunch. Then, realing them back in can be a challenge.

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I have never been the best about posting classroom expectations for myself and students to easily refer to. With that being said, I plan to create Canva slides that are used regularly, based on the expectations for each specific class and the environment needed to be successful that day.

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The most important to have in mind with technology is time. Having this in your class will allow everyone to get a chance to use technology in some way and that way every students completes the assigned work or time on a school program.

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My fifth graders are extremely internet-savvy. In other classes, they are given "free time" where they immediately go to YouTube and access whatever they like to watch outside of school. Wow... there is so much out there that I wasn't aware of. I wish I knew how to set the expectations for what is appropriate to view at school before the year begins.

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I have a couple of students who are responsible for making sure the Chromebooks are plugged into their spots at the end of the day. Another couple of students ensures we have all of our headphones returned and neatly stored. We also allow our fifth graders to carry their Chromebooks in "Chromebook bags". I have several students in charge of neatly storing them and cleaning them out at the end of each day. Students are allowed to get what they need at the beginning of the class day as they finish their breakfasts.

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We have a class computer cart that hold laptops and the chargers. The cart stays plugged in. Students are suppose to plug in their assigned laptop when returning laptops to the cart. However, there have been times when it has come unplugged. Sometimes I don't realize right away. I need to have a tech person for each period to ensure all laptops are back, properly plugged in and ready for the next period.

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I wish I had known how important it is to teach digital routines explicitly and consistently, just like any other classroom procedure. I underestimated how much time it takes for young students to learn how to care for devices, navigate apps independently, and understand when technology should and shouldn't be used. Starting with clear tech expectations and practicing them daily would have made the transition smoother.

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To manage numerous devices in my classroom, I assign tech managers who help distribute and return tablets to the charging station. Devices are numbered and assigned to specific students to build responsibility.

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To ensure equitable access to devices and connectivity, I assign each student a dedicated tablet for consistency and responsibility. For students with limited internet access at home, I coordinate with the school to provide hotspots or printed alternatives. In class, I rotate small groups so all students have equal time on devices, and I monitor usage to make sure everyone gets fair opportunities to engage with digital tools.

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To develop and maintain technology norms, I co-create rules with students using positive language and visual aids in both English and Spanish. We model and role-play correct tech behavior, like handling tablets with care and knowing when to use them. Norms are posted visibly and revisited regularly.

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I wish I knew a better way to introduce norms. It is a very long process with younger students. 

# data[].attributes.subject
I wish I knew a better way to introduce norms. It is a very long process with younger students. 

# data[].attributes.body
Before I introduce technology it is important to know how much knowledge your students have of PROPERLY handling and using technology. I used to assume because they have used it, they know how to handle it. Now I know better.

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I wish I would of thought about providing a checklist for students to complete daily about the computer they use. I have always assigned numbers but this year I had so many computer issues it was hard to keep to the number system.

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Each student is assigned a number.

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We have a classroom cart students use, they have a number assigned to them. I am always available before and after school, if students need to complete work.

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Having assigned numbers and going over expectations. Make sure you stick to those expectations all year, no slacking.

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I wish that I would have thought to poll the students to determine their level of understanding when it came to technology. As a middle school teacher (coach now), I worked under the assumption that students knew more about using a laptop than they actually did. The first year we were given Chromebooks, I thought students would be familiar with that level of technology as well as the apps that we commonly use in the district. I learned quickly that students needed some additional lessons on the laptop and applications at the beginning of the year if they were going to be successful using that technology the rest of the year.

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The first year that I had a laptop cart in my classroom, it was a complete disaster. Again, I should have known better than to assume organization would come naturally. Colored tape, designated numbers and check out sheets quickly became the strategies that worked best when balancing 6 periods of students that share laptops throughout the day.

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We have done both carts and one to one with Chromebooks at the middle school level. We have since gone back to the use of carts and only issue laptops to high school students. Using the carts has created some issues while using Windows based laptops since the memory quickly fills up with so many user profiles. Our district is moving to Chromebooks only next year so that all students are sure to have equal access to the technology that we are using each day.

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Our teachers use technology almost daily right now, but we hope to increase the use of a blended approach in the new school year. This will require new norms to be established. I like the idea of creating those norms with students. They understand that these devices are there to support their learning, why not getting them involved with the creation of the norms to ensure maximum buy-in?

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I like having "class techs" that ensure all devices are charged at the end of the day. They can also serve the role as a helper if someone has trouble with their device. However, this year I plan to implement troubleshooting videos where they can even view from a classroom device in hopes they can be a problem solver. Also, it's important for students to have their login info easily accessible and the teacher to also have an on-hand copy (without having to go look it up) just in case they forget.

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At the beginning of the school year, I set clear expectations and procedures on how, when, and why we use technology in our class. I ask my students to create several posters containing the expectations when using technology as well as the consequences for using technology incorrectly. I consistently remind students to begin their 1-to-1 technology charged and ready to use for every lesson. I also send reminders via Remind and MS Teams.

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I wish I had known about establishing class norms specifically for technology. I would have saved a lot of precious time from trial and error. I also hope I have employed a system for technical issues, so I did not have to spend instructional time fixing computer problems.

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I wish I knew that in order for students to have a clear understanding of your expectations and rules, you need to spend the first few weeks of school going over and over them. Don't assume that they know what to do.

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I have a folder that has each class period with the number of the computer and the student that is assigned to that computer. I also have a classroom job that is assigned to a student to make sure that all computers are plugged in and in the right spot.

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We have a Cow that has a computer for each student

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My strategy in developing and maintaining technology norms is to set clear and concise expectation and make sure that for the first few weeks of school to go over and over these. I go over these expectation whenever we get a new student. Usually I have a student explain it.

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A huge struggle we have in my class is dying ipads. I have developed a system with my students where they check the percentage of battery life on their ipad. If it is below 80, they turn it in to me to charge. This ensures that every ipad stays charged enough to get through the day.

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For each group there is an assigned leader who knows technology well. While I am pulling small groups students are able to go to their group leader to ask for help with anything.

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This school year I wasn't able to use the same set up as last year since I didn't have the cart to go with the devices. I used racks that were labeled with colored number dots that matched the same dot on their devices. The charging cords had the same colored velcro with the number to match the space where their device should go. I kept everything very well organized to make it easy for the kinder students to get it and put it away themselves. At the end of the day I had a helper to double check that all ipads were connected to the charger.

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Facing all the computer to where you can see their screen to mke sure students are on task nd assign leader to keep everyone on task.

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In our school students have the opportunity to have a computer for each one of them so this will make it easy to have equity connectivity for everyone. One thing that helps to mke sure everyone gets a chance to logged in, is having access to their username and password because sometimes students may forget it.

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HAving two students assigned to help make sure computers are complete and charged for thenext day.

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Before introducing technology, I wish I had gone over the norms and expectations more. I spent alot of time last year trying to manage and keep up with student work on their devices.

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Each device needs to be numbered and each student assigned a specific number. Assigning a Tech helper is a great way to ensure devices are cared for and properly put away each day.

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Ensure all directions are written or posted somewhere students can easily access if they need to go back and start over. Have go to tech helpers that can help students when they are have troubles.

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Allow students to be a part of creating the norms and expectations. Chances are they already know and allowing them to be a part of the process gives them some accountability when using devices.

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With consistent expectations technology can be a great asset. Last year I struggled with being consistent and following thru with behaviors relating to technology.

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Students sign in with their QR codes. They decide which activity they decide to do first. If they get stuck, they are encouraged to ask assistance from another student or two. Then they are welcome to come to me for help.

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I was lost last year because of being a late hire. I wish I had known we had a way to monitor student devices. I will be using that this year.

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All of our students have devices, until they don't. (They get confiscated, broken, lost, left in Mexico - that happened.) I just need to figure out what to do when a student doesn't have his device.

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Have a plan or routine for when all student computers prompt password reset. This usually occurred when we returned from a long break such as winter break.

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I used book bins for computer storage. Every student had their own assigned spot with an assigned charger. I had two students check devices at the end of the day to ensure they were plugged in the correct spot.

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We are a one-to-one campus. The only time we had issues were if someone's Chromebook would not connect to the internet. Then they would usually pair up with their neighbor.

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Set ground rules and discuss consequences. I always gave real life examples (student names were not mentioned). I gave examples of fines for specific damage.

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A great way to help with accountability is to develop a class contract together and keep it displayed for all learners to see. There could also be the development of individual contracts that are discussed between teacher and students, then signed by the students. Another accountability would be to extend this contract to the parents to communicate expectations and have the parents sign the contract.

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I have assigned a name and code to every student's iPad, and my assistant checks all devices at the end of class to ensure that they are turned off, plugged in, and still functioning properly.

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I wish I had a list of troubleshooting tips for helping students with login issues before we started using tech in the classroom. I also wish I had a plan for charging student computers, especially toward the end of the day.

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In the past, several classrooms would share a computer cart, and students/teachers would sign out a computer for the period. This year, our district has decided that since we are 1:1 with student devices, teachers will no longer have classroom computer for loan. So any procedures will focus around when it is appropriate to have your computer out and open.

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We are 1:1 with student devices. Students whose computers are lost or broken will have a chance to check one out from the library. Teachers will also need to be ready to provide paper alternatives for students with no technology.

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I would like my students to help with the creation of expectations in regards to use of devices.

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At the beginning of the year before devices are distributed, I set clear expectations of what it should look like to use or devices, including do's and dont's while on devices. I do remind them our devices are a privilege that can be lost.

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I wish I knew how to introduce technology to my special education students, especially those who are nonverbal. Although I provide visuals, I feel like there should be a short video or an additional component.

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My school is departmentalized from K - 5th grade. This can be challenging especially for the younger grades because there is so much that needs to travel with them from class to class that adding that cart of devices to push around, (as simple as it might sound) could be challenging. My grade level is going to try having the iPads stored in our homerooms and using them instead as a community iPad to share amongst the students. They will have a QR code to scan when they need the iPad to use in class that will be able to log them into the iPad with their information.

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Discuss the 1st day when and how you want technology handed out and taken up each day. Discuss on the 1st day when it is acceptable to open a computer and if they don't follow instructions, they lose privilege for the day. It is a mark in the behavior chart as well.

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1 person at the group was responsible for picking up and handing out devices daily. Devices were charged daily and they carried them all day. If forgotten in 1 class they got a mark in the behavior chart and had to work on paper the rest of the day. They got the device back the last 20 min of the day so it could charge over night.

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At the start of the year, my students and I create our technology norms together so they have ownership in following them. We make “I can” posters for each station, model the right and wrong way to use devices, and practice routines like screen sitting up at all times, volume off, and proper storage. I also will have “Tech Helpers” this year, who assist with handing out devices and helping students. We revisit the norms often, especially after breaks, to keep expectations fresh and consistent.

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I wish I had known how important it is to teach and practice technology routines just like any other classroom procedure. At first, I assumed students already knew how to use devices responsibly, but taking the time to model expectations, set clear norms, and revisit them often makes a huge difference in keeping things running smoothly.

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I keep device stations close to my Teacher Table so I can monitor students while teaching. We practice clear routines for getting and putting away devices, and I have assigned “Tech Helpers” to help other students. This keeps things organized, reduces downtime, and helps prevent off-task behavior.

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I make sure every student has equal time on devices by building technology use into our station rotation, with a set schedule so no one is left out. If a student is absent, I try to adjust their schedule to give them make-up time.

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Two years ago I had to learn a lesson the hard way. Students know how to be sneaky with devices. They know how to open tabs when your not looking and they know how to get back on their assignment when you do look..... So now I trained myself to look at histories and to aggressively monitor better. It usually takes one person to get caught for some of them to know that you do not get off the platform you are suppose to be on! You have to be aware 100 percent what they are doing!!

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Not all the activities should be graded. 

# data[].attributes.subject
Not all the activities should be graded. 

# data[].attributes.body
I wish I knew that not all the activities that I uploaded should be grades. It took me a looot of time grading all of them.

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Norms, stay consistent and weekly jobs. 

# data[].attributes.subject
Norms, stay consistent and weekly jobs. 

# data[].attributes.body
Students want to be important in class. Giving them an important role as technology responsable, will help us to keep an order on technology.

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To help keep track of which computer belongs to who we numbered each computer and charging cord with colored washi tape. Each student is assigned a computer and number. When they are done using their computer; each student is responsible for putting their computer back in its correct spot and plug it in so it can charge.

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Each student has their own school issued chromebook that they carry when they rotate classes. This way we do not have to spend time finding the chromebooks or dealing with sharing computers and potential damage. We have a COW to charge and house devices.

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Each device has the student's name and class number on it.

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Classroom Device and Headphone Management Plan

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Classroom Device and Headphone Management Plan

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Teachers should involve students in setting clear, purpose-driven expectations that align with school policies and promote responsible use. Consistent modeling, positive reinforcement, and regular reinforcement of these norms help create a respectful and productive digital learning environment.