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Initial costs of buying Chromebooks for the entire district is

1,320,000

Cost every year to replace Chromebooks

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http://www.aps.edu/rda/documents/2008-2009-publications/Impact_of_Sub_Teachers_on_Achievement_Review_Jan-2009.pdf

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http://www.broadband.mt.gov/Documents/Survey%20Results%20Final.pdf

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Computer Vision Syndrome, also referred to as Digital Eye Strain, describes a group of eye and vision-related problems that result from prolonged computer, tablet, e-reader and cell phone use. Many individuals experience eye discomfort and vision problems when viewing digital screens for extended periods. The level of discomfort appears to increase with the amount of digital screen use.

The most common symptoms associated with Computer Vision Syndrome (CVS) or Digital Eye Strain are

eyestrain

headaches

blurred vision

dry eyes

neck and shoulder pain

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Computer Vision Syndrome, also referred to as Digital Eye Strain, describes a group of eye and vision-related problems that result from prolonged computer, tablet, e-reader and cell phone use. Many individuals experience eye discomfort and vision problems when viewing digital screens for extended periods. The level of discomfort appears to increase with the amount of digital screen use.

The average American worker spends seven hours a day on the computer either in the office or working from home. March is Save Your Vision Month and the American Optometric Association is working to educate both employers and employees about how to avoid digital eye strain in the workplace. To help alleviate digital eye strain, follow the 20-20-20 rule; take a 20-second break to view something 20 feet away every 20 minutes.

Click here for helpful infographics about the 20-20-20 rule and digital eye strain.

The most common symptoms associated with Computer Vision Syndrome (CVS) or Digital Eye Strain are

These symptoms may be caused by:

poor lighting

glare on a digital screen

improper viewing distances

poor seating posture

uncorrected vision problems

a combination of these factors

The extent to which individuals experience visual symptoms often depends on the level of their visual abilities and the amount of time spent looking at a digital screen. Uncorrected vision problems like farsightedness and astigmatism, inadequate eye focusing or eye coordination abilities, and aging changes of the eyes, such as presbyopia, can all contribute to the development of visual symptoms when using a computer or digital screen device.

Many of the visual symptoms experienced by users are only temporary and will decline after stopping computer work or use of the digital device. However, some individuals may experience continued reduced visual abilities, such as blurred distance vision, even after stopping work at a computer. If nothing is done to address the cause of the problem, the symptoms will continue to recur and perhaps worsen with future digital screen use.

Prevention or reduction of the vision problems associated with Computer Vision Syndrome or Digital Eye Strain involves taking steps to control lighting and glare on the device screen, establishing proper working distances and posture for screen viewing, and assuring that even minor vision problems are properly corrected.

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What causes Computer Vision Syndrome or Digital Eye Strain?

Viewing a computer or digital screen often makes the eyes work harder. As a result, the unique characteristics and high visual demands of computer and digital screen device viewing make many individuals susceptible to the development of vision-related symptoms.

Uncorrected vision problems can increase the severity of Computer Vision Syndrome or Digital Eye Strain symptoms.

Viewing a computer or digital screen is different than reading a printed page. Often the letters on the computer or handheld device are not as precise or sharply defined, the level of contrast of the letters to the background is reduced, and the presence of glare and reflections on the screen may make viewing difficult.

Viewing distances and angles used for this type of work are also often different from those commonly used for other reading or writing tasks. As a result, the eye focusing and eye movement requirements for digital screen viewing can place additional demands on the visual system.

In addition, the presence of even minor vision problems can often significantly affect comfort and performance at a computer or while using other digital screen devices. Uncorrected or under corrected vision problems can be major contributing factors to computer-related eyestrain.

Even people who have an eyeglass or contact lens prescription may find it's not suitable for the specific viewing distances of their computer screen. Some people tilt their heads at odd angles because their glasses aren't designed for looking at a computer. Or they bend toward the screen in order to see it clearly. Their postures can result in muscle spasms or pain in the neck, shoulder or back.

In most cases, symptoms of CVS or Digital Eye Strain occur because the visual demands of the task exceed the visual abilities of the individual to comfortably perform them. At greatest risk for developing CVS or Digital Eye Strain are those persons who spend two or more continuous hours at a computer or using a digital screen device every day.

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How is Computer Vision Syndrome or Digital Eye Strain diagnosed?

Computer Vision Syndrome, or Digital Eye Strain, can be diagnosed through a comprehensive eye examination. Testing, with special emphasis on visual requirements at the computer or digital device working distance, may include:

Patient history to determine any symptoms the patient is experiencing and the presence of any general health problems, medications taken, or environmental factors that may be contributing to the symptoms related to computer use.

Visual acuity measurements to assess the extent to which vision may be affected.

A refraction to determine the appropriate lens power needed to compensate for any refractive errors (nearsightedness, farsightedness or astigmatism).

Testing how the eyes focus, move and work together. In order to obtain a clear, single image of what is being viewed, the eyes must effectively change focus, move and work in unison. This testing will look for problems that keep your eyes from focusing effectively or make it difficult to use both eyes together.

This testing may be done without the use of eye drops to determine how the eyes respond under normal seeing conditions. In some cases, such as when some of the eyes' focusing power may be hidden, eye drops may be used. They temporarily keep the eyes from changing focus while testing is done.

Using the information obtained from these tests, along with results of other tests, your optometrist can determine if you have Computer Vision Syndrome or Digital Eye Strain and advise you on treatment options.

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How is Computer Vision Syndrome, or Digital Eye Strain treated?

Solutions to digital screen-related vision problems are varied. However, they can usually be alleviated by obtaining regular eye care and making changes in how you view the screen.

Eye Care

In some cases, individuals who do not require the use of eyeglasses for other daily activities may benefit from glasses prescribed specifically for computer use. In addition, persons already wearing glasses may find their current prescription does not provide optimal vision for viewing a computer.

Eyeglasses or contact lenses prescribed for general use may not be adequate for computer work. Lenses prescribed to meet the unique visual demands of computer viewing may be needed. Special lens designs, lens powers or lens tints or coatings may help to maximize visual abilities and comfort.

Some computer users experience problems with eye focusing or eye coordination that can't be adequately corrected with eyeglasses or contact lenses. A program of vision therapy may be needed to treat these specific problems. Vision therapy, also called visual training, is a structured program of visual activities prescribed to improve visual abilities. It trains the eyes and brain to work together more effectively. These eye exercises help remediate deficiencies in eye movement, eye focusing and eye teaming and reinforce the eye-brain connection. Treatment may include office-based as well as home training procedures.

Viewing the Computer

Proper body positioning for computer use.

Some important factors in preventing or reducing the symptoms of CVS have to do with the computer and how it is used. This includes lighting conditions, chair comfort, location of reference materials, position of the monitor, and the use of rest breaks.

Location of computer screen - Most people find it more comfortable to view a computer when the eyes are looking downward. Optimally, the computer screen should be 15 to 20 degrees below eye level (about 4 or 5 inches) as measured from the center of the screen and 20 to 28 inches from the eyes.

Reference materials - These materials should be located above the keyboard and below the monitor. If this is not possible, a document holder can be used beside the monitor. The goal is to position the documents so you do not need to move your head to look from the document to the screen.

Lighting - Position the computer screen to avoid glare, particularly from overhead lighting or windows. Use blinds or drapes on windows and replace the light bulbs in desk lamps with bulbs of lower wattage.

Anti-glare screens - If there is no way to minimize glare from light sources, consider using a screen glare filter. These filters decrease the amount of light reflected from the screen.

Seating position - Chairs should be comfortably padded and conform to the body. Chair height should be adjusted so your feet rest flat on the floor. If your chair has arms, they should be adjusted to provide arm support while you are typing. Your wrists shouldn't rest on the keyboard when typing.

Rest breaks - To prevent eyestrain, try to rest your eyes when using the computer for long periods. Rest your eyes for 15 minutes after two hours of continuous computer use. Also, for every 20 minutes of computer viewing, look into the distance for 20 seconds to allow your eyes a chance to refocus.

Blinking - To minimize your chances of developing dry eye when using a computer, make an effort to blink frequently. Blinking keeps the front surface of your eye moist.

Regular eye examinations and proper viewing habits can help to prevent or reduce the development of the symptoms associated with Computer Vision Syndrome.

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Computer Vision Syndrome, also referred to as Digital Eye Strain, describes a group of eye and vision-related problems that result from prolonged computer, tablet, e-reader and cell phone use. Many individuals experience eye discomfort and vision problems when viewing digital screens for extended periods.

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The name for eye problems caused by computer use is computer vision syndrome (CVS). CVS is not one specific eye problem. Instead, the term encompasses a whole range of eyestrain and pain experienced by computer users. Research shows computer eye problems are common. Somewhere between 50% and 90% of people who work at a computer screen have at least some symptoms of eye trouble. In addition, Kids who stare at portable video games or who use computers throughout the day at school also can experience eye problems related to computer use, especially if the lighting and computer position are less than ideal. http://www.webmd.com/eye-health/computer-vision-syndrome

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If everything is kept in the "cloud" or on a hard drive, what happens when it crashes?

Hard copies will always be important.

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A major federal study of reading and mathematics software has found no difference in academic achievement between students who used the technology in their classrooms and youngsters who used other methods.

The $10 million study of 15 educational software products is the most extensive federal study yet to follow methods that the U.S. Department of Education considers scientifically rigorous.

The report on the first year of a two-year study is expected to be presented today to Congress, which commissioned the study in the No Child Left Behind Act. The report is slated to be posted on the Education Department's Web site tomorrow, according to sources.

The lead researcher for the study was Mark Dynarski of Mathematica Policy Research Inc., an independent, for-profit research organization based in Princeton, N.J. Also taking part was the Menlo Park, Calif.-based SRI International Inc.

"Because the study implemented products in real schools and with teachers who had not used the products, the findings provide a sense of product effectiveness under real-world conditions of use," the report says.

The study followed an experimental design that was drawn up with the help of leading education researchers and vetted by the Education Department's Institute for Education Sciences.

Software products were selected in four categories: 1st grade early reading, 4th grade reading comprehension, 6th grade pre-algebra, and 9th grade algebra. While the companies involved will receive results for their own products, the public will see only aggregated findings for the four categories of programs.

The products were chosen from more than 160 products submitted in 2003 by their developers. One selection criteria was that the product had shown previous evidence of effectiveness.

The developers or publishers of the software are well-known in K-12 education: PLATO Learning Inc., Carnegie Learning Inc., Houghton Mifflin Co., Scholastic Inc., iLearn, Leapfrog Schoolhouse, Autoskill International Inc., Pearson PLC, and Headsprout Inc.

Test Scores Compared

The study compares classes overseen by teachers who used the technology-based products with those of other teachers who used different methods. Those other approaches also included the use of technology in some cases, though the selection team tried to avoid schools that used technologies similar to the ones being studied.

Student achievement in math or reading was measured by standardized-test scores, with complete data collected for 9,424 students.

The study team recruited the school districts, favoring districts that had low student achievement and large proportions of students in poverty. Researchers sought districts and schools that did not already use products like those being studied.

The school districts identified schools, based in part on their having adequate technology infrastructure and being involved in other initiatives.

The finding of no gains from the software is sure to complicate the efforts of advocates of technology in education, who are lobbying the Bush administration and members of Congress to continue providing millions of dollars annually in support for classroom technology.

The release of the study will take place about a year after its original target of spring 2006. It appears at a time when the Education Department officials are speaking more about education technology than they have in recent years.

Several officials, including Education Secretary Margaret Spellings, have commented recently that the public has not seen much of a return on the federal government's investments of millions of dollars in grants to states and school districts for educational technology.

The findings may be disturbing to the companies that provided their software for the trial. As rumors spread this week about the study's findings, companies revived old complaints about how the study has been conducted-particularly the government's decision not to disclose individual performance results for the 15 computerized curriculum packages being studied.

Company officials point out that the blended findings also blur the results for any specific software product, which may have fared better than others in its category.

Random Assignment

Teachers who volunteered for the trial in the selected schools were randomly assigned to use the products or not. The teachers were expected to be equivalent in their teaching skills in both groups, the report says. All told, 439 teachers took part in 132 schools.

Teachers who used the software products implemented them as part of their reading or math instruction. Teachers in the control group were expected to teach reading or math as they would have normally, possibly using some form of technology.

How well the technology is implemented is a critical question in any evaluation, so the study placed trained classroom observers to assess the quality of implementation of the products.

Each classroom was visited three times during the school year, with observers following a common format for their observations. The teachers were also interviewed about implementation issues and filled out questionnaires.

Technical glitches and similar problems cropped up-unavoidable in educational technology-but were mostly of the minor variety and were easily corrected or worked around. Nearly all the teachers said they would use the products again.

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Federal Study Finds No Edge for Students Using Technology-Based Reading and Math Products

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A major federal study of reading and mathematics software has found no difference in academic achievement between students who used the technology in their classrooms and youngsters who used other methods. The $10 million study of 15 educational software products is the most extensive federal study yet to follow methods that the U.S.

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Tablets are expensive, too distracting for students, easy to break, and costly/time-consuming to fix. Tablets contribute to eyestrain, headaches, and blurred vision, increase the excuses available for students not doing their homework, require costly Wi-Fi networks, and become quickly outdated as new technologies are released.

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We are not only pulling the teachers out of the classroom to be trained, we are paying teachers to be trained, people to train them and paying for substitutes to come into the classroom.
Questions to ask...

What if I lose my iPad? What if the battery dies?

What if they leave the iPad at home? What do we do with students who did not sign the agreement?

How can I do my work at home if I do not have WiFi?

If I don't sign the iPad agreement, what do I do in class without an iPad?

How do we get students to write with the iPad touch screen? How will we grade work done on the iPad?

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A Harvard study found a small but significant impact of teachers being outside of classrooms. It negatively effects math scores. This coupled with the cost of training teachers ultimately makes it a waste of resources.

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$500,000 Annual Curriculum Budget

6,600 Students in the district

Pearson Math Text Costs

$75 per student Grades 6-12 (New book bought every 6 years) 3,300 students

-Total every six years ($247,500) 50% of Budget

- Could buy two new sets of text books every 6 years

$50 per student Grades k-12 (Disposable books bought every year) 3,300 students
-Total per year ($165,000) 33% of budget

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Anywhere between 18 to 9 percent of Montanans depending on

where they live, do not have reliable access to internet at home.

It will be hard for these students to do online coursework and may

feel discrimination.