Implementing 1-to-1 learning with technology initiatives is much more complex than simply distributing computers to students and teachers.

Educators need a systems view of doing 1to1 successfully in schools.

Based on the learnings of Maine and other initiatives, these resources explore the two critical components, and four necessary but supportive components of successful initiatives.

The model here recognizes two critical components for success: teacher practice and leadership. How are teachers and students using the technology for learning? What’s the level and significance of the technology use? How are teachers managing the teaching of new technology skills within the context of learning content from the disciplines?  How is the work focusing on higher order thinking?  What engagement strategies are teachers leveraging with students? How are teachers, as well as administrators and technology coordinators, involved in project leadership? How are school leaders leveraging expectations and supervision to promote technology integration? What is the school’s shared vision for learning?  How is the principal working to keep 1to1 initiative decisions focused on learning?  How are policies and procedures supporting learning?

The Doing 1to1 Right Model also recognizes four supportive but necessary components: professional development, technology access and support, funding, and partnerships.  How will teachers be trained and how might they develop and share ideas and learn from each other?  How will information be shared throughout the initiative?  What equipment, peripherals, services and resources will the students and teachers have access to? How will the machines be maintained, and problems reported and resolved?  How will the initiative be funded?  How will the funding be sustained?  Who can help us with this work?  How can we connect with the community?  Who might help our children learn?  Who can help advocate for the project?  Who could help us implement the initiative?

The Doing 1to1 Right Model was originally designed as an evaluation model, to provide schools, districts, or larger initiatives formative assessment on how well they were doing.  The Model is even better suited to planning a 1to1 initiative, to insuring that project leaders are considering the complexities of giving every student and teacher a laptop.