Running head: ONE TO ONE IN THE CLASSROOM 1

One to One in the Classroom: A Modern Technology-Rich Learning Environment

Breannia Stewart

Kennesaw State University

Fall 2018

Dr. James Chiavacci

Term 2019
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One to One in the Classroom

The setting for the proposed project is an international school. The location of this school

is Huizhou, China. Basis International Park Lane Harbour (BIPH) is located in the Daya Bay

district in the province of Guangdong. This school is a private boarding school that contains

elementary, middle, and high school students. It goes from fifth grade to tenth grade and will

eventually expand to twelfth grade over the next two years. It is located in a suburban

community on the southern coast of China. 2018-2019 is the inaugural year for BIPH and is

currently housing roughly 400 students. BIPH is expecting to double that number for the

2019-2020 school year and gain an additional 400 students for the 2020-2021 school year, with a

capacity of 1200 students. Historically, Basis International Schools are among the top ranking

schools among the international community. Using the Programme for International Student

Assessment, Basis students score a 633 on Math, 595 on Reading, and a 600 for Science.

Singapore has the next closest scores with 564 (math), 535 (reading), and 556 (science)

(International Benckmarking, 2018). In 2018, 88.5% of Basis students scored a 3 or better on

their Advanced Placement (AP) exams (Advanced Placement, 2018). Basis students have an

average score of 1395 on the SAT and 30.7 on the ACT. (Our Graduates, 2018). The majority of

the students are Chinese, with less than 1% being non-native Chinese students.

BIPH is a part of a system of Basis schools that are located all over the world. There are

currently five international schools in China, one in Thailand, one in the Czech Republic, and

over 27 charter schools in the United States. At BIPH the Curriculum is divided into five through

seven and eight through twelve. Grades five through seven introduce “students to major
ONE TO ONE IN THE CLASSROOM 3

concepts and skills that they will utilize first in interdisciplinary courses such as Classics, Human

Geography, Introduction to Science, and Engineering & Technology, then in specific courses

such as Physics and World History” (BASIS Curriculum, Grades 5-7, 2018). Their rigorous

curriculum continues with their eight through twelve curricula.

“BASIS Diploma graduates are distinguished individuals who have completed a rigorous,

accelerated college preparatory course of study, including a full year of economics in

grade 8, a plethora of AP courses (most of which are taken in and before grade 10), a

comprehensive College Counseling course, and Post-AP Capstone courses such as

Number Theory, Organic Chemistry, and Philosophy” (BASIS Curriculum, Grades 8-12,

2018).

There is one head of schools who serves as a principal and one head of operations who serves as

the financial head of the school. There are two deans that serve as assistant principals. The

school is departmentalized by subject and grade level. All of the buildings are brand new. The

BIPH campus covers 68,744 square meters. The campus is on a rare ecological campus, which is

built on the side of a mountain that has 65% green space. There is also a 9,906 square meter

dormitory where students live Monday through Friday. (Basis International School Park Lane

Harbour, 2018). The school currently has a very strict no cell phone policy, and only allows

access to technology through the school computer labs, and laptop carts, that teachers are able to

check out. Basis typically takes a low tech approach to education in the US, but because BIPH is

a boarding school, students will not receive the same amount of technology exposure at home as

their U.S. peers.

ONE TO ONE IN THE CLASSROOM 4

The overall mission of BIPH is to “produce graduates who have the broad intellectual and

international perspectives, critical thinking capabilities, and creative problem-solving skills to be

leaders in their future world” (BASIS Mission, 2018). The problem with a low technology policy

compared to the mission statement is that in order to create students that are prepared for their

future, they must learn how to grow and thrive in a technology-rich environment. In seeking to

limit their screen time, BIPH may be restricting their ability to thrive in a modern,

technology-rich world. For this reason, I am proposing that BIPH implement to a one to one

program. A one to one program gives each student access to a laptop, tablet computer, or other

mobile devices. This proposal will affect every grade level and every teacher on campus. A one

to one initiative will impact all content areas and support all learning styles and abilities. Based

on concerns expressed by the head of school, he is worried that students will not be properly

prepared to enter universities with others who have been consistently and fully immersed in

learning to use technology. The consistent and rich immersion of instructional technology is not

present at BIPH. On average, BIPH students will only have access to technology after school,

during study hours in a computer lab or when a teacher checks out a laptop cart. With the one to

one program, teachers can use technology to increase test scores, improve writing skills, increase

the use of problem or project-based learning, increase communication between students, parents,

and the teacher, increase engagement in class, and lesson the inequities amongst students related

to access to technology (Doran & Herold, 2016). Teachers will potentially need guidance on

appropriate Web 2.0 tools that can support learning and they will need instruction on how to

troubleshoot devices, should any issues represent themselves in class.

Statement of Problem, Need, and Rationale

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The problem or need that prompted this project proposal is a lack of exposure to

technology in the classroom, a focus on a change in pedagogical approach related to technology

and a need for college readiness for graduates related to their technological aptitude in higher

education. The ability to use technology in the educational setting has become crucial for

knowledge attainment. “Technology can be used very effectively as a short but focused

intervention to improve learning, particularly when there is regular and frequent use (about three

times a week) over the course of about a term (5 -10 weeks) (Higgins, Xiao, & Katsipataki,

2012). 21st-century learners usually have technology at their fingertips, but at BIPH due to their

low technology policy, their students are not able to learn in the same way as their

future-forward peers. Many of the BIPH graduates will be seeking higher education

opportunities in the U. S., so it is very important they be prepared not only with their academic

rigor but also with their 21st-century technology skills. By implementing a one to one program,

this will increase the opportunity for more frequent use of technology and create a more

well-round college-ready student. “The new 21st century learners must master more than the

core curriculum to succeed in secondary and postsecondary institutions, as well as in the

workplace” (Blair, 2012, p 8-13). 21st-century learners should be able to easily maneuver a

technology-rich environment. Currently, BIPH students only have access to computer labs after

school and laptop carts, only if the teacher checks them out from the library.

A study in 2016 looked at the practice of using mobile technology with one to one

classrooms. The purpose of this study was to look at the pedagogical approach of teachers using

mobile technology. “Teachers report that mobile technology is used to access information and

that it enables personalized, student-directed learning and increases student engagement”

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(Lindsay, Lee, & Hope, 2016). The study revealed that most teachers (more than half) used

mobile technology to give their students access to information. They also noted that their

students were able to use it to collaborate and learn anywhere. The concern with implementing a

one to one program was that it is difficult to make a direct correlation between the technology

and the marked improvement in student performance. Because of this lack of direct correlation,

one could also conclude that improved student performance was due to a change in pedagogical

approach as a result of access to technology. Despite this concern, this study still presents the

importance of access to information through mobile devices, which is what the head of school

for BIPH is looking to attain.

Another study was conducted at West Point University in a general psychology class, in

which they used a control group that did not receive laptops and an experimental group that did,

to look at the effects of a one to one program on test scores. The professor saw scores that were

“significantly higher on all six exams than students in the control group” (DiGangi, et al., 2007).

A similar study was conducted at North Carolina State University and they saw improved

problem-solving skills after implementing the one to one program compared to the control group

(DiGangi, et al., 2007). Despite the study not having a clear correlation between the

implementation and the changes in student performances, there were still positive changes noted

in each study. It is important to note that both of these studies were conducted at universities,

showing an emphasis on the importance and need for students to have a high technological

aptitude upon entering postsecondary education. This study also implies the need for this type of

technology implementation at the secondary education level as well.

ONE TO ONE IN THE CLASSROOM 7

In thinking of the pedagogical approach to technology, teachers can also be the driving

force in creating a need for a more technology-rich environment.

“Teachers, who believe technology is beneficial for a broader range of instructional

purposes, seem to lead their students to use technology more often than teachers who

believe technology is beneficial for a narrower variety of purposes. Additionally, teachers

who perceive that technology is important for teaching appear to direct their students to

use technology in the classroom more often than do teachers who do not have the same

perception” (Miranda & Russell, n.d.).

Because Basis schools in the United States traditionally have relatively strict technology policies,

the international schools have taken the same approach. The concern is that most of the teachers

at BIPH have come from schools that have technology-rich environments. They may be used to

having more access to technology and agree with the head of school that their students need

more access. However, teachers may need more training on different techniques to implement a

one to one program effectively. “....schools must focus on crafting comprehensive plans that

cover everything from infrastructure to curriculum to pedagogy to professional

development”(Doran & Herold, 2016).

In order for the one to one program to truly meet the needs of the school, access to

technology and the pedagogical approach need to be considered.

“And the real benefits of giving every student an access to a computer, contended

Soloway of the University of Michigan, come when school move from “instructive” to

“constructive” learning, or from “teaching kids to remember something to teaching them

how to figure something out.””(Doran & Herold, 2016).

ONE TO ONE IN THE CLASSROOM 8

The critical thinking, communication, and collaborative components are what will truly prepare

the BIPH students for the collegiate level and the workforce. Because technology can help build

soft skills, this one to one program will also give them the skills that future employers are

looking for in a recent graduate. According to a 2017 study, which looked at what future

employees perceive as to what employers are looking for in an applicant compared to what

employers are really looking for in an applicant. The study found that students thought

employers valued strong work ethic, integrity communication skills, dependability, and

commitment/dedication. While in reality, employers are looking for communication skills,

computer skills, creative skills, collaboration skills, and content skills (a.k.a. grade point

average). (Griffin, Cangelosi, McMurtrey, & Lyons, 2017). A flaw that could be seen in this

study’s participate pool, as some of the respondents were already in the workforce, but still in

school. It could skew the data because they may already know what employers are looking for in

an applicant. Despite this flaw, each of the skills revealed in the study are soft skills that can be

strengthened during a student’s secondary education, by implementing a one to one program. In

order for a one to one program to be successful, there needs to be specific objectives that are

measurable with deliverables that connect to each objective. With this type of strategic plan, one

can expect to create tangible and palpable results. In the following section, I will online the

objectives and deliverables for implementing the one to one program at BIPH.

Objectives & Deliverables

With the ultimate goal of implementing a one to one program in mind, there are several

steps that need to be taken into consideration in order to make the implementation successful for

teachers and students. Because there is currently not a lot of access to technology at BIPH, the
ONE TO ONE IN THE CLASSROOM 9

goal of my capstone project is to assist the head of school in successfully implementing a one to

one program by, collaborating to select appropriate devices that fit the needs of the school and

creating professional development to make an easier transition for teachers and students, which

will in turn increase technology use, improve 21st century skills, and prepare BIPH’s graduates

for a technology-rich collegiate level. This project will have guidelines that align with the

Professional Standards Commission (PSC) Instructional Technology Standards. The guidelines

will be organized by measurable objectives that are connected to deliverables. This project will

be completed by June 14, 2020, by mastering the following objectives and providing the

following deliverables.

Project Objective 1:​ By August 30, 2019, conduct an analysis of teacher use of technology in

the classroom, evaluate technology-related professional development needs, and determine

device preferences using a survey completed by 90% of the faculty.

Deliverables:

Create a Google form to gather information on:

1. How technology is currently used in the classroom?

2. How teachers would like to use technology if a one to one program were implemented?

3. Given a list of potential devices, with the pro and cons of each device, teachers will rank

which device they prefer on a regular basis in their classroom.

4. Which software programs that teachers would like to receive professional development?

5. Based on the data collected and the highest device preference by teachers and the head

school, deceives will be purchased.

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Project Objective 2:​ By September 30, 2019, develop a hardware management system which

addresses how to best store the devices, design a software/hardware maintenance protocol, and

create an inventory system by establishing hardware checkout procedures to be signed off on by

100% of the teachers.

Deliverables:

Create a plan to outline:

1. Charging station in each classroom, for device storage.

2. Create a google form for maintenance requests, when devices are not functioning.

3. Create an inventory of all devices with a checkout procedure to identify who has each

device.

Project Objective 3:​ By June 14, 2020, increase teacher use of technology on a daily basis

across all content and grade levels by 25%.

Deliverables:

1. Create a pre and post-Google form assessment of technology use given to teachers.

2. Create an online library of screencasts and other resources for use by the teachers.

3. Continue to have ongoing training and support on the Learning Management System

(LMS) and other web-based resources.

PSC Standards

PSC “standards are designed for teachers who wish to effectively integrate technology

into their own teaching practice and for educators who wish to assist other teachers in utilizing

technology to improve the teaching and learning process” (Instructional Technology Standards,

2010). I have chosen to focus on the standards that address assisting others using technology to
ONE TO ONE IN THE CLASSROOM 11

improve student learning. PSC standard 3 is addressed in my project proposal through the

creation, support, and management of the one to one program. This includes the initial device

selection and professional development with the teachers. Another domain that connects to my

proposal is PSC standard 5 which deals assessing, designing, and implementing professional

development.

Standard 3: Digital Learning Environments

Candidates demonstrate the knowledge, skills, and dispositions to create, support, and

manage effective digital learning environments.

Element 3.2 Managing Digital Tools and Resources

Candidates effectively manage digital tools and resources within the

context of student learning experiences.

Element 3.3 Online & Blended Learning

Candidates develop, model, and facilitate the use of online and blended

learning, digital content, and learning networks to support and extend student

learning and expand opportunities and choices for professional learning for

teachers and administrators.

Element 3.5 Basic Troubleshooting

Candidates troubleshoot basic software and hardware problems common

in digital learning environments.

Element 3.6 Selecting and Evaluating Digital Tools & Resources

ONE TO ONE IN THE CLASSROOM 12

Candidates collaborate with teachers and administrators to select and

evaluate digital tools and resources for accuracy, suitability, and compatibility

with the school technology infrastructure.

Standard 5: Professional Learning & Program Evaluation

Candidates demonstrate the knowledge, skills, and dispositions to conduct needs

assessments, develop technology-based professional learning programs, and design and

implement regular and rigorous program evaluations to assess effectiveness and impact

on student learning.

Element 5.1 Needs Assessment

Candidates conduct needs assessments to determine school-wide, faculty,

grade-level, and subject area strengths and weaknesses to inform the content and

delivery of technology-based professional learning programs.

Element 5.2 Professional Learning

Candidates develop and implement technology-based professional

learning that aligns to state and national professional learning standards, integrate

technology to support face-to-face and online components, models principles of

adult learning, and promotes best practices in teaching, learning, and assessment.

Element 5.3 Program Evaluation

Candidates design and implement program evaluations to determine the

overall effectiveness of professional learning on deepening teacher content

knowledge, improving teacher pedagogical skills and/or increasing student

learning.
ONE TO ONE IN THE CLASSROOM 13

My plan to exhibit element 3.2 will be addressed by maintaining an inventory of devices

and also build a library of online resources for teachers to use. Element 3.3 will be presented

through professional development and the use of the LMS. By creating a system for teachers to

submit maintenance requests, element 3.5 will be shown. Element 3.6 is illustrated through the

process of assessing and selecting the appropriate device for the one to one program.

While there are only three elements in standard 5, each is important in achieving the third

objective. Element 5.1 will be displayed in the initial Google form that asks about device

preferences and professional development needs. Once the type of professional development

need is identified, element 5.2 can be acquired. I plan on giving professional development on the

device being implemented as well as any other areas that are identified in the Google form.

Element 5.3 is also presented in a Google form, where teacher and students are asked to reflect

on their use of technology in the classroom. Because there will be a pre and post form, there

should be a clear trend in technology use, based on professional development.

Table 1.
Project Activities Alignment
Project Objectives PSC Standard

By August 30, 2019, Conduct an analysis
of teacher use of technology in the
classroom, evaluate technology-related
professional development needs, and
Element 3.2 Managing Digital Tools
and Resources
Element 3.3 Online & Blended Learning
Element 3.6 Selecting and Evaluating
Digital Tools & Resources
Element 5.1 Needs Assessment

determine device preferences using a Element 5.2 Professional Learning

survey completed by 90% of the faculty.

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By September 30, 2019, Develop a Element 3.2 Managing Digital Tools

hardware management system, which
addresses how to best store the devices,
design a software/hardware maintenance
and Resources
Element 3.5 Basic Troubleshooting
Element 3.6 Selecting and Evaluating
Digital Tools & Resources
Element 5.1 Needs Assessment

protocol, and create an inventory system by

establishing hardware checkout procedures

to be signed off on by 100% of the teachers.

By June 14, 2020, Increase teacher use of
technology on a daily basis across all
content and grade levels by 25%.
Element 3.2 Managing Digital Tools
and Resources
Element 3.3 Online & Blended Learning
Element 3.6 Selecting and Evaluating
Digital Tools & Resources
Element 5.2 Professional Learning
Element 5.3 Program Evaluation

Project Description

Implementing a one to one program does not happen in one step. It takes several phases

to successfully complete this type of technology program. Each of these steps will assist with

solving the problem of access to technology by BIPH students. My plan is to first assess where

the school is currently with its level of technology use in the classroom and figure out the needs

of the school. There will also be a pre-assessment by teachers on their current use of technology

in the classroom. The next step is to determine the appropriate device that will be the most useful
ONE TO ONE IN THE CLASSROOM 15

to students and teachers that promotes effective classroom management with blended and

collaborative learning, while also extending student learning and expanding opportunities and

choices. Once the device is selected, the most important step is professional development. This

will consist of both face to face and self-paced online development. The existing learning

management system will continue to be utilized, while a logistical management system will be

put in place for software and troubleshooting support. At the end of the school year, a

post-assessment will be given to evaluate the effectiveness of the program. It is the hope that

through following these steps, the post-assessment will show increased technology and lead to

the ultimate goal of increasing exposure to technology in the classroom, changing the

pedagogical approach related to technology, and increasing college readiness for graduates

related to their technological aptitude to prepare for higher education.

First project item/activity.

The first phase of my project is set to be completed by August 30, 2019. The goal during

this phase is to conduct an analysis of teacher use of technology in the classroom, evaluate

technology-related professional development needs, and determine device preferences using a

survey completed by 90% of the faculty. I will begin by creating a Google form that asks the

questions of how technology is currently used in the classroom and how teachers would like to

use technology if a one to one program were implemented. This will help to determine

school-wide, faculty, grade-level, and subject area strengths and weaknesses to inform the

content and delivery of technology-based professional learning programs (Element 5.1 Needs

Assessment). The survey will also provide descriptions of potential devices, with the pros and

cons of each device. This will assist in selecting and evaluating digital tools and resources for
ONE TO ONE IN THE CLASSROOM 16

accuracy, suitability, and compatibility with the school technology infrastructure as well as help

to identify digital tools and resources within the context of student learning experiences (Element

3.6 Selecting and Evaluating Digital Tools & Resources and Element 3.2 Managing Digital

Tools and Resources). Teachers will be asked to rank which device they could see being the

most impactful in their classrooms on a regular basis. The last part of the survey will poll

teachers on which software programs topics that they would like to receive more professional

development. This information will aid in developing and implementing technology-based

professional learning that aligns to state and national professional learning standards, integrate

technology to support face-to-face and online components, model principles of adult learning,

and promote best practices in teaching, learning, and assessment, while also supporting the

development, modeling, and facilitation of online and blended learning, digital content, and

learning networks to support and extend student learning and expand opportunities and choices

for professional learning for teachers and administrators (Element 5.2 Professional Learning and

Element 3.3 Online & Blended Learning). This survey will be used by the head of school to

determine which devices to purchase for the one to one program. It should only take a few days

to create the Google form. The Google form will be presented during pre-planning and teachers

will be given two weeks to consider the questions and device options. It should then take a few

weeks to collect the data and plan for the next phase. It may also take a few weeks for the

devices to be purchased and delivered to BIPH.

Second project item/activity.

The second phase of my project is set to be completed by September 30, 2019. The goal

during this phase is to develop a hardware management system which addresses how to best
ONE TO ONE IN THE CLASSROOM 17

store the devices, design a software/hardware maintenance protocol, and create an inventory

system by establishing hardware checkout procedures to be signed off on by 100% of the

teachers. I will begin by collaborating with the head of school and determine the best way to

provide storage in the classroom when devices are not needed for instruction or need to be

charged. Laptop towers or charging lockers may be a good solution, as they can be locked and

secured. This is another example of how element 3.2 Managing Digital Tools and Resources and

Element 3.6 Selecting and Evaluating Digital Tools & Resources will be addressed. As with any

form of technology, there is always an opportunity that something may malfunction. For this

reason, I would like to create a Google form that both students and/or teachers can use to submit

when a device is not functioning normally. This form will address the needs that are associated

with both the software and hardware. At BIPH, there is already a technology support team that

supports the hardware on existing devices but there is no support specifically related to

instructional software. This form will be found on either the school website or an instructional

support website that will be created by myself. By following this step, I will manage

troubleshooting basic software and hardware problems common in the digital learning

environments and provide a needs assessment of the weaknesses that are occurring, which is

connected to elements 3.5 and 5.1. The final step in this phase will also contribute to managing

digital tool resources (element 3.2). I plan to create a system to inventory each device and track

who is currently connected to that device. A numeric system will likely be the best way to

organize the devices. Again, I will utilize a Google form that will be maintained by myself. The

procedure will consist of each student checking out the device and then as the data is inputted

into the Google form, a Google sheet will be generated to organize who has each device. To
ONE TO ONE IN THE CLASSROOM 18

ensure that this phase is communicated to the staff, I will ask each faculty member to review the

procedures and sign off using a Google form, stating that they understand how the

software/hardware maintenance protocol works and how the inventory of devices will be

handled. This form will be expected to be completed by 100% of the faculty. For this reason, I

would like to take the first month of school to get the entire staff to complete the form. It will

likely take a week to collaborate with the head of school the existing technology support team to

create the check out procedures and software/hardware maintenance protocols. By the end of

this week, I should be able to create the two Google forms needed for this phase. It may also

take a few weeks for the charging stations to be purchased and delivered to BIPH.

Third project item/activity.

The third phase of my project is set to be completed by June 14, 2020. The goal during

this phase is to increase teacher use of technology on a daily basis across all content and grade

levels by 25%. I will begin by utilizing a pre and post-Google form assessment of technology use

given to teachers. This will help to determine a starting point for their current use of technology.

This form will account for the average amount of time spent using technology and the ways in

which technology is being implemented. Ideally, the pre-assessment data will be collected within

the first month of school. By the end of the year, a post-assessment will be administered to

compare and evaluate the use of technology in the classroom. By utilizing a pre and post

assessment, it will be easy to exhibit element 3.6 Selecting and Evaluating Digital Tools &

Resources and element 5.3 which will help to determine the overall effectiveness of professional

learning on deepening teacher content knowledge, improving teacher pedagogical skills and/or

increasing student learning. In addition to the initial professional development opportunities

ONE TO ONE IN THE CLASSROOM 19

during phase one, I will create an online library of screencasts and other resources for use by the

teachers. These screencasts will consist of step by step tutorials on many of the major Web 2.0

tools, especially ones that are useful with one to one programs and that promote communication,

collaboration, and increase productivity. Teachers will be able to access this library on the school

website or an instructional support website that will be created by myself. By creating an online

library, I will further exemplify element 5.2 of Professional Learning while also integrating

element 3.3 Online & Blended Learning for the teachers. In an effort to continue to have

ongoing training and support, I will continue to provide training on the Learning Management

System (LMS) and other web-based resources. BIPH currently uses a LMS called School Power.

Ideally, I would like to have monthly or bi-monthly training sessions. The more that teachers are

familiar with the tools at their disposal the more likely they are to use them in their classroom.

This is particularly important for classrooms that are one to one. By providing ongoing training,

this will assist teachers with Managing Digital Tools and Resources (3.2). The pre and

post-Google assessment will take a few days to create, to allow for time to reflect on the type of

questions needed to gather data on technology use in the classroom. It will likely take a few days

each month to create the content for the screencasts and prepare for professional development

when needed. This phase is expected to take the majority of the school year to allow for time to

implement the online library, conduct the professional development, and administer of the pre

and post assessment.

The following table will illustrate the connection of the activity to the objectives and

deliverables.

Table 2.
Project Activities Alignment
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Project Item/Activity Project Objectives Deliverable

Evaluate the current use of By August 30, 2019, Create a Google form the
technology, decide the area(s) Conduct an analysis of gather information on:
of need for professional teacher use of
development, and determine the technology in the 1. How technology is
appropriate device for the one to classroom, evaluate currently used in
one program technology-related the classroom?
professional 2. How teachers
development needs, and would like to use
determine device technology if a one
preferences using a to one program
survey completed by were implemented?
90% of the faculty. 3. Given a list of
potential devices,
with the pro and
cons of each
device, teachers
will rank which
device they prefer
on a regular basis in
their classroom.
4. Which software
programs that
teachers would like
to receive
professional
development?
5. Based on the data
collected and the
highest device
preference by
teachers and the
head school,
deceives will be
purchased.
ONE TO ONE IN THE CLASSROOM
Create a software and hardware
management system.
Create, implement, and evaluate
the use of technology over the
course of the school year, create
an online library of resources
and provide support and training
for the LMS and other
resources.
By September 30, 2019, Create a plan to outline:
Develop a hardware
management system,
which addresses how to
best store the devices,
design a
software/hardware
maintenance protocol,
and create an inventory
system by establishing
hardware checkout
procedures to be signed
off on by 100% of the
teachers.
By June 14, 2020,
Increase teacher use of
technology on a daily
basis across all content
and grade levels by 25%.
21
1. Charging station in
each classroom, for
device storage.
2. Create a google
form for
maintenance
requests, when
devices are not
functioning.
3. Create an inventory
of all devices with a
checkout procedure
to identify who has
each device.
1. Create a pre and
post-Google form
assessment of
technology use for
teachers.
2. Create an online
library of
screencasts and
other resources for
use by the teachers.
3. Continue to have
ongoing training
and support on the
Learning
Management
System (LMS) and
other web-based
resources.
ONE TO ONE IN THE CLASSROOM 22

Evaluation Plan

Implementing a one to one program is very costly, so it is important to have a plan in

place to evaluate throughout the implementation to determine if using a one to one program is

beneficial for teachers and students. It is important to use several different measuring

components to determine success. Because the need for a one to one program at BIPH is based

on a lack of exposure to technology in the classroom, a push to focus on a change in pedagogical

approach related to technology and a need for college readiness for graduates related to their

technological aptitude in higher education are the areas that will be monitored and evaluated. I

plan on using pre and post surveys completed by current BIPH teachers, test score analysis, and

postgraduate perception surveys, to determine the success of the program. PSC standard 3 and 5

will help guide the objectives that will lead to the deliverables. There also must be a

predetermined amount of time of which to measure this success. The deliverables will help

determine the success of the one to one program over the course of several school years.

Although this project is primarily focusing on one school year, some of the measurable

components of success can only be determined over the course of four to five years.

First project item/activity.

The first activity of this proposal is to evaluate the current use of technology, decide the

area(s) of need for professional development, and determine the appropriate device for the one to

one program. This step is needed in order to get a baseline for the project. It is important to

understand BIPH’s current situation before designing and implementing professional

development or selecting a one to one device. Success during this activity will be achieved when
ONE TO ONE IN THE CLASSROOM 23

90% of the faculty has completed the Google form survey on teacher use of technology in the

classroom, technology-related professional development needs, and device preferences. This

survey is important because it will help guide the head of school in device selection and can also

determine the type of additional professional development that may be needed, based on the

selected one to one device. The deliverable supports elements of PSC standard three and five,

specifically the Managing Digital Tools and Resources, Online & Blended Learning, Selecting

and Evaluating Digital Tools & Resources, Needs Assessment, and Professional Learning

elements. The timeline for this evaluation stage will be relatively short. After the initial few days

(5 hours) to create the Google form and the following two to three weeks (8 hours) that teachers

will need to complete the form, it will take an additional day (5 hours) to interpret the data and

report this information to the head of school. After the device preference data is presented (3

hours), it may also take a few weeks for the devices to be purchased and delivered to BIPH (8

hours). Because this step also provides data on the type of professional development that

teachers want and need, it may take a week or two (8 hours) to design the appropriate

professional development. Success for this step will also be a completely designed professional

development program that meets the needs of the area identified in the survey for both in person

and online training. With this first step complete, the second step can be put into effect.

Second project item/activity.

The second activity of this proposal is to create a software and hardware management

system. This step is needed in order to track all devices and create a way for teachers to make

maintenance requests for hardware and software issues. BIPH does not currently have a check

out process for laptops and does not track who has the laptop cart or how long they plan on
ONE TO ONE IN THE CLASSROOM 24

having them. Success during this activity will be achieved when 100% of the teachers have

completed a software/hardware management Google form. This will serve as a sign off,

acknowledging that they understand the procedures for checking out technology and submitting

maintenance requests. This Google form is important because it will help to ensure that teachers

are informed on the software and hardware management system. The deliverables in this activity

are a plan that outlines how devices will be stored or charged in the classroom, creating a Google

form for maintenance requests, when devices are not functioning, and creating an inventory of all

devices with a checkout procedure to identify who has each device. The deliverables supports

elements of PSC standard three and five, specifically, Managing Digital Tools and Resources,

Basic Troubleshooting, Selecting and Evaluating Digital Tools & Resources, and Needs

Assessment. Because this activity also includes purchasing and installing charging stations,

success will also include a 100% installation of all charging stations. The timeline for this

evaluation stage will also be short. After surveying the building and discussing with the head of

school about the logistics of managing all devices, it will take a day or two (4 hours) to create the

software/hardware management Google form. It should take up to a week (8 hours) for the

teachers to complete the Google form. However, installing the charging stations may take several

weeks and up to a month to install (8 hours). After this step is complete the third and final step

can be carried out.

Third project item/activity.

The final activity of this proposal is to evaluate the implementation of the use of

technology over the course of the school year, create an online library of resources to use with

the one to one devices, and provide support and training for the LMS and other resources. This
ONE TO ONE IN THE CLASSROOM 25

step is needed in order to provide teachers with support in implementing the one to one program

in their classroom, which will in turn increase teacher use of technology and cause a change in

the pedagogical approach related to technology. The third step is also needed because it provides

a source of reference material for teachers to use in the future. Success during this activity will

be achieved when teacher use of technology on a daily basis across all content and grade levels is

increased by 25%. The deliverables in this activity are the pre and post-Google form assessment

of technology use given to the teachers, the online library of screencasts and other resources for

use by the teachers, and ongoing training and support on the Learning Management System

(LMS) and other web-based resources. The deliverable supports elements of PSC standard three

and five, specifically, Managing Digital Tools and Resources, Online & Blended Learning,

Selecting and Evaluating Digital Tools & Resources, Professional Learning, and Program

Evaluation. The timeline for this evaluation stage will be the longest of the three. The post

Google form data will be compared to the Google form data collected at the beginning of the

school year. Gathering the pre and post data will take the entire school year. The monthly or

bi-monthly training and support sessions will last no more than 30 minutes (25 hours). There will

be a total of ten professional development sessions throughout the school year. The screencasts

lengths will vary depending on the tool or LMS component being discussed. Ideally, they will

last no more than 5-6 minutes each. If after all components of step three are complete and the

data shows that there is a 25% increase in use of technology for teachers, then this will equate an

overall successful project.

Project Timeline
ONE TO ONE IN THE CLASSROOM 26

The timeline for this project will take place over the 2019-2020 school year. The project

consists of three parts and will begin with activity one in August, with the creation of the Google

forms. I will use the information gathered to develop professional development and begin the

implementation of the one to one program. Activity two will also be completed within the month

of August by creating a hardware management system. The final activity will be completed over

the course of the school year from September to June. This will allow time for all three parts of

the project to be implemented and evaluated for its effectiveness at the end of the school year. A

proposed timeline for this project can be found with a breakdown of days/hours for each activity

and its components in Table 3. All of the times listed in the table are an estimate. Table 4 is

where a list of resources that will be used during this project can be found. The entire project will

take 100 hours to complete and will span the months of August 2019 to June 2020.

Table 3.
Project Timeline
Month Project Item/Activity, or Evaluation Item Hours
August Create the Google form for the assessment of 5 hours
technology use to be used with the teachers
August Administer the Google form to teachers 8 hours
August Interpret data from the Google form 5 hours
Design and create Professional Development based 8 hours
on the Google form
August Select and purchase the devices identified in the 2.5 hours
Google form.
August Create the first in person and online professional 3 hours
development based on the Google form and needs
related to the LMS.
August Present first in person professional development and .5 hours
post first screencast.
ONE TO ONE IN THE CLASSROOM 27

August Discuss the logistics of the purchasing and 3 hours

distributing the one to one devices with the head of
school.
August Create Software/Hardware management Google form 4 hours
August Administer Software Hardware management Google 8 hours
form to teachers.
September Distribute one to one devices to students 8 hours
September Install charging stations 8 hours
September Create the second in person and online professional 2 hours
development based on the Google form and needs
related to the LMS.
September Present second in person professional development .5 hours
and post second screencast.
October Create the third in person and online professional 2 hours
development based on the Google form and needs
related to the LMS.
October Present third in person professional development and .5 hours
post third screencast.
November Create the forth in person and online professional 2 hours
development based on the Google form and needs
related to the LMS.
November Present forth in person professional development and .5 hours
post forth screencast.
December Create the fifth in person and online professional 2 hours
development based on the Google form and needs
related to the LMS.
December Present fifth in person professional development and .5 hours
post fifth screencast.
January Create the sixth in person and online professional 2 hours
development based on the Google form and needs
related to the LMS.
January Present sixth in person professional development and .5 hours
post sixth screencast.
February Create the seventh in person and online professional 2 hours
development based on the Google form and needs
related to the LMS.
February Present seventh in person professional development .5 hours
and post seventh screencast.
ONE TO ONE IN THE CLASSROOM 28

March Create the eighth in person and online professional 2 hours

development based on the Google form and needs
related to the LMS.
March Present eighth in person professional development .5 hours
and post eighth screencast.
April Create the ninth in person and online professional 2 hours
development based on the Google form and needs
related to the LMS.
April Present ninth in person professional development and .5 hours
post ninth screencast.
May Create the tenth in person and online professional 2 hours
development based on the Google form and needs
related to the LMS.
May Present tenth in person professional development and .5 hours
post tenth screencast.
June Create post Google form for the assessment of 3 hours
technology use to be used with teachers
June Administer the post Google form to teachers 8 hours
June Interpret data to determine project success. 3.5 hours
Total 100 hours

Resources

Table 4.
Project Timeline
Resource Detailed Item How to Secure
Category Resource
Technology Laptop Provided by the
school
One to One Devices Provided by the
school
Charging stations Provided by the
school
Web 2.0 tools Access through
the internet
Google Forms Access through
the internet
ONE TO ONE IN THE CLASSROOM 29

Learning Management System Provided by the

school
Physical BIPH classrooms and school building Provided by the
Space school
Materials Overhead projector or smartboard Provided by the
school
Human Head of school Coordinates with
Resources me
BIPH Teachers Coordinates with
the head of school
BIPH students Coordinates with
BIPH teachers

References

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Appendix

Sample Surveys

Technology Use Assessment Form

Hardware/Software Maintenance Request Form

Hardware Management Agreement Form