what about the process are you interested in?

AndyCT How the decisions were made? Why? Which devices? If devices were selected to meet student needs, how were educators adapted to multiple devices? Management nightmare?

I'm just not convinced that there is a single device that meets the needs of all users but multiple supported devices may limit the educational delivery and management of the devices?

I think you are right on both counts. One device doesn't fit all, but in our environment, we can't support multiple systems. For us, the solution will probably be a mix of iOS devices.

We aren't 1:1, but might be headed that way in the future. Since we have one person for the entire district to support technology, iOS is at least a consistent platform and management.

The devices are basically identical, other than sizes.

So that might be a drawback, but we feel it offers more than any other one device would.

The biggest concern in my mind is readiness of staff. They need to embrace the idea of doing different things, not just same things with different tools.

Individualized learning, teaching them how to navigate the information available, how to use personal devices to learn anytime and to WANT to, those are important.

I struggle with getting teachers to make that jump. They want to put worksheets on the iPad. I want them to use them to create things they couldn't before, to gather and use knowledge in different ways.

If we are using old methods and pedagogy, no device will make a difference.

AndyCT I think you are correct on all accounts. My biggest fear is making a decision based on the comfort level of the educators and availability of support staff instead of student need.

That is the entire conundrum in a tiny little nutshell.

I think as an educator with the power to make that decision, you do what is best for students. It is the teachers' job to adjust.

That is NOT the trend that I see happening in a lot of places, however. Often, things are driven by the teachers, who are often reluctant to change. We aren't in the biz for their comfort, though.

My opinion might be a bit harsh, but I feel that if you aren't willing to learn what is needed to do what's best for students, get out of the classroom.

I think most teachers care and are willing to learn when forced to do so, they are just scared.

Actually, I completely agree but while great in theory, in practice is a different reality.

You're right many teachers will learn and step out of a comfort zone when prodded but it's still unfortunate for the educator to be the obstacle.

so how do we change that? If they aren't willing, a little prodding might be necessary. And you are right, practice is the hard part to make reality.

In my district, I would not be allowed the time needed, or the format or structure, to properly help educators make that leap.

It would take a sustained staff development effort, and I'm only really allowed 1:1 (invitation only) and after school/summer staff development.

Terrible model.

That is a terrible model.I'm currently in a situation where I am developing the model so I have a little more control of the PD part but I am also currently the sole PD provider which has its own challenges.

I'm the only PD provider for technology, but get no say in how I do it. I'm forced into being ineffective, unfortunately.

I know how frustrating that can be but it can also create some opportunities for creativity. You can find ways to reach individual teachers.

Would this article help? My HS dist has been adding netbooks with each frosh class. Diff netbook each year.

tortuga28 true, but one at a time isn't change. Not fast enough, anyway. Sheesh, we're still talking about moving into teaching in this Century, 13 years in for crying out loud

AndyCT I know, I know, I wrestle with it too but at least 1 at a time is some change as opposed to none...small victories...

xojules Thank you. Reading now and bookmarking for reference later.