1:1 is Not Always Fun

 1:1 initiatives- this week, our view of them has bordered on the hagiographic; we’ve seen the ways in which they can shore up the digital divide and promote equity, all the while enabling new vectors of instruction heretofore unavailable to the classroom.  Unfortunately, there may be a little bit more to the story. 

 I want to be clear that, in principle, I am in full agreement with the philosophy behind 1:1 programs.  I think that, properly implemented, they can be an absolute boon to students, and can help make learning more accessible and equitable across all strata of race, class, gender, and ability.  I would, additionally, oppose any luddite interpretation which downplays the transformative potential of digital learning or the flipped classroom model.  All of these are, in my opinion, part of the future of pedagogy, and should be wholeheartedly embraced; 

However, I would also like to note, from experience, that a 1:1 program is only as beneficial as its implementation allows it to be.  During the 21-22 School Year, my county implemented its 1:1 programming as a response to the pandemic.  At this time, I was working as a long-term sub for a media specialist out on FMLA, prior to my enrolling in the MLIS program at USC, so I was not involved directly in the planning- only the implementation.  Our school system’s approach was this:  Every student grade K-8 would receive a Chromebook, to be kept in the classroom, while every high schooler would get an HP laptop, to be taken home. 

On the surface, this seems fine- but this is where the problems started.  Chromebooks are ~$300.  The HP laptops are $700.  Students sign a technology loan agreement to receive their device, which also obligates them to pay if the device is lost or stolen.  With most of our district falling well below the poverty line, this is a recipe for disaster:  Laptops constantly go missing (left in class and taken by other students, mostly), leaving students saddled with debts they cannot realistically pay.  With a limited supply of devices in the district, this means that many students are forced to go without. 

Compounding this problem is the implementation of 1:1 pedagogy.  Our teachers were told they must begin using technology in their lessons, and were given a few cursory PLs on the SAMR model and good digital practice, but the vast majority simply hover at the Substitution level,  swapping out physical worksheets for digital ones on Canvas.  Not only is this a poor use of the potential of 1:1 tech, but it also results in situations where students literally can’t do their work and get grades without a device, meaning those students who have lost a device or had it stolen are out of luck, and pressure is then put on me, the Media Specialist, to resolve the issue by just handing them another computer- increasing their potential debt and worsening the overall device shortage. 

All this is to say that, without robust PL for teachers and a solid plan for handling device management on the part of all faculty (NOT just the Media Specialist; I am currently SOLELY responsible for planning distribution and management for >1200 students), 1:1 initiatives can cause more problems than they solve.  Serious thought must be given to ensure that teachers know how to maximize the potential of technology in the classroom, and ongoing coaching should be conducted to ensure that these practices are being implemented with fidelity.  Moreover, care should be taken to assess budget and replacement costs when factoring in how to give devices to students; particularly if those devices are allowed to leave the schoolhouse. 

 

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