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21 Steps to 1-to-1 Success

Handbook for planning, preparing


implementing and evaluating programs
2

Published by Student Learning Division


for the Department of Education and
Early Childhood Development
Melbourne, January 2011
© State of Victoria (Department of Education
and Early Childhood Development) 2010
The copyright in this document is owned by
the State of Victoria (Department of Education
and Early Childhood Development), or in the
case of some materials, by third parties (third
party materials). No part may be reproduced
by any process except in accordance with
the provisions of the Copyright Act 1968, the
National Education Access Licence for Schools
(NEALS) (see below) or with permission.
An educational institution situated
in Australia which is not conducted
for profit, or a body responsible for
administering such an institution, may copy
and communicate the materials, other than
third party materials, for the educational
purposes of the institution.
Authorised by the Department of Education
and Early Childhood Development,
2 Treasury Place, East Melbourne, Victoria, 3002.
3

Contents
Context 4

Planning
1 Consider current research 8
2 Establish the eLearning vision for 1-to-1 9
3 Engage school council 10
4 Develop communication strategies 11
5 Conduct a detailed readiness assessment 12
6 Develop a project plan 14
7 Prepare a detailed budget 16
8 Select a preferred purchasing model 17

Preparing
9 Ensure teachers are optimising use of notebooks 18
10 Professional learning 19
11 Learning places and spaces 22
12 Software, tools and online resources 23
13 Suppliers and $$ 24
14 Calculate the total cost of participation 25
15 Support documentation 26
16 Prepare responses to anticipated questions 27

Implementing
17 On-site service structures 29
18 Conduct parent and community sessions 30
19 ICT infrastructure and technical support 31
20 Distribute student devices 32

Evaluating
21 Review and management 33
Referenced links 35
4

Context
1-to-1 programs provide The Department iPads for Learning trial
students with a digital device
The Department recognises that The iPads for Learning trial is a joint
to maximise their opportunities through the better use of technology initiative of the Department and the
for learning. all students should be able to access Apple Corporation.
1-to-1 devices complement the programs in their own schools and
The iPads for Learning trial provides
use of interactive whiteboards, in partnership with others.
over 600 accessible iPads to
digital resources and other The Department: participating students on a 1-to-1
digital technologies. basis, 24 hours a day, 7 days a week
• is committed to providing the
1-to-1 devices provide networked for the term of the trial.
resources needed to support the
technology for effective two-way use of ICT in schools The principal objective of the
communication and collaboration iPads for Learning trial is to
between teachers and students • resources computers in schools
investigate progressive and effective
and will extend learning beyond through centrally funded
use of learning technologies
the classroom. programs
in learning and teaching;. to
• provides notebooks to teachers develop independent and self
and principals in Victorian initiated learning in students,
government schools. and extend their learning beyond
the classroom.
The Department provided iPads and
additional support to participating
schools to enable effective
implementation of this trial.

Supporting resources
1-to-1 Learning Showcase
http://epotential.education.vic.gov.au/showcase/index.
php?showcase_id=62
5

Getting started - the


21 steps in summary
This document outlines four phases
for successful implementation:
• planning
• preparing
• implementing
• evaluating.
The 21-step sequence is
interrelational, and may be
considered out of this printed order.
These steps provide guidelines
for leadership teams considering
implementing a 1-to-1 program.
For each step there is an overview,
questions to consider, suggestions
and links to relevant resources.
6

21 Steps to 1-to-1 Success: Supporting 1-to-1 Implementation

Preparing
What 1-to-1 devices should we select?
How will they be used for learning?
Planning 9. Ensure teachers are optimising
the use of their notebooks
How do we plan for 1-to-1 learning
Teachers using notebooks in class is
in the school? a precursor for successful student use.
1. Consider current research
10. Professional learning
Identify needs and deliver ICT
2. Establish the eLearning vision professional learning to support the
for 1-to-1 introduction of 1-to-1 devices to improve
learning and change pedagogy.
3. Engage school council
11. Learning places and spaces
4. Develop communication strategies Consider how the use of ICT and
Provide communications to flexible learning places and spaces can
stakeholders about 1-to-1. maximise learning opportunities.

5. Conduct a detailed readiness 12. Software tools and online resources


assessment Ensure the apps and online resources selected
Use the SIPS, eLearning Plan, ePotential reflect the learning and teaching goals of
ICT Capabilities Survey data and student the school.
data to evaluate readiness to initiate 13. Suppliers and $$
a 1-to‑1 program. iPads will be provided as part of the trial.
6. Develop a project plan 14. Calculate the total cost

7. Prepare a detailed budget 15. Support documentation


Adapt guidelines provided by the Department.
8. Select a preferred purchasing model 16. Prepare responses to anticipated questions

We gratefully acknowledge Queensland Government’s


Department of Education, Training and the Arts in developing
the Smart Classrooms@ 21 steps to 21st century 1- to-1 success Student
publication (21 Steps). We would also like to recognise the
contribution of the Anytime, Anywhere Learning Foundation
Teaching and learning programs that aim to
(AALF) to that body of work. This Department material has engage students by increasing independence,
been significantly based on the 21 steps framework.
7

Implementing
How do we enact 1-to-1 enabled
learning in the school?
17. On-site service structures Evaluating
Provide on-site technical support.
How do we monitor the impact of 1-to-1
18. Conduct parent and community on student learning?
sessions 21. Review and management
Organise parent information sessions Consider how the school will monitor
to ensure 1-to-1 learning is supported and continually review use and
and embraced. impact of the devices and available
infrastructure to improve learning.
19. IT infrastructure and technical support
Order devices and prepare for ongoing
maintenance and development of ICT
infrastructure that ensure effective
implementation of a 1-to-1 program.

20. Distribute student devices


Ensure formal agreements are signed
and nominate a single point of contact
responsible for distribution.

Resources
1-to-1 Learning Showcase
http://epotential.education.vic.gov.au/showcase/
index.php?showcase_id=62
Schools ICT Progression Strategy
http://www.eduweb.vic.gov.au/techroom/tssp/
sips/#whatis
ePotential ICT Capabilities Resource
http://epotential.education.vic.gov.au/
eLearning Planning Guide
www.education.vic.gov.au/studentlearning/
Learning curriculum/elearning.htm
iPads for Learning Classroom ideas
self-initiated learning in students, and http://epotential.education.vic.gov.au/showcase/
extending learning beyond the classroom. index.php?showcase_id=62
8

Planning
How do we plan for 1-to-1 learning in the school?

Step 1 Consider current research

Explore current research Exploring available research and


and case studies to enable case studies will help you: Have you considered?
you to learn how schools • build a strong vision for how your How are other schools
have implemented a program will improve student implementing 1-to-1 programs?
1-to-1 program. learning outcomes How will you measure success
• gain broad support by of the 1-to-1 program in
demonstrating the link your school?
between moving to a 1-to-1 Have you gained an
program and improving student understanding of the scope
learning outcomes and complexity of successfully
• prepare proactive responses implementing a quality
to likely change resistance and 1-to‑1 program?
uncertainty in your school What will be the major
community barriers in implementing
• understand the scope and a 1-to-1 program in your
complexity of successfully school? How can you overcome
implementing a quality these obstacles?
1-to-1 program.

A selection of key readings are available on the 1-to-1 Showcase.


http://epotential.education.vic.gov.au/showcase/index.php?showcase_
id=62
The Department’s Information and Communications Technology (ICT)
domain - Research
www.education.vic.gov.au/studentlearning/teachingresources/ict/
research.htm
Apple’s Learning with iPod Touch and iPhone
http://www.apple.com/education/ipodtouch-iphone/
9

Planning
How do we plan for 1-to-1 learning in the school?

Step 2 Establish the eLearning vision for 1-to-1

It is important that your 1-to-1 What should your formal will serve your school for years
program is guided by a clear, vision include? to come.
well-supported vision. Consider The vision and objectives for your • Your vision should be shared
how the vision statement program need to be drawn from with teachers, students,
will provide guidance, serve the curriculum rather than from administrators, parents, school
as the foundation of your the technology itself. Your goals are council members and business
decisions and inform the key components of the curriculum, and community leaders. Make
technology merely provides an the communication process
direction of your program.
effective means of achieving those interactive, and secure the
The vision will articulate how
goals. 1-to-1 devices can enable endorsement of influential
and why a 1-to-1 program members of your school
teachers to significantly improve
will lead to improvements in community. Offer scenarios and
the learning opportunities in
student learning. examples that show technology
their classrooms.
The vision statement needs to: in action.
Your vision must serve many needs.
• clarify the relationship between • Keep the vision statement in
• Your vision statement will provide mind as you move from planning
1-to-1 implementation, the
direction; serve as the logical to implementation.
School Strategic Plan, Annual
basis of your decisions; and
Implementation Plan, the
stimulate the thinking, energy and
elements of eLearning planning
and provide a sound basis for
motivation of every person helping Have you considered?
to implement your program.
decision making How can you ensure
• Your vision must be far-sighted responsibility for leading 1-to-1
• provide purpose and direction
enough to extend beyond the is distributed and shared?
that can be shared with all
introduction of 1-to-1 devices into
stakeholders. How can you establish and
the classroom. It should capture
foster a shared 1-to-1 vision?
the essence of a program that
How will use of iPads change
teaching and learning in
Sample vision statement your school?
Each student at our school learns to develop and demonstrate the How will classroom practice
knowledge, skills, practices and attitudes necessary to be an engaged, leverage technology to improve
robust 21st century citizen capable of shaping our future. students’ learning outcomes?
10

Planning
How do we plan for 1-to-1 learning in the school?

Step 3 Engage school council

A move to 1-to-1 learning The more support you have, the


may challenge many people’s easier it will be to implement your Have you considered?
understanding of what learning plan. You can boost your chances Have you provided your
is. Gaining support from your for success by communicating early, school council with research
and often, with all the people and findings from other
school council is essential,
involved. Consider how to be 1-to‑1 schools?
and should be done prior to transparent and concise.
planning to ensure school
community support.
11

Planning
How do we plan for 1-to-1 learning in the school?

Step 4 Develop communication strategies

Provide communication to documents, parent meetings opportunity to enhance the


stakeholders linking 1-to‑1 and consultations with learning experience and fully use
learning to key priorites. community leaders. the Ultranet.
A successful communication Sample key messages • 1-to-1 devices give students
strategy requires the full access to anywhere, anytime
involvement of all staff and The Department acknowledges learning – in classrooms, in
that the 21st century is increasingly schoolyards and at home .
other interested people.
complex, global and networked.
This may include elements such as • 1-to-1 personalised learning
This educational imperative will
narrows the digital divide.
• presentations to parent groups improve young people’s ability
to thrive and think critically in an • 1-to-1 enables students to learn
• presentations to business and information-rich world. independently, collaborate
community groups with peers and communicate
• The learning needs and styles
• a newsletter that promotes the their understandings using
of Generation Y correlate to
vision for 1-to-1 learning in rich media.
their relationship with digital
your school technologies. This is integral to • Provision of the Ultranet will
• articles for local newspaper; and their lifestyles, behaviours and enhance 1-to-1 learning.
character formation.
• promotion of your 1-to-1 vision
on your school website. • Providing students with an Have you considered?
individual device in a 1-to‑1,
To obtain a positive result, use a Can your staff articulate
wireless and networked
combination of communication the vision?
environment provides an
tactics, including written
How can you demonstrate to
teachers some of the exciting
The School Communications Plan Action Planner is a template to assist things students may use
schools in improving their communications and is supported by Hints devices for?
and Ideas for School Communications Plan Action Planner
How will you publicly celebrate
www.eduweb.vic.gov.au/edulibrary/public/schadmin/schops/
success of the 1-to-1 program?
schoolcomms/sctoolkit-7-1-tmp.doc
The School Communications Toolkit offers ideas and advice to support
schools in their communication with parents and the local community.
www.education.vic.gov.au/management/schooloperations/
12

Planning
How do we plan for 1-to-1 learning in the school?

Step 5 Conduct a detailed readiness assessment

Use the School ICT Progression An assessment of the current ‘state eLearning is the exploration and use
Strategy (SIPS), eLearning Plan, of play’ will provide the foundation of a broad range of ICT to expand
ePotential ICT Capabilities on which to build a strategic path teaching and learning possibilities.
Survey data and student data to to where you want to be. Prepare a
A cohesive approach is needed
readiness assessment that considers
evaluate readiness to initiate a to maximise the benefits of the
your current resource position on
1-to-1 program. digital age, ensuring infrastructure
• ICT and infrastructure and resources are being used
to reconceptualise teaching
• personnel
and learning.
• facilities.

Have you considered?


What ICT is currently available
The readiness assessment resources available include the following: and how it might support the
1-to-1 program?
1 School ICT Inventory: details the school’s curriculum network
technical configuration, providing an essential baseline for What is the level of technology
future planning. skills and understanding of
your staff?
2 eLearning Plan: provides the eLearning goals and strategies that the
school plans to implement.
3 Network Guidelines and Models for Schools: provides best practice
advice for the implementation of network infrastructure.
4 School ICT Architecture: provides best practice advice for the
implementation of school ICT architecture at a server/client level.
5 School ICT Architecture Build Guides: extends the School ICT
Architecture document to build processes, instructions and tutorials
for Technical Support to Schools Program (TSSP) Specialist Technicians.
6 ePotential ICT Capabilities Resource: ePotential provides schools
with an ICT Capabilities Framework, online survey, planning tools
and bank of resources to support the development of teachers’ ICT
capabilities within a learning and teaching context.
13

School Strategic Plan


eLearning Leadership
eLearning Planning Elements

Review and Management


Learning, Teaching,
Assessment & Reporting
Annual
ICT Professional
Implementation Learning
Plan
Learning Places
and Spaces

Learning Communities

IT Infrastructure and technical support:


Supporting the School ICT Progression Strategy (SIPS)
Extend ICT
ICT Network ICT Roadmap Build ICT
beyond
Audit development foundation
foundation
14

Planning
How do we plan for 1-to-1 learning in the school?

Step 6 Develop a project plan

Include a manageable timeline Forming a project team School Contact


outlining key milestones for It takes time to build support for Schools are to provide a single
the implementation of a technology in schools, especially point of contact for distribution and
1-to-1 program, including a in curriculum development. It is coordination of the trial. This person
communication plan within the therefore crucial that the team is not a TSSP Technician.
project plan. in charge of implementing the
1-to-1 program is enthusiastic and
One of the first tasks in establishing
committed. The team may include: Have you considered?
a project plan is to set up
milestones to mark its progress. • Curriculum/learning area What are the key targets
As part of the planning process, the coordinators and outcomes of your 1-to-1
project team should propose the program?
• Ultranet Lead Users.
timeline needed to implement the Who will coordinate the
plan, including dates for when each Establishing a plan, timeline program?
task should be completed. and milestones
What is the implementation
Scoping program options While there are many differences timeline?
in how 1-to-1 programs are
In general, the scope of a
implemented and managed,
1-to-1 program is premised
one aspect that is common
on consideration of several
key questions.
to all successful programs is a Key dates for iPad trial
well-developed plan. A good
Delivery
• Ideally, at what year level should plan addresses how the school
the 1-to-1 program commence? will establish a solid technology July 2010

• How does the program’s scope infrastructure for the 1-to-1 devices, Professional learning and
impact on school structure? and how the 1-to-1 program will planning
satisfy the school’s teaching and Begins 30 July 2010
• What is your current student to learning goals. It also outlines a
computer ratio? timeline of milestones. Evaluation
August 2010 - December 2011

The table on page 15 may assist you


in writing an implementation plan
and establishing a timeline.
15

Days remaining
Duration (days)

Days complete

<Date>

<Date>
Who

Start

End
Tasks

Desktop research and school visits

Develop vision

Develop communication strategy

Review ePotential data

Develop/update eLearning plan

Prepare school ICT inventory

Develop project plan

Select project leader

Identify team members

Prepare budget

Select preferred purchasing model

Develop/update ICT professional


learning strategy

Prepare physical learning spaces

Develop school advice/guidelines

Supplier partnership

Prepare for delivery and


deployment of devices

Procedures
16

Planning
How do we plan for 1-to-1 learning in the school?

Step 7 Prepare a detailed budget

When preparing your budget Purchase of extra iPads for teacher/


to support the 1-to-1 program leadership team use is the Have you considered?
in your school, you need to responsibility of the school. Have you listed all the
take into account additional Participating schools will also components that your 1-to-1
costs over and above the cost provide technical support for the program will require including:
of the device. iPads for Learning trial as required. the individual device, apps,
servicing and insurance
The Department will provide a The Department will provide a self
costs, technical support
$5000 grant to cover such things insurance scheme for the iPads for
and infrastructure costs and
as technical support, CRT costs for Learning trial for accidental damage
initial and ongoing staff
teachers participating in iPad trial and loss. An excess of $150 will
development costs?
professional learning activities, apply, payable by parents, for each
extra iPads and purchase of occasion of damage.
additional apps. Additional expenditure items which
Two additional iPads will be may need to be be considered are Another issue to consider
provided to each participating • purchase of iPad applications What other funds are available
school. One iPad should initially be
• electricity costs to support ICT across the school?
allocated to the school technician
to ensure school readiness for • physical security upgrades
implementation.
• professional learning costs.
Hard bubble cases will be provided
It is recommended that schools
for all Department-allocated iPads.
account for the needs of their
existing and future programs when
planning their expenditure.
17

Planning
How do we plan for 1-to-1 learning in the school?

Step 8 Select a preferred purchasing model

When considering preferred NSSCF specific advice


purchasing models, the Have you considered?
The iPad is not an approved
Department guidelines need National Secondary School Computer How will your school sustain
to be taken into account. Fund student learning device a 1-to-1 program?
in Victoria.
iPad for Learning trial
iPads will be supplied by the
Department for all students in the
participating school cohort at the
start of the trial.
Each iPad is a school-owned device
and will remain so at the conclusion
of the trial.
Provision of iPads for additional
student enrolments during the trial
period will be the responsibility
of the school. Schools cannot ask
parents to co-contribute to the
iPads for Learning trial.
18

Preparing
What 1-to-1 devices should we select? How will they be used for learning?

Step 9 Ensure teachers are optimising use of notebooks

Teachers should be comfortable Two iPads will be provided for staff.


with integrating ICT in the Have you considered?
Teachers should be provided with
classroom and be actively using ongoing professional learning Have you developed a strong
their own devices for learning to support them to use their community of practice
and teaching. notebooks and engage students in a supported by coaches
way that was never possible before, or mentors?
leading to learning new things in Participants in the Notebooks
new ways. This ongoing professional for Teachers and Principals
learning to support 1-to-1 learning program need to undertake
should be both within and 40 hours of professional
beyond the school, and linked to development in eLearning
the school’s overall professional (confirmed in a professional
learning plan. development plan) over the
period of their agreement.
19

Preparing
What 1-to-1 devices should we select? How will they be used for learning?

Step 10 Professional learning

Improving student learning studies, exemplars and teacher • develop teachers’ understanding
is at the core of any school and student samples within the of integrating ICT into learning
professional learning strategy. ePotential continuum, teachers and teaching
While it is easy and natural can see the possibilities for ICT to
• support change
support learning and teaching.
to focus on the logistics of • contribute to the community of
ICT integration, professional The Department’s Seven Principles of
teachers involved in the trial
learning is the critical Highly Effective Professional Learning
call for professional learning that is • identify ‘teacher champions’ to
priority. A comprehensive lead change
collaborative, embedded in teacher
ICT professional learning
practice and aimed at bridging the • build teams of teachers with
program needs to develop gap between what students are complementary skills and levels
teacher skills and confidence, capable of doing and actual student of expertise.
but most importantly, it performance. Professional learning
must help teachers develop that is consistent with the principles Action research
new pedagogies for new is ongoing, school-based and
Action research is a strategy for
technologies. directly relevant to the daily work of
reflecting and learning more
teachers. In developing this strategy,
The ePotential ICT Teacher about the teaching and learning
consider how you will:
Capabilities Resource provides process. Teachers decide what
individual teachers with an • use ePotential data to inform your questions are important to examine
assessment of their ICT capabilities professional learning strategy in order for them to gain insight
and understandings. Using the case • develop teachers’ ICT skills into what is happening in their
classroom. The model is based
on the belief that teachers have
the ability to formulate valid
Supporting resources questions about their own practice
For classroom ideas, go to the 1-to-1 Showcase and pursue objective answers to
http//epotential.education.vic.gov.au/showcase/index.php?showcase_ these questions.
id=62
Professional Learning in Effective Schools: The Seven Principles of Highly
Effective Professional Learning
www.eduweb.vic.gov.au/edulibrary/public/teachlearn/teacher/
ProfLearningInEffectiveSchools.pdf
20

Preparing
What 1-to-1 devices should we select? How will they be used for learning?

Step 10 Professional learning

iPads for Learning trial of ICT does not require a thorough • is a collaborative partnership
knowledge of the technology, between peer coach and coachee
A suite of professional learning and those best suited for this and not a mentor–novice
opportunities will be supported role are innovative curriculum relationship.
by the Department’s iPad development staff members capable
Project Team. of peer coaching. Professional learning teams
Apple will provide support for users, Professional learning teams are
Peer coaching:
teachers and students. an effective means of developing
• provides job-embedded a culture of collaboration and
An Ultranet design space supports
professional feedback and collective responsibility in schools.
the trial. The space includes digital
support
stories, research, case studies,
classroom ideas, discussion forums • promotes active learning by
and banks of information about the offering teachers opportunities to Have you considered?
use of applications. become involved in meaningful How are you using ePotential
discussion and planning, observe data to inform your
The ICT peer coach other teachers, be observed and professional learning plan?
Peer coaching is a process by which receive feedback
Who are the ‘teacher
teachers work with one another • offers teachers opportunities champions’ within your
to share expertise and provide to link the ideas learned in school?
feedback, support and assistance. professional learning sessions to
What is your school’s ongoing
Many schools find that the best their teaching content
ICT professional learning plan?
person to support the integration
What peer network support
structures have you
considered or implemented?
Supporting resources Will you organise for a peer
ICT Peer Coaching Manual coaching program to support
www.education.vic.gov.au/studentlearning/teachingresources/ict/ teachers in implementing a
proflearn/coaching.htm 1-to‑1 program?

Coaching Initiatives
www.education.vic.gov.au/studentlearning/programs/
teachlearncoaches.htm
21

Preparing
What 1-to-1 devices should we select? How will they be used for learning?

Step 10 Professional learning

Key attributes of a good coach:


• Ability to build trust with peers.
• Builds on a teacher’s needs.
• Open to learning about new and emerging technologies.
• Team player.
• Communicates well, listens to teachers.
• Knows what teachers are doing in their classrooms.
• Can show teachers how to build on what they are doing with different pedagogical approaches and
integration of ICT.
• Able to give teachers a menu of options and let them decide what might be useful for them.
• Always has a backup (plan in case of technology hitches).
• Highly organised; plans well in advance.
• Strong work ethic.
• Provides a safe risk-taking environment – is non-threatening, non-judgmental and accepting.
• Has enough depth and breadth of knowledge to help teachers who are at various stages of ICT integration,
including knowledge of sound learning and teaching practices.
• Knowledge of how to organise/ structure an ICT-rich learning environment.
• Recognised by staff as a strong or outstanding leader.
22

Preparing
What 1-to-1 devices should we select? How will they be used for learning?

Step 11 Learning places and spaces

In a 1-to-1 anywhere, anytime Portability and


learning model, learning spaces Have you considered?
‘take home’ advice
are transformed to enable a Do your learning spaces
new, more complete learning Achieving anywhere, anytime cater for different learning
experience. Spaces are flexible, learning is best done through a modalities?
portable digital device.
interesting, inspirational and Are the spaces flexible
cater to a range of learning Research from the Netbook trial, and engaging?
styles and modalities. where students took the devices
home, has shown that ownership What arrangements will be
Maximising student learning is at and accessibility improves made for students to take
the heart of decisions about the engagement, personalised learning, the iPads home?
design or re-design of learning and reduces risk of damage to
spaces. The skills students acquire the device.
are influenced by the design of
learning spaces, the effective use of
ICT and the ways in which leaders
change the nature and culture of
schooling to reflect the needs of
learners in the 21st century.
(MCEETYA Learning in an Online
World. Learning Spaces Framework)

Supporting resources
Victorian School Design
This resource includes information about individual school design
projects and also provides an insight into how these spaces will be used
by both teachers and students.
http://www.education.vic.gov.au/management/infrastructure/
schooldesign.htm
23

Preparing
What 1-to-1 devices should we select? How will they be used for learning?

Step 12 Software, tools and online resources

Before purchasing or A Quick Start Guide will be provided Connect


downloading additional to all parents outlining the
processes required to establish an Connect links primary and
applications, be clear on the secondary students to online
learning objectives you are iTunes account and download the
suite of apps. resources that have been
seeking in each class and how recommended and reviewed
the application will support Parents may choose to use an by educators.
these objectives. existing iTunes account to allow
access to previously purchased www.education.vic.gov.au/primary
The Department has selected a music or other items. The iTunes www.education.vic.gov.au/
comprehensive suite of iPad apps Store Gift Card may be redeemed secondary
to support teaching and learning against the existing iTunes account
as a starting point for the iPads for Please note that some of these
to purchase the required core apps
Learning trial. digital resources are Flash-based
for this trial.
and will not display on an iPad.
Schools are encouraged to Schools and students may load
investigate and use other apps additional free and purchased apps
during the trial. available from the iTunes Store to
Have you considered?
An iTunes account is necessary for meet their needs at their own costs.
each iPad to download the apps to How does the school’s
Parents must be made aware that
allow the iPad to function. selection of apps reflect the
by using the iTunes Store website
learning and teaching goals
iTunes Store accounts may be they will be legally bound to comply
of the school?
created with gift cards, no credit with the Terms of Use.
card details are necessary. How will teachers be supported
FUSE to understand the potential of
The iPads for Learning trial provides available apps?
participants with an iTunes store FUSE - the digital library for the
gift card to download a suite Ultranet will enable Victorian
of designated apps at the start government school teachers to
of the trial. access quality assured digital
learning resources for use in
the classroom. Supporting resources
fuse.education.vic.gov.au/pages/ iPad Quick Start Guide
Teacher.aspx Getting Started Teachers Guide
24

Preparing
What 1-to-1 devices should we select? How will they be used for learning?

Step 13 Suppliers and $$

Selecting a device suitable for Viewable document Languages


students’ learning needs.
types: Language support for English,
For the purposes of the iPads French, German, Japanese, Dutch,
.jpg, .tiff, .gif (images); .doc and
for Learning trial participating Italian, Spanish, Simplified Chinese,
.docx (Microsoft Word); .htm and
schools will be provided with Russian.
.html (web pages); .key (Keynote);
16 GB Wi-Fi iPads.
.numbers (Numbers); .pages Keyboard support for English
Specifications: (Pages); .pdf (Preview and Adobe (US), English (UK), French (France,
Weight 0.68 kg Acrobat); .ppt and .pptx (Microsoft Canada), German, Japanese
PowerPoint); .txt (text); .rtf (rich text (QWERTY), Dutch, Flemish, Spanish,
Height 242.8 mm format); .vcf (contact information); Italian, Simplified Chinese
Width 189.7 mm .xls and .xlsx (Microsoft Excel) (Handwriting and Pinyin), Russian.
Depth 13.4 mm Dictionary support for English
(US), English (UK), French, French
Wi-Fi 802.11a/b/g/n
(Canadian), French (Swiss),
Bluetooth 2.1 + EDR technology German, Japanese, Dutch, Flemish,
Pixel resolution 1024 by 768 at Spanish, Italian, Simplified Chinese
132 pixels per inch (ppi) (Handwriting and Pinyin), Russian.
25

Preparing
What 1-to-1 devices should we select? How will they be used for learning?

Step 14 Calculate the total cost of participation

iPads are school-owned Funding for additional technical


devices. Schools cannot ask support, electricity and Have you considered?
parents to co-contribute infrastructure associated with the How much will additional
to the cost of the iPads for devices will need to be provided technical support cost?
from the school global budget.
Learning trial. Will you purchase iPad
For security reasons the iPad
The Department wil provide each should be in a student’s locker keyboard docks or
participating school with a MacBook or locked classroom when not in wireless keyboards as
to act as a dedicated machine for use. This may involve additional peripheral devices?
the creation of iTunes Store accounts infrastructure costs in some schools.
where students do not have home
Research from the Netbook trial
internet access.
strongly recommends that hard
It is recommended that schools cases be purchased to protect
calculate the total cost of portable 1-to-1 devices. Hard
participation in the program. bubble cases will be provided for
the iPads for Learning trial.
26

Preparing
What 1-to-1 devices should we select? How will they be used for learning?

Step 15 Support documentation

Advice needs to be considered Advice and guidelines have been The Department also has a range
and prepared by the school in developed covering the use of iPads, of existing forms and templates
preparation for the introduction both at home and at school. These that schools can use to develop
of a 1-to-1 program. guidelines should be discussed with and supplement their own advice
the relevant members of staff and and guidelines.
A number of these should already the school community.
be in place, most likely as part of
the school’s Student Engagement They include:
Have you considered?
Policy Guidelines, and include • The Department and school
memorandum of understanding Have you discussed your
• Acceptable Use Guidelines
guidelines with a range
• internet and network guidelines • Parent information brochure
of audiences?
(in line with existing Department • Frequently Asked Questions
How will your guidelines
advice) – at home and school
• Safe usage guidelines be monitored?
• take-home policy
• Quick Start Guide
• cybersafety and responsible use;
• Insurance claim form and
• student email procedures
• use of chat • Warranty procedures
• electronic games guidelines; and • Addendum to the school
• printing credits – school-supplied Acceptable Use Agreement
v. student-purchased. • CASES 21 treatment.

Supporting resources
Acceptable User Agreement template
www.education.vic.gov.au/cybersafety/aua
The Department’s iPads for Learning trial support documentation
epotential.education.vic.gov.au/showcase/index.php?showcase_id=62
27

Preparing
What 1-to-1 devices should we select? How will they be used for learning?

Step 16 Prepare responses to anticipated questions

Preparing answers to General questions Finance, interest rates and


anticipated questions will • Why do we need these devices? insurance questions
maximise your chances of After all, the school has • What does the insurance cover?
gaining broad community considerable resources and What doesn’t it cover?
support for your initiative. many students have access to a
computer at home. • How does the school get
Also, it will demonstrate your
insurance for other devices?
school’s preparedness to move • Which apps will be used?
to a 1-to-1 program. Loss of basic skills
Questions about daily usage
• Aside from word processing and
Frequently asked in the classroom accessing information, what
questions (FAQs) • Will you keep us informed about advantage is there in using 1-to-1
Following is a list of possible the integration of devices into the devices for other areas of the
questions from staff, parents and curriculum? How? curriculum, such as mathematics,
students, to which you should have science and history?
• Will you evaluate learning
answers that are consistent with outcomes differently? • Does technology isolate kids?
both the values and culture of your
• How will you train the teachers? Infrastructure
school, and the vision that you have
for your 1-to-1 initiative. They are • What provisions will there be for
the issues, ideas and challenges wireless connections?
that may be raised by stakeholders.

Supporting resource
FAQs
Suggested responses to
frequently asked questions
are available on the 1-to-1
Showcase.
http://epotential.education.vic.
gov.au/
28

Preparing
What 1-to-1 devices should we select? How will they be used for learning?

Step 16 Prepare responses to anticipated questions

Security Cabling and network topology


Have you considered?
• Student lockers may be • Will the iPads have any form
inadequate for storing devices of peer-to-peer connection Are you confident you can
safely. How will you deal with (e.g. Bluetooth), or will they answer potential questions
this problem? connect to a server? from parents or staff?
• How do we ensure the personal Software selection and use
safety of the students carrying
these valuable items in public? • What are your educational
objectives of each class, and will
Service the apps downloaded support
these objectives?
• Who will be servicing the devices?
How long will it take to complete
repairs and have a device back to
the student?
• How do you decide if a repair is a
warranty or an insurance claim?

Classroom use
• What level of security do you
need to regulate student
browsing of the internet?
29

Implementing
How do we enact 1-to-1-enabled learning in the school?

Step 17 On-site service structures

Introducing additional 1-to‑1 While schools retain responsibility


devices into any school will for their overall technical support, Have you considered?
have significant impact the Department assists schools How will awareness be raised
on technical support staff to support their ICT environment with students regarding
through the Technical Support to safe and responsible
and resources
Schools Program (TSSP). behaviours online?
Providing adequate on-site
Technicians are engaged to Have you taken steps to ensure
technical support and service
provide proactive and reactive enough staff are available
is essential in ensuring a 1-to-1
specialist technical support for to support the iPads when
program runs smoothly. Therefore,
ICT infrastructure, professional they arrive?
ICT support must be carefully
development and Department
planned. Providing a physical Have you considered recruiting
initiatives.
space as a first contact point is an student helpers and trainees?
important first step. One specialist technician is the
primary point of contact for each Do you have processes to
Warranty procedures school, and is the usual technician ensure effective support?

The iPad is covered by the standard attending on scheduled visits. Have you allocated and
Apple twelve month warranty. Calls Technicians work in schools during prepared a physical location for
should be placed to 1300 968 979. scheduled hours determined by on-site support?
network committees, not on call
Warranty logging is the Have you considered
from school offices.
responsibility of parents, unless purchasing spare devices?
schools opt to provide a single Many schools use students to help
point of contact within the school. teachers and classmates with
troubleshooting and technical
Additional technical support is questions during the school day.
available through the iPad User As initial points of contact these
Guide. students can free up valuable
technician time. Supporting resources
Apple FAQs
Further warranty information
www.apple.com/au/support/
ipad/service/faq/
30

Implementing
How do we enact 1-to-1-enabled learning in the school?

Step 18 Conduct parent and community sessions

A 1-to-1 program can impact Research shows students with


significantly on parents. interested and involved parents Have you considered?
demonstrate better educational Can you demonstrate to
outcomes. A well-structured parent parents some of the exciting
information session will ensure things students may use their
your 1-to-1 program is supported iPads for?
and embraced. To obtain a positive
result, use a combination of Have you provided a range of
communication tactics, including opportunities for parents to
written documentation, parent learn about the program?
meetings and opportunities for How will you provide parents
one-on-one discussions. with basic training on the use
and care of the iPad?
Ensure you step parents
through the school advice
and guidelines related to
the program and answer all
their questions.
31

Implementing
How do we enact 1-to-1-enabled learning in the school?

Step 19 ICT infrastructure and technical support

There are two tasks that need


completion before you can
distribute the iPads to the
students, including connection
to the school wireless network
and synching the iPad to an
iTunes account.
iPads should be recorded on the
school asset register under ‘asset as
a donation’ with the serial number.

Have you considered?


Have you engaged extra
technical support?
Can you ensure iPads will
connect to the internet and
other peripherals?
Have you accessed support
from Apple?
Have you listed the iPad on the
asset register?
32

Implementing
How do we enact 1-to-1-enabled learning in the school?

Step 20 Distribute student devices

Carefully consider the timing


of the deployment to minimise Have you considered?
disruptions to classroom Will you provide student
practice and the functioning of training immediately on
each 1-to-1 device. deployment?
Initial student training should What arrangements have been
involve care and maintenance made for the students to take
of the iPads, explanation of the devices home?
student-user agreements, device Will devices be sent home
familiarisation and a cybersafety on distribution, or will there
program. This may occur before the be a period of in-school
iPads are provided to students for training first?
home use.
What provisions will be made
for students entering or leaving
mid-term?
Do parents sign off or attend
an introduction session before
the devices go home?

Supporting resource
The Department’s cybersafety resources
education.vic.gov.au/cybersafety
33

Evaluating
How do we enact 1-to-1 enabled learning in the school?
How do we monitor the impact of 1-to-1 on student learning?

Step 21 Review and management

Consider how the school Individual schools may conduct


will monitor and continually their own evaluation using a range Have you considered?
review use of the devices, of strategies, including: How will you encourage and
the infrastructure available • anecdotal evidence provided by; support participating teachers
and improvements in teachers, parents and students to set up well-structured,
student learning. classroom-based research that
• documenting the number
will help them reflect on their
Participating schools may wish to of incidents – e.g. damage,
teaching practices?
conduct internal research projects misplaced iPads repairs, returns;
which align with the school-based and What impact has the trial had
goals of the 1-to-1 program. This on student learning?
• tracking the amount of time
may involve areas such as literacy, students use the iPads in What were the major
numeracy, collaboration, student classrooms. issues and how will you
engagement or attendance. This overcome these?
will give you rich evidence that you Formal evaluation What changes in teaching
can provide to program supporters,
The aim of the iPads for Learning practice have been evidenced?
critics, parents and prospective
trial is to ensure effective integration
parents. It gives you evidence to
of ICT into teaching and learning by
support you in continuing and
expanding your program. It also • providing 1-to-1 access
helps you identify any missed steps • accessing quality digital resources
that may have occurred during the
initial implementation, so you can • accessing a range of applicatons
take corrective courses of action. • developing understandings,
skills and literacies relating to
digital media
• increasing independence and self
initiated learning in students
• personalising learning
• extending their learning beyond
the classroom.
34

Evaluating
How do we enact 1-to-1 enabled learning in the school?
How do we monitor the impact of 1-to-1 on student learning?

Step 21 Review and management

Specifically the trial will seek


to answer the following
research questions:
• What impact do iPads have on
students, teachers and parents in
the trial?
• What capacity does the iPad
have to enhance teaching and
learning within and beyond
the classroom?
• What evidence is there of
improvement in student learning
that can be distributed to or assist
with the use of iPads?
The Department has engaged
an external reviewer to conduct
a formal evaluation of the trial
from all trial schools. Schools will
participate in associated evaluation
activities, discussions and surveys.
Schools will actively contribute
to the specified outcomes of the
trial, including the development
of a suite of quality teaching and
learning resources and case studies
highlighting how access to iPads
contributes to changes in pedagogy,
teaching and learning programs
and assessment.
35

Referenced links
1-to-1 Learning Showcase eLearning Planning Showcase School Communications Plan/
epotential.education.vic.gov.au/ epotential.education.vic.gov.au/ Action Planner
showcase/index.php?showcase_ showcase/index.php?showcase_ eduweb.vic.gov.au/edulibrary/
id=62 id=59 public/schadmin/schops/
schoolcomms/sctoolkit-7-1-tmp.doc
Apple’s Learning with iPod Touch ePotential ICT Capabilities Resource
and iPhone epotential.education.vic.gov.au Schools Communication Toolkit
http://www.apple.com/education/ education.vic.gov.au/management/
ipodtouch-iphone/ ePotential ICT Capabilities schooloperations/commstoolkit.htm
Framework
Australian Government Quality epotential.education.vic.gov.au/ School ICT Progression Strategy
Teaching Program continuum.php eduweb.vic.gov.au/techroom/tssp/
deewr.gov.au/Schooling/ sips
QualityTeaching/AGQTP/ Glen Waverley Secondary
College: QTVR Smartcopying
The Department’s FUSE gwsc.vic.edu.au/index.cfm?a=42 smartcopying.edu.au/scw/go
fuse.education.vic.gov.au/pages/
ICT and eLearning Resources – Learning Online
Teacher.aspx
Professional Learning education.vic.gov.au/cybersafety
Deploying 1:1 eLearning education.vic.gov.au/ Victorian School Design Resource
Environments for the studentlearning/elearning/proflearn. education.vic.gov.au/management/
21st Century (Intel) htm infrastructure/schooldesign.htm
download.intel.com/intel/
worldahead/pdf/worldahead_ ICT Grants
starter_kit.pdf edugate.eduweb.vic.gov.au/
Services/IT/ITSupport/Pages/ICTGrants.
DesignShare aspx
designshare.com/index.php/home
iPads for Learning trial
Professional Learning in Effective www.ipadsforeducation.vic.edu.au
Schools: The Seven Principles of
Highly Effective Professional Learning Learning Places and Spaces Movie
eduweb.vic.gov.au/edulibrary/ eduweb.vic.gov.au/edulibrary/
public/teachlearn/teacher/ public/ict/nsscfps.mp4
ProfLearningInEffectiveSchools.pdf
36

The Department gratefully acknowledges


the Queensland Government Department of
Education, Training and the Arts in developing
the Smart Classrooms@21 Steps to 21st Century
1-to-1 Success publication (21 Steps). We would
also like to recognise the contribution of the
Anytime Anywhere Learning Federation (AALF)
to that body of work. This material has been
significantly based on the 21 Steps framework.