The New York Times recently published an article (link below) critical of laptop computer initiatives and cited examples of schools that are abandoning such programs. There are many differences between the laptop programs cited in the article and Classrooms for the Future (CFF). CFF is not about the laptop computers. It is about the computers used in combination with many other technologies and most importantly, it is about professional development in the use of these technologies to engage students as active learners. CFF, as implemented in Springfield, puts the computers in the classrooms, not students' backpacks. We have other programs in place to try to address issues of equity with respect to computer access at home.
Holly Jobe, Director of Classrooms for the Future, highlights some other major differences below:
Response to the Article -- Holly Jobe, Director of CFF…
I think we need to really show how CFF is very different from what they were talking about in the article.
-The article presents a perfect opportunity to point out the differences between traditional laptop programs like those featured in the article that are likely to fail, versus the power of the Classrooms for the Future initiative
- CFF computers are designed to stay in the classrooms and teachers are in control of their use during the class period.
-CFF program was designed from lessons learned from other 1:1 programs throughout the country and world.
-The focus is on developing good instructional practices, providing support and ensuring that computers will not be abused by students. - students are supervised and guided through learning activities.
-When lesson plans call for students to make use of the internet, their viewing is additionally restricted at the school in accordance with the Children’s Internet Protection Act.
-In many of the programs highlighted by the article, it appears that the teachers were not properly trained to integrate the computers effectively in their classes.
-Teachers at Classrooms for the Future sites are provided with intensive professional development to help them integrate the technology into their teaching to make learning experiences for students engaging and memorable.
-Professional development consists of on-line courses promoting active and technology-rich learning; face-to-face workshops in how to use computers and electronic white boards; and, most importantly, a part-time instructional technology coach to help teachers create lessons that fully utilize the technology and keep students on track.
-Classrooms for the Future is not about replacing traditional teaching methods with educational software, which research has shown to have little to no impact on efforts to increase student achievement. Rather, the professional development helps teachers leverage technology to enhance and extend their instructional practices.
-For students, the technology is a tool to help them master, create and connect learning across disciplines and topics.
-Technology integration, done right, is critical to transforming our schools for the 21st century. We are confident that Classrooms for the Future is such a program.
More discussion of this issue at Learning.Now-At the Crossroads of Internet Culture and Education- http://www.pbs.org/teachers/learning.now/2007/05/schools_drop_laptop_programs_b.html