This guide offers schools starting points and a brief roadmap to support planning for, and managing, a 1:1 digital programme.
Ensure your school as a whole, and the wider school community, has a clear and shared vision for learning with digital technologies. A clear plan and sense of purpose facilitates a smooth implementation process without wasting time, energy, or money.
The 1:1 digital devices plan is one part of a wider digital technologies plan.
Clearly articulate from the outset:
Michael Williams, principal Pakuranga College, shares the importance of articulating why you are using digital devices, what it looks like, and what it means for learning. This should be part of your digital strategy and a measure for decision making.
The eLPF helps you to self-assess your current situation and consider the next steps to take when developing your vision and strategic plan.
Information, examples, and resources that support the integration of e-learning into your school vision, strategic planning, and policies.
Key areas to consider when planning your school 1:1 programme. Three key areas to explore are:
Resources for leaders involved in planning and implementing a BYOD (Bring Your Own Device) programme. This guide for schools or districts in the USA has a lot of information and examples relevant to New Zealand schools.
A nine step action plan for schools from TeachThought USA.
An online guide designed to help your leadership team implement a strategic direction that ensures technologies are integrated into planning for effective teaching and learning.
Introducing 1:1 devices into your school is a complex process that requires extensive planning, communication, and ongoing evaluation. When planning, take into account the need to be responsive to the needs of teachers and learners as your implementation progresses.
At this stage schools may decide to work together as a single community to support each other and share resources.
The needs for each school and the resulting plan will be different but could include the following:
"Your team are responsible for driving the process."
Every decision made by the team should be underpinned by the school’s vision for e-learning.
Agree early on:
Select team members with a mix of capacity, beliefs, and experiences. Suggested team members:
Jane Danielson, principal Hingaia Peninsula School, explains the role of their e-learning leader as being, "a person who will facilitate learning for our whole community for the students, the teachers, and for the parents."
"Community engagement is critical to the change management process."
Begin by sharing stories and examples from other schools to help your community understand what it means to have a digital rich learning environment. Focus on how increased access to digital devices will benefit learning and effective learning design.
Use a variety of communication channels such as:
Initial engagements with parents and whānau may include:
When initial consultation is completed and analysed, plan:
Consider how you will evaluate the effectiveness of learning with 1:1 digital devices.
Parents from Wairakei School describe the benefits that being in a BYOD class has had for their children in terms of increased motivation, improvements to learning, and greater independence. They value being able to support their children and see their progress more readily.
BYOD and 1:1 preparedness checklist – Connected Learning Advisory
A checklist to help you reflect on your school’s readiness for implementing 1:1 devices in terms of:
- teaching and learning
- policies and documentation
"Plan professional learning for teachers."
Identify what teachers need to know or be able to do to make implementation successful. A simple staff survey can identify strengths and gaps to help you to prioritise professional development sessions for groups or individuals.
e-Learning coordinator, Allistair Williamson explains the systems and professional development in place for teachers to support the successful use of BYOD in the classroom.
Dominic Killalea, DP Wellington High School, outlines their key considerations when setting up the infrastructure to support reliable access and connectivity.
Training for teachers – Needs analysis – a VLN discussion
Gather information on how other schools have managed to increase device access for their students so that you can make informed decisions.
e-Learning leader, Kate Friedwald describes the step-by-step process she went through from researching BYOD to setting up a classroom learning programme using BYOD. She talks about how she involved parents and what she did over the first weeks to ensure students were confident at using the technologies to support their learning.
Connect with other schools, especially those in your local community, to see what they have done and hear about their successes and challenges.
Identify your needs, then identify what specifications you require from the technologies to support learning.
Deputy principal, Dominic Killalea discusses why Wellington High School encouraged students to bring the device they use at home to school. They have a minimum set of specifications for purchasing a device, which are updated annually.
To become familiar with the latest devices develop a list of options and identify the pro’s and con’s of each one:
Successful 1:1 device programmes require sustained investment that goes beyond the devices alone. A thorough financial analysis of each option is essential and should take into account up-front and ongoing costs (both to the school and/or the parents).
The main ownership options are:
Many schools overcome equity issues by either providing a number of devices at school for students to use for the day, or by setting up a lease-to-own arrangement for students (at around $3 to $4 per week). For example, because most families within the Manaiakalani Cluster (a community of collaborating schools) do not have the resources to provide devices for their children, they pay $3.50 per week over three years to own their child’s device.
If you are planning a model where parents are expected to fund devices, consider the approach you will take for those that cannot afford to purchase devices. Many schools have long term payment schemes and hardship funding.
Decide whether you prefer to lease or buy devices outright.
Once your research is completed, select your approach or trial different options.
Will you specify the device type?
Staff at St Hilda's Collegiate explain the process they went through to select the 1-1 device they are currently using. This involved:
Dominic Killalea, Deputy Principal at Wellington High School, discusses their key considerations for selecting student devices. Rather than saying students need a particular device, they identified set minimum specifications. Dominic highlights the different needs of junior and senior students and how this informs which devices and programmes are most appropriate.
Systems manager, Alistair Montgomery describes St Hilda's management to ensure students can keep working on their laptops all day, relying on the battery. Charging stations are monitored by security cameras. Built in chargers are being developed for students to use to enable them to keep working if necessary.
Groups of teachers share how they manage device storage in these VLN discussions.
Trialling the selected option(s) in a single classroom or group of classes is always a good idea. This will help you identify issues and address them before rolling out to the school as a whole.
BYOD trial at Wairakei School – a series of videos illustrating Wairakei School BYOD trial from beginning to end, including evaluation.
"Communication is critical to success."
Before you begin the implementation phase, make sure that any issues identified in your planning phase are addressed. This includes addressing concerns from your community – parents, whānau, students, and teachers.
Identify and address the communication needs for your school community. Take into account parents first language and communicate in as many ways as possible, including:
An implementation plan will consider:
Address digital citizenship and cybersafety before, during, and after 1:1 device implementation so all parties are clear about what is expected of them. Co-constructing your agreement with students and your community will go a long way to preparing everyone for safely using 1:1 devices.
Work with your teachers to make sure they are prepared for teaching and learning with 1:1 devices. This will require initial and ongoing professional development based on their needs.
Dominic Killalea, DP Wellington High School, describes their professional development model for supporting teachers.
In your communications with parents, demonstrate examples of using 1:1 digital devices, along with good teacher practice, showing improved engagement and learning outcomes. Begin by using school stories and examples from Enabling e-Learning school. Over time, you can create your own similar stories to share.
Ben Britton, e-Learning leader Wellington High School, and students describe the impact of having their own digital device on learning, student agency, and collaboration.
Parents want to know that adding more technology into their children’s lives is going to have some kind of tangible, positive impact on learning. Explain how 1:1 devices enable students to:
Being able to answer parents questions will go a long way towards helping them understand your school’s reasoning for introducing 1:1 devices.
"Implementation of any 1:1 device plan needs good technical support."
In the first days, plan to have technical support on site to address unforeseen issues as they arise. In some schools, teams of students have undertaken this role to support ICT specialists.
If your school is large, consider more formal ways of managing your ICT support team. For example, using The Framework for ICT Technical Support (FITS) .
Systems manager, Alistair Montgomerie, describes the infrastructure set up at St Hildas to enable all students and staff to use the Internet as part of their 1-1 laptops programme.
Systems manager, Alistair Montgomery describes St Hilda's management to ensure students can keep working on their laptops all day, relying on the battery.
St Hilda's Collegiate teacher, Donna Smith describes how the 1-1 laptop programme, along with using e-portfolios, gives her flexibility to be more responsive to the learning needs of the students, and enhances her ability to support student learning.
St Hilda's College staff explain the process they went through to select MacBook Pros as the 1-1 device they are currently using.
Principal Melissa Bell and the e-learning leaders at St Hilda's Collegiate describe the professional development they have in place to support teachers with teaching and learning.
Principal Melissa Bell describes St Hilda's school vision and how it is supported and enabled by technology.
Mark Quigley, Deputy Principal, and Tony Zaloum, Director ICT Projects, explain their vision for e-learning as they embark on implementing BYOD for Year 9 students at Orewa College.
Dr. David Parsons, Associate Professor Information Technology at Massey University explains the digital divide is not only about access but about how devices are used.
Tyler, a year 6 student with dyspraxia, uses a netbook to help him write creatively instead of being inhibited by the speed of his handwriting or his ability to form letters.
Using a netbook, Google docs, and blogging has increased engagement and improved learning outcomes for student Kieren.
Implementing 1-1 netbooks has enabled personalised learning to meet the needs of all students in the senior classes at Parkvale school and provided opportunities for success.
Teacher and e-learning leader, Kate Friedwald explains the information provided for parents at Wairakei School to introduce a BYOD trial for Year 5/6 students in 2014.
Kate Friedwald describes step-by-step the process she went through from researching BYOD to setting up a classroom learning programme using BYOD at Wairakei School.
Principal, Shane Buckner and e-learning leader, Kate Friedwald, talk about the systems and setup they have at Wairakei School to successfully use 1-1 devices.
Parents from Wairakei School describe the benefits that being in a BYOD class has had for their children.
e-Learning co-ordinator, Allistair Williamson explains key steps for implementing BYOD at Pakuranga College.
Michael Williams, principal Pakuranga College, discusses some of the key questions they worked through when developing their digital strategy.
Ben Britton, lead teacher ICT at Wellington High School, discusses how they use the SAMR model to evaluate plan for effective use of technologies in the classroom.
Dominic Killalea, Deputy Principal at Wellington High School, discusses some key infrastructure considerations to ensure good connectivity across your school.
Dominic Killalea, Deputy Principal at Wellington High School, discusses their key considerations for selecting devices for students.
Dominic Killalea, Deputy Principal at Wellington High School, discusses the importance of making time for professional learning.
Lead ICT teacher, Ben Britton and students at Wellington High School describe how 1:1 devices have enabled student agency.
Wellington High School teacher, Ben Britton describes the differences and opportunities to planning and teaching as a result of using online resources and students bringing their own devices.
Pakuranga College principal Michael Williams explains, learning has become more collaborative and students are more engaged.
Students from Pakuranga College, along with their deputy principal, Billy Merchant, share how using their digital devices to access online resources supports their learning.
The principal and deputy principal of Pakuranga College talk about planning for successful implementation of BYOD across the school.
Pakuranga College deputy principal, Billy Merchant explains their ongoing community consultation process, which includes how and why students devices, and digital citizenship.
Michael Williams and Billy Merchant from Pakuranga College, explain their change in pedagogy from telling students which device to purchase to being "device agnostic".
Wellington High School Principal, Dominic Killalea explains the pedagogy behind their BYOD approach which supports lifelong learning.
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Key areas to consider in your school digital device or BYOD programme – information, school stories, and resources on Enabling e-Learning.
Use the eLPF to identify where your teachers are at and plan next steps for learning.
A series of videos illustrating Wairakei School BYOD trial from beginning to end, including evaluation.
Information, school stories, and resources to inform schools developing policies and practices.
The NetSafe Kit helps schools to address student cybersafety and support digital citizenship.
The Hub works with established organisations who share the vision of raising student achievement through effective and innovative use of computers and digital technologies.
A handy reference book for anyone involved in ICT management or day-to-day technical support in schools. It can also be used by anyone defining ICT or technical support strategy in schools. The guide is complementary to the Framework for ICT Technical Support (FITS), developed by Becta and freely available on the Becta website.
Access NZ Training agent for FITS through The Technology Hub.
Webinar recording, 25 March 2014. Topics covered include: device choices, community involvement, and device management.
A series of videos from teachers and educators explaining different aspects of introducing BYOD into schools.
Resources for leaders involved in planning and implementing a BYOD (Bring Your Own Device) programme. This is a guide for schools or districts in the USA but has a lot of information and examples relevant to New Zealand schools.
A nine step action plan for schools from TeachThought USA.
This guide has been produced in response to a number of specific queries from schools. It should not be read as a recommendation or endorsement of any specific product. The Connected Learning Advisory is a Ministry of Education supported service that provides schools with technology information relevant to their queries and does not recommend one product over another.
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