Articles: 1 to 1

December, 2014

The innovative new facilities, unique classroom design and 1-to-1 technology program at Bridgeport Public Schools integrate to transform learning at the system level. Google Apps for Education are used by all staff and students, and 11,000 Chromebooks have been given to grades 7 through 12 and some lower grades.

December, 2014

Last year, the leadership at West Bloomfield Schools in Michigan was at a turning point in its student technology initiative, recalls assistant chief technology officer Paul Spoor. Having committed to introducing greater digital resources to its curriculum, as well as strategies such as blended learning and flipped classrooms, the district needed a cost-effective solution to get computers in the hands of its 6,600 students.

October, 2014

The 9,000-student Council Bluffs Community School District in Iowa was one of the first K12 districts in the country to use Chromebooks and Google Apps for Education in a 1-to-1 implementation, beginning in 2011. The district has seen improved student achievement, rising graduation rates and decreasing dropout rates, with some of the most significant improvement in the state.

June, 2014

MITCH KRUEGER
Director of Technology
Goddard USD 265
Goddard, Kansas
(5,400 students)

JANICE ARTHUR-TOWNS
IT Director
Carson City School District
Carson City, Nevada
(7,900 students)

DOUG PEARCE, Director, Technical Services
ANGELA COLUZZI, Director, Network Integration
Broward County Public Schools
Broward County, Florida (235,000 students)

May, 2014

Administrators at Greenwich Public Schools, in southwestern Connecticut, had been looking for a content management system that would bring all their existing online tools together for their instructional staff and 8,500 students. They also wanted to provide new online tools to their youngest students to help them develop digital literacy skills.

May, 2014

Chromebooks and Google for Education enable schools to use the power and simplicity of the web for unlimited teaching and learning opportunities, engaging stakeholders and creating dynamic learning environments that align with district curriculum and student achievement goals.

April, 2014

The upcoming PARCC and Smarter Balanced online assessments require students to use secure, locked-down machines. When district leaders invest in this equipment, they should also consider selecting devices that will support increased student achievement and college and career success, such as Google Chromebooks.

March, 2014

Teaching and learning have been transformed by a Digital Conversion at Mooresville (N.C.) Graded School District. Creating a blended learning environment has resulted in personalized, standards-based instruction and an increase in student engagement.

February, 2014

Edmonton Public Schools in Alberta, Canada, has been a Google Apps for Education district since 2008. Realizing the power of Google Apps to enable collaborative learning, leaders in EPSD introduced Google Chromebooks to replace computer labs and network-based machines.

December, 2013

The web enables unlimited teaching and learning experiences. By implementing Google Chromebooks and Apps for Education, district leaders can engage stakeholders, provide students with dynamic learning opportunities, and prepare students for future careers by utilizing the power of the web. This web seminar, originally broadcast on October 9, 2013, featured an administrator and a student representative from Leyden High School District 212 in Franklin Park, Ill.

October, 2013

To maximize the power of technology and the web, district leaders must define a clear purpose around using these tools as a method of deploying curriculum. At Del Mar Union Schools in San Diego, California, administrators used Google Chromebooks and Apps for Education to aid in preparing students for academic achievement and college and career readiness.

July, 2013

When used effectively, the appropriate technology and content can combine to transform learning through creativity, critical thinking, and problem solving. While achieving this balance can be challenging, administrators at the Richland School District Two (Columbia, S.C.) have found a way to implement innovative technology and engaging content for its 26,000 students.

June, 2013

Administrators spend a lot of time and funds on implementing education technology in their schools. However, such programs can only be valuable tools if students have the digital skills necessary to use technology effectively. This web seminar, orgininally broadcast on April 18, 2013, featured administrators from the Phillipsburg (N.J.) School District, who described its successful implementation of the EasyTech curriculum from Learning.com.

March, 2013

After eight years of employing a 1:1 laptop initiative, the team at Kershaw County Schools in Camden, S.C., chose to investigate alternate options for the 2012-2013 school year. Eventually, the school board decided that a 1:1 iPad initiative was the next logical step in maintaining technological relevance.

January, 2013

The Speak Up National Research Project’s Fall 2011 findings revealed that students want technology effectively utilized in their schools. They, as well as parents, teachers, and administrators, are seeking a high level of personalization that will engage and motivate them. The future of personalized learning is dependent on the new technologies and digital content that transform learning.

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