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Project RED (Revolutionizing Education), an alliance of technology education leaders from across the nation, released its findings on Oct. 20 after studying how technology is implemented in nearly 1,000 schools. DA spoke with the Project RED president and CEO of the Hayes Connection, Jeanne Hayes.

Every fifth grader in Cimarron Elementary School in the Katy (Texas) Independent School District has been using MLDs since October 2009. The suburban district west of Houston has about 58,000 students. Six general education teachers and one special education co-teacher are participating. Students are using their MLDs for more than half of the school day in science, reading, language, social studies and math. They are using their MLDs at home, as well.

An experimental initiative that tests the potential of augmented reality for K12 education began in San Diego in April, that equips fourth-graders from city schools on field trips to the San Diego Museum of Art with specially developed smartphones.

The emerging field of augmented reality is in its infancy. In the most general sense, the term "augmented reality" refers to mobile technology that enhances, or augments, the physical environment around the user with digital information.

While St. Marys is a small, rural town in west central Ohio, over 800 students and 49 staff members are using mobile learning devices (HTC Touch Pro2s) in grades 3-7. The one-to-one 24/7 mobile learning project started in October 2008 as a small, 60-unit pilot, but it has exploded into the largest one-to-one mobile learning project in the nation. The students use the MLDs for at least 50 percent of the school day for all their academic subjects and then use them for homework outside of school.

You can take this prediction to the bank: Within five years, each and every K12 student, in each and every grade, in each and every school in the United States will be using a mobile learning device, 24/7. How can we say that when today 99 percent of the schools ban cell phones? Because mobile is bigger than the Internet.

From replacing print textbooks with digital content created by teachers or gathered from outside sources to encouraging students to explore the world around them digitally, many districts are creating a new type of student-friendly teaching and learning environment that goes beyond just adding computers to classrooms.

A classroom lecture at Capistrano Connections Academy in Southern California involves booting up the home computer, logging on to a Web site, and observing a teacher conducting a PowerPoint presentation of that day's lesson entirely online. Through microphone headsets, students can watch on their home computers, respond to the teacher's questions, and take part in classroom discussions.

Call it a case of "vertigo." Middle school media specialist Grace Poli was determined to find a way to use technology to help her ELL and special-needs students learn English more quickly. As she watched the Apple ad featuring the U2 song "Vertigo," something clicked.

"I thought, 'This will motivate kids,'" says Poli. After looking into the benefits of music and how audiobooks can help struggling readers, Poli approached her superintendent with a proposal for an after-school iPod program.

Online learning providers have long touted a variety of advantages of their solutions. But the H1N1 epidemic has given new reasons for schools to invest in such technology.


The growing use of online teaching in the nation’s public schools has placed a related burden on district administrators to ensure that they use high quality and highly qualified instructors.