One of my professional goals is to determine our course of action regarding a 1:1 initiative. We began this year with 3rd and 4th grades after a pilot of sorts last year with increased accessibility in 3rd grade. Each of the students in those grades has access this year to an iPad all day, regardless of class. The iPads stay in school.
This year we’re piloting using iPads in language arts in 5th grade. Week one brought the question of “where’s spellcheck in the Docs app?”
We’re also dealing with the issue of sharing iPads in 5th grade, since there are two carts for four sections. Students have to remember (and their teachers have to remember to tell them) to log out of the Docs app at the end of each session and to make sure they’re the one logged in at the beginning. It no doubt is cumbersome for the teachers, and I’m sure chaos will ensue at some point when that procedure isn’t followed.
So I started thinking about my own digital life.
I am not 1:1. I’m more like 3:1, with laptop, iPad and iPhone as my 3. I instinctively move from device to device, choosing the device based on the task I need to perform. If I need to do heavy word processing I reach for my laptop. If the laptop isn’t available (or, more likely, in the dining room and I don’t want to get up off the couch to retrieve it), the iPad is a suitable stand in, but only as a second choice. On the other hand, there are definitely things for which the iPad is better suited, like quick movie making. Apps like Show Me or Explain Everything are much more useful for video tutorials and much faster to use.
Is 1:1, defined as one specific device per child, realistic? Or does it make more sense to define 1:1 as the ratio of total devices available to the total student body as a 1:1 ratio, without assigning specific device to specific children?