Running head: ONE-TO-ONE CLASSROOMS

One-To-One Classrooms. More than a Trend

CarlottaRhea Clark & Justin Baffico
California State University Monterey Bay

IST 524
Dr. Bude Su
November 22, 2016

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It was only thirty years ago that families were starting to have computers in their own
home. At that time, it was unfathomable that one day each person in a household would have
their own device. K-12 teachers have seen many fads come and go in the education world. Most
fads are due to a professional ideal that students would perform better with a certain type of
teaching. In K-12 education the focus of teaching typically comes full circle as most new
strategies are named differently and still include the same basic principles that have been there
all along. Technology is a trend that has persisted through the years in education, despite its cost.
This is because the rest of the world also revolves around technology. Students have been taught
typing and word processing, and are now being taught complex ideas, such as coding as young as
five years old. Now, teaching also involves incorporating technology devices into everyday
lesson plans. Exploring a recently popular trend, the one-to-one device to student ratio in
classrooms, will give educators and instructional designers insight when considering the benefits
and drawbacks of technology aided instruction. One device in particular, Apples iPad, is a piece
of technology designers may want to focus on, due to its successful rapid uptake, and positive
results when used in one-to-one classrooms.
The cumbersome task of keeping students up to date with the latest technology has
required a shift in thinking about how teachers teach. It was nearly impossible to require students
to keep current with technology when one computer lab per school only allowed for classes to go
there once a week or less. Schools have changed drastically in the past six years and most now
have programs where students each have their own laptop or device that is taken home as well as
to all their classes on a daily basis. Many parents, educators, and students are still trying to
decide what parameters to set-up and how to use devices in the classroom to truly engage. One

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piece of technology that has been in the midst of this conversation since its inception is Apples
iPad.
The one-to-one device trend started in schools a little over a decade ago. When it first
started, most schools that had devices were either private schools, or public schools in
extraordinarily affluent areas. It wasnt till 2010 that one-to-one programs became more readily
accessible. More schools wanted to reap the benefits that the initial one-to-one schools were
receiving. According to a survey done by Rosen and Beck-Hill, positive benefits of one-to-one
classrooms include student math and reading achievement, differentiation in teaching and
learning, higher student attendance, and decreased disciplinary actions (2014). One of the first
devices to be implemented in one-to-one classrooms were cheaper internet computers, such as
Chromebooks. Chromebooks are well received by teachers and students because they serve as
computers that also allow internet access. However, some Chromebooks are cheaply made,
which results in many broken devices and wasted technology funds.
Another setback to the one-to-one movement was the lack of skills that are required to
teach one-to-one classrooms. At the time they were introduced, many teachers were unsure of
how to use devices as engaging tools in everyday classroom instruction. Administrations and
parents had an expectation that if every student had their own device they would be able to
accomplish more, and expand their knowledge. Research shows that the educational benefits
from one-to-one classrooms do not happen automatically. "However, like most interventions, the
reality may be that one-to-one laptop programs are only as effectiveor ineffectiveas the
schools that adopt them (Goodwin, 2011). Many teachers are unreceptive to one-to-one
programs because they dont yet possess the necessary skills needed in order to integrate the
devices into the classroom successfully. Often, teachers are utilizing the devices to assign

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homework and have students type papers. These techniques mirror what teachers have been
doing with computer lab time, and fail to expand to a one-to-one classrooms full potential.
Palmer explains one concern of the movement by stating "one big setback of the 1-to-1
initiative is the steep cost" (2014). Districts across the nation have been willing to spend the
money required to get one-to-one devices, but are often failing to think of the other costs
associated with the programs. Palmer goes on to explain that "other costs such as teacher
training, breakage, content filtering systems, and improvements to infrastructures" (2014). With
just a few broken devices in a classroom, it can begin to hinder the learning environment. Many
students are unable to pay for these unexpected costs. Another overlooked expense in one-to-one
schools are network related. Some schools are not set-up with enough bandwidth to handle all
devices. Instead of creating a thriving environment for learning, teachers with well planned
lessons battle with connectivity issues. The consequences of being reliant on devices has taken
its toll on classrooms across the United States, as teachers and students alike experience
frustrations with connectivity. Some become so heavily reliant on devices that learning stops
when connectivity fails.
Not all schools experienced the same amount of frustration. Less frustration is a benefit
of choosing more reliable devices. Apple originally launched the iPad on April 3, 2010. It only
took a year for schools to begin implementing iPads in their classrooms. This transition
happened first for teachers, and then for students. When the iPad was launched, many thought
this would be the answer for educators, since students were already adept as using tablets and
other Apple devices. For the younger generation, Apple products were a favorite of almost every
student. When iPads became available in classrooms, many teachers used them as a reward for
"free time" as opposed to an educational tool. It is often a monumental task to get many of the

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older teachers to utilize iPads in their classrooms. Many teachers struggle with how to use
them, and can benefit from training. Other teachers fail to see their purpose as a computer, and
many do not understand the benefit of an app. Many schools adopted a program that involved
teacher training and experimentation for an extended amount of time before further investments
of purchasing iPads for students. Whether it was iPads, or computers, the one-to-one device
trend became the largest new technology trend to hit schools. Districts across the nation
understood that in order to keep students current with technology, a one-to-one program needed
to implemented.
According to Dixon Middle School of Provo, Utahs, website, teachers are using iPads
in all subjects from Spanish to math. They have changed from paper textbooks to digital
textbooks, giving the students access to videos, games, interactive reviews, online quizzes and
more (Palmer, 2014). Students in todays world want instant feedback on everything they do
because most children grow up playing video games on consoles or iPads. They are constantly
receiving both negative and positive feedback. This type of interactive platform has now been
brought into classrooms across America, and in the schools where teachers are trained on how to
give instant feedback; students are engaged and are making great strides. Schools who saw a
change in student scores were those where teachers were properly trained. When interviewed,
Principal Jarod Sites said they have already seen improvements in their students learning in the
part year and a half Last year we saw our eighth grade writing scores surpass the 90 percent
proficiency level (Dixon, 2012). Schools that understand iPads are tools that teachers need be
trained on, are seeing growth with their students in all areas when training is given. With the
implementation of the new Common Core tests, students in many areas are now required to take

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the tests digitally. Having prior exposure to writing digitally assists students in being able think
about what they are writing and not having to focus on the digital aspect.
Other schools are willing to spend the money on the technology because it helps cut
textbook costs. Administrators also said their adoption of the iPadwas advancing its effort to
go paperless and cut spending (Hu, 2011). Digital textbooks are becoming used more
frequently, and textbook creators are now including interactive videos in their digital versions.
Many parents are concerned when districts continue to spend money on devices, while at the
same time continuing to layoff teachers. In this scenario educators and administrators alike agree
that iPad is not just a cool new toy but rather a powerful and versatile tool with a multitude of
applications, including thousands with education uses (Hu, 2011).
The quick turnaround for teachers being trained on using iPads, and then swiftly using
them as one-to-one devices in their classrooms is shocking. It is incredible that iPads were
introduced only six years ago, and now are being used by millions of students nationwide. Even
though other internet connected devices exist in classrooms, the success of iPads could be
attributed to its design. The finger-driven interface motivates and engages students, keeping
them interested in content for longer periods of time (Clark & Luckin, 2013). As long as
effective training programs are in place for teachers, iPads can have a positive impact as the
device of choice in one-to-one classrooms. Instructional designers, teachers, administrators, and
training personnel everywhere can benefit from understanding the setbacks and progresses made
in the one-to-one educational movement.

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References
Clark, W., & Luckin, R., London Knowledge Lab. (2013). What research says ipads in the
classroom. University of London.
Dixon Middle School. Building a Tradition of Excellence. (n.d.). Retrieved November 22, 2016,
from http://dixon.provo.edu/history/building-a-tradition-of-excellence/
Goodwin, Bryan. "Research Says / One-to-One Laptop Programs Are No Silver Bullet."
Educational Leadership Feb. 2011: 78-79. Print.
Hu, W. (2011, January 04). Math That Moves: Schools Embrace the iPad. Retrieved November
22, 2016, from http://www.nytimes.com/2011/01/05/education/05tablets.html
Palmer, E. (2014, April 10). IPads in the classroom: The trend toward digital education.
Retrieved November 22, 2016, from http://universe.byu.edu/2014/04/09/ipads-in-theclassroom-the-trend-toward-digital-education1/
Rosen, Y., & Beck-Hill, D. (2012, 03). Intertwining Digital Content and a One-To-One Laptop
Environment in Teaching and Learning. Journal of Research on Technology in Education,
44(3), 225-241. doi:10.1080/15391523.2012.10782588