PAGE A 12 WEDNESDAY, OCTOBER 17, 2012 AURORA NEWS-REGISTER

Editors note: This is part of

a series of Tech Talk articles
exploring the impact technol-
ogy is having on life in Hamil-
ton County.
by Kurt Johnson
Hampton students and
teachers say the 24/7 access
to laptop computers provided
through the districts new
1-to-1 technology initiative is
enhancing the learning process.
The school board decided
about a year ago to put a
MacBook Pro in the hands of
each and every high school
student, and as
of this fall there
was a change
of platform in
how teachers
teach, as well
as how students
do research and
complete their
homework. Two
months into the
program, the
feedback has
been positive.
The transi-
tion has gone
very well, said
technology di-
rector Maurice
du Preez. The students have
been very good about taking
care of their machines and
being responsible with them.
From what I have observed,
kids are more engaged with
learning. I walk by a class and
they are more engaged with
what the teacher is doing.
Planning for the fall transi-
tion required a great deal of
preparation, du Preez admitted.
A whole new IT infrastructure
had to be installed to handle
the fow oI inIormation and
constant access to the inter-
net, and each laptop had to be
loaded with software, tested
and assigned to individual
students. That prep work paid
off, however, with a system
that is not only working as
designed, but one that gives
the teacher high-tech control of
their classroom.
What we did is ask what it
is we would like to accomplish
and then found the device that
does that, du Preez explained.
We are very happy with the
fact we went with the Mac-
Book. The set-up was more
time-consuming, but in the
long run its better.
Unlike the iPad, which many
schools, including Aurora,
are using for a less-expensive
(estimated at approximately
half the price) 1-to-1 computer
initiative, the MacBook al-
lows teachers to monitor what
students are doing on their
computers and also send and
retrieve documents on demand.
In terms of security, we can
put a flter on a laptop, but not
on an iPad, du Preez said. In
a few years maybe the iPad will
have evolved
so there are
more things
you can do
with it.
And, with
LanSchool
(a classroom
management
and monitor-
ing program)
installed on all
our machines,
the teacher has
a thumbnail of
the students in
their class so a
screen appears
on the teachers console, he
added. They can monitor what
each student is doing, and they
can put a blank screen on their
computers if they dont want
any distractions. They can also
block the web so the student
can only work on a document.
A teachers perspective
Kim Snodgrass, a frst-year
English teacher at Hampton
Public Schools, said from her
perspective having laptops at
the ready has made it easier for
students to learn.
'I defnitely think, especially
for students who have shorter
attention spans, that its a lot
easier to engage them with the
computer, as long as you do it
in a way thats interesting to
them, she said. 'It`s defnitely
helped them learn more, I
think, because instead of me
just lecturing to them about
something, I can say Go look
up an article about this topic
and share it back to me. They
I have really enjoyed
being at a school with
1-to-1. Its a huge dif-
ference for the kids and
its a definite bonus
to have access to the
internet whenever they
need it.
Kim Snodgrass,
Hampton English teacher
kind of feel some ownership
for their learning.
That teaching approach
creates new challenges,
Snodgrass added, which also
refects how society is utilizing
technology to fnd inIormation
at their fngertips.
They cant just be able to
Google and use an article,
she said. You want to make it
a creative enough assignment
so they have to use their own
head as well as the computer,
so thats been a challenge too.
As for monitoring her stu-
dents in 9-12 English, speech
and journalism, Snodgrass said
LanSchool has proven to be an
effective tool.
With LanSchool, it is re-
ally easy for me as a teacher
because all you have to do is
pull the screen up and see if
somebody is off task and then
you can block a particular
website or shut their computer
off, she said. Ive only had
to do that once the whole
year.
When it comes to turning in
and grading homework, Snod-
grass said The dog ate my
homework excuse no longer
applies.
Im still spending a lot of
time grading papers, but now
its all done on the computer,
she said. And, I dont have to
deal with students losing paper
copies or saying they lost
something. They just drop it in
their dropbox and I can check
to see if they did it.
Snodgrass is trying new
ways to incorporate technol-
ogy in her lesson plans, which
by the way are all shared in
advance, online of course, with
principal Kyle Gunderson.
Her freshman English class is
reading The Outsiders and
blogging in collaboration with
a class from Norris. That same
class is converting Alien Text
Talk (an abbreviated language
teens often used to text mes-
sages on their cell phones) into
proper English sentences. And
another class jigsawed a
book -- with two groups read-
ing different chapters and then
acting out a play to relay the
content.
Another thing Ive tried to
incorporate into my lessons is
always having students write
to type on the internet when
they are doing their writing be-
cause thats how the statewide
writing tests are done now,
she said. They are required
to do it on the computer, so
this kind of gives them an
advantage as they are used to
preparing their essay on the
computer Irom start to fnish.
Its not something that will be
new to them for that one day
on the test.
Having taught the previous
two years at Dorchester, Snod-
grass said she prefers working
in a classroom where she is
connected with each and every
student via the computer.
I have really enjoyed being
at a school with 1-to-1, she
said. Its a huge difference
Ior the kids and it`s a defnite
bonus to have access to the in-
ternet whenever they need it.
Helpful for homework
Hampton junior Rachel
Dowling said she too is enjoy-
ing the easy access to technol-
ogy.
It makes it a lot easier to
do homework, especially at
home, she said. At my house
there are fve oI us kids and we
only have one computer. All
fve oI us have to use that com-
puter for homework, but with
the laptop I dont have to wait
for the computer now. I can
just go home, use the laptop to
do my homework and be done
with it.
As for technologys impact
in the classroom itself, Dowl-
ing said she enjoys the new
platform.
The teacher still interacts
with us really well, she ob-
served. We use the computer
to help with assignments and
stuff, but there is a pretty good
balance. Plus, it`s defnitely
made the whole learning thing
a lot easier.
After just two months with
the new system, du Preez said
he expects to see a continued
conversion to digital educa-
tion. Just last week, the district
began streaming varsity
volleyball games over the
internet, for example, and he
hopes to soon have students
adding content to the districts
website.
We are thinking of adding
another class to our course
offerings called digital media,
he said. We will also involved
kids with the live streaming,
which has gone over very well.
Thats a great service, and
weve already had a number
of people say their grandma
was watching the game on the
internet.
As for the challenge of both
teachers and administrators
adapting to a more tech-based
format, du Preez said the tran-
sition has gone well.
A lot of our teachers,
even before this year, were
doing presentations in class
digitally, he said. The 1-to-1
initiative now provides instant
access to a lot of those re-
sources, whereas before they
had to go down to the com-
puter lab and we had to make
sure the lab wasnt in use. Ive
had many favorable comments
from teachers about how this
has engaged their students
more.
News-Register/Kurt Johnson
Hampton teacher Joel Miller conducts a class utilizing the districts new laptop computers. Each student was assigned their
own MacBook Pro this fall as part of the districts 1-to-1 technology initiative.
Hampton students,
teachers adjusting
to 1-to-1 platform
4R
(Continued from A1)
Assistant high school prin-
cipal and curriculum director
Jennifer Badura said she was
leaning toward laptops simply
because that was what she was
used to.
But after we visited a 1-to-1
school with iPads, I completely
changed my mind because of
the versatility with an iPad,
she said. You can still do
much of the same things you
can do with a laptop, but you
can do even more with an iPad
because of the apps. I felt that
was better for students.
Despite some initial con-
cerns about ease of typing on
iPads, the versatility of the
mobile device outweighed any
negatives.
And, the school plans to
retain its computer labs, where
workstations come complete
with keyboards for typing as-
signed papers.
Knowing computer labs
would be kept also helped sell
high school principal Doug
Kittle on the iPads.
The apps were the selling
point for the high school and
for me, personally, Kittle said.
Theyll enhance the teacher
curriculum and instruction. I
just Ielt the iPads would fll a
technology void.
Technology coordinator
Tony Scism said the technology
committee had a long discus-
sion about laptops versus iPads.
In the end, it was a quote he
read that struck home with him
the most.
That quote was We have
to educate our kids to where
theyre going, not to where we
have been, he said. Where
these kids are going is tablets,
so we thought it was important
to go that direction.
Middle school principal
Ken Thiele said another sell-
ing point in favor of the iPad
was the fact they are more kid
proof.
I dont think we mind
being pioneers in terms of
allowing kids in grades 6
through 8 taking iPads home,
but wed have a real reluctance
to have them take an expen-
sive laptop home, he said.
And iPads are a good transi-
tion phase into laptops. At the
middle school level, we can do
everything with an iPad that
students can do with a laptop
later on.
Endless uses
The versatility and endless
uses for iPads and their apps
were the biggest selling points
when it came time to purchase
850 devices for a 1-to-1 initia-
tive in grades 6-12 and seven
mobile carts for the elementary
school.
'The iPad is so fexible, it`s
going to be different in every
curriculum, Scism explained.
'Every teacher will fnd a diI-
ferent way to use them. There
are hundreds of apps and hun-
dreds of ways to use them.
Badura said the real chal-
lenge comes in giving teachers
a variety of ideas on how to
use them.
We dont want to pigeon-
hole teachers into thinking
there is only one way to use
them. They have to fnd what
works in their curriculum, she
said.
And so far, teachers have
done their part.
All teachers in the district
were provided with iPads last
school year, so theyve had six
to nine months to get to know
how to use them.
High school math teach-
ers are using an app called
educreation that allows them
to record their lectures and
upload them for students to
use when they go home. When
theyre doing their homework,
they can replay the whole
lecture, look at graphs, charts
and problems.
The
high
school
social
science
teacher
is using a
program
called iBooks Author which
lets her and students create
their own iBooks. Fifth grade
teacher Claire Frevert also is
using iBooks Author to have
students write digital books.
Fifth grade teacher Rebecca
Lehmer is using a free app
called scribblepress to have
students create family histo-
ries.
Teachers also are using a
showme app that students use
to record their math problems.
Students have to talk and ex-
plain what they did so teachers
can check to see what theyre
thinking while theyre solving
a math problem.
Kittle said teachers will
manage their own apps -- buy-
ing them out of their building
budget, using their own money
to buy them, or fnding Iree
apps.
Thats the one nice thing
about apps, theyre pretty
inexpensive, he said.
Students in grades 6-12 also
will manage their own iPads
and apps.
Scism said students will be
provided with certain apps the
school feels are important, but
kids also will be allowed to in-
stall whatever apps they want
beyond the ones provided.
Part of the user agreement
is those iPads will be random-
ly checked and if there is any-
thing inappropriate on them,
there will be consequences,
Scism explained.
For students in grades 6-8,
managing apps will mean
parental involvement.
Since youre supposed to
be at least 13 to create your
own iTunes account, students
in grades 6-8 will need their
parents involved to buy an
app. Thats a good way to have
parent involvement, Thiele
said.
And parental involvement
should come at every grade
level, Auroras superintendent
added.
Were all aware this is not
a school-only initiative. Its a
collaboration with parents and
theyre going to have to be
managing their students iPad
or any type of technology they
use at home, he said. Thats
part of parenting -- knowing
what your student is involved
in and showing them the ap-
propriate use of devices, the
internet, or websites. Working
in collaboration with parents
will be a big piece of that as
students download their own
apps.
Digital citizenship
And teaching appropri-
ate use of devices and apps
is where digital citizenship
comes into play.
Scism said the one differ-
ence the technology com-
mittee talked about when it
came to deciding to go with
laptop computers or iPads was
security.
With computers, we could
tighten down security and
then the kids made a game
out of getting around that
security to get to websites or
to install things. We didnt so
much teach them responsibil-
ity as much as we just told
them not to do this or that and
there were consequences if
they did, he said. Now, with
iPads, well be teaching them
whats appropriate and whats
not. Thats where digital citi-
zenship classes come in.
Thiele said the goal was to
make sure students learn how
to use not only the technology,
but also the dangers of using
it.
To that end, Thiele said
technology integration special-
ist Craig Badura has started
digital citizenship classes at
the middle school where every
week each grade level, through
TNT, spends one day on digi-
tal citizenship. Its a tremen-
dous opportunity to teach them
not only how to use technol-
ogy, but the dangers associated
with it, too, he said.
Craig Badura said thats
their job, as teachers.
We teach them the skills
in school that they can use
throughout life, he said. The
thing with apps is students
can truly take charge of their
learning. If theyre having a
hard time with a concept, they
can go try to fnd an app Ior it.
There are a plethora of apps
out there that can help them.
Keeping current
McDonald said keeping cur-
rent with technology is more
important than ever in todays
society and global economy.
The catch phrase are we
promoting lifelong learners
has always been out there and
this (initiative) continues that
process in regards to enhanc-
ing a childs opportunities,
what we can provide for them
to be successful and how it
builds on their collaborating
skills and problem-solving
skills not only here in Nebras-
ka or states around us, but in-
ternationally, he said. Tech-
nology in society is bringing
everyone together and our
students need to understand
that and we want to show them
how to appropriately do that
and help them be successful.
Because the whole feld oI
education is changing, and
teachers are changing, Kittle
said keeping up with technol-
ogy is a must.
The days of a teacher
standing up in front of the
class and lecturing for the
entire period with students
taking notes -- those days are
gone, Kittle said. We want
teachers differentiating their
instruction. We want hands-on
learning. We want to be able to
see students not only under-
stand but show they can apply
the concepts.
Thiele agreed, noting
theyve all learned that kids
learn differently.
Brain research tells us we
have to have kids involved in a
lesson rather than just listening
to a lesson, he said. iPads
and technology are ways kids
become involved. This levels
the playing feld Ior kids.
Scism said an important
piece of that is laying the
groundwork for teachers to
help them integrate the tech-
nology in their classrooms.
This isnt just throw-
ing iPads or technology at
kids, he said. Hiring Craig
(Badura) was huge because
its helping teachers inte-
grate that technology and
work with the kids more. It
wouldnt be successful if we
just threw the iPads at kids
and said here they are. Weve
done the groundwork ahead
of time. Weve got it handled
because we have an integra-
tion specialist, were doing
wireless upgrade, weve talked
about policies and procedures.
Weve laid a good foundation.
Its the whole thing, not just
giving kids technology.
Craig Badura said a pre-
sentation by education tech
guru Will Richardson sums
up the need to stay current on
technology.
'He said Ior the frst time
in history, students are driving
change in education. Its never
happened beIore. For the frst
time were seeing this massive
change happening and students
are driving that. Its an excit-
ing time, he said. It goes
back to that quote from Ian
Jukes who said: We have to
quit preparing students for our
past and instead, prepare them
for their future.