Elgin Independent School District implemented a 1:1 iPad Initiative at the beginning of the 2014-2015 school year.  Starting at Elgin Middle School,  the initiative began with a gradual deployment of student iPads, and, by the beginning of the 2015-2016 school year, stretched from grades six to twelve.  The goals of the initiative are to provide access to digital content, production, and finally, always-available student learning.  Supporting teachers and students in the implementation and use of iPads in the classroom is vital to the success of this initiative.  As such, I have developed a supportive innovation plan that can be accessed here.

As this initiative is already into year three, teachers bring useful experiences and knowledge to this plan.  These insights are invaluable to the success of this initiative and the innovation plan.  The goal of this innovation plan is to provide support to teachers resulting in greater individualized student learning, increased teacher resources availability, and accessible education to all student populations. The initial components of this plan will take at least two years for full implementation, but continue to develop to ensure the support teachers need to further learn and develop.  Walk-throughs and surveys will be conducted to recognize a change in the amount and comfort level of each teacher’s use of the iPad.  Use will be studied both on a personal, as well as class integration.  Also, district benchmark scores will be compared to the campus for students that are in a cohort teacher’s class, and those that are not.  Numerical end results, as well as overall growth, will be compared.

The initial component of implementation will be used to create a small pilot community of innovative, leading educators within the school.  Educators in this pilot group will develop a professional learning network with the purpose of supporting their own professional development and integration of iPads in the classroom.  The pilot group will also be encouraged to build their professional learning network outside of the school.  Twitter, Google Plus, and other learning communities will be encouraged.  The second phase of the plan focuses on accessing the pilot community’s knowledge in order to increase the number of educators that feel able and successful in integrating iPads in their own classroom.  A new cohort of educators will then be created and brought into the larger community of learners.  The third and each additional phase, the process will continue as it did in the second phase, but the focus will now be to develop the initial pilot community into leaders of the continuance of the plan.  The secondary community will now be the mentors of the tertiary community.  Time for each phase will have a goal of six to nine months, with a focus will be initially on the personal use of iPads, and then transition to the classroom use of iPads.  New phases and cohorts will start as needed when the previous cohort is transitioning to the next phase.

The following implementation timeline shows the steps to implement a successful support structure for educators.  This support is essential in gaining benefits that an iPad will bring to the classroom, which ultimately will bring success to the classroom. This timeline is an adaptable plan based on data and research gathered and listed in this literature review.  

 

Phase One – Developing a Community of iPad Learners

• Initial informational session describes the plan and benefits
• Additional material sent out via email, video, and paper to showcase the use of iPads in the classroom
• Educators wanting to increase their knowledge and use of the iPad in the classroom join a collaborative community of iPad learners (known as the pilot)
• Initial welcome meeting held where guidelines, expectations, and learning through communal discovery are discussed
• Pilot members encouraged to join the Apple Teacher program
• Pilot members create personal goals for the coming year and share on a community wiki
• Resources, activities, and exemplar lessons shared on the community wiki
• Regular discussions held, either virtually or face to face; Guiding question used to guide the learning and discoveries of the group
• Pilot members create and share their own lesson plans, app reviews, and activities based on learning
• End of phase survey conducted and analyzed for improvement and direction of next phase
• Goals measured, analyzed, and created for the next phase
• Pilot members help and suggest other educators bring into the plan (phase 2 cohort)

Phase 2 – Model and Mentor iPad Use in the Classroom

• Pilot members continue to develop their own skills and knowledge on the iPads with the goal of shifting to a blended, digital classroom
• Phase 2 cohort  members follow the same process as the pilot members
• Pilot members support the phase 2 cohorts in their discovery and learning of using the iPads in the classroom
• End of the phase survey conducted and analyzed for improvement and direction for the next phase
• Goals set by all participants measured, analyzed and created for the next phase
• Phase 2 cohort help and suggest other educators bring into the plan (phase 3 cohort)

Phase 3 – Innovation, Development, Distinction, and Sustainability

• Pilot members develop training materials, exemplar lessons, and charged with sustainability of the plan
• Pilot members encouraged to apply to be accepted into the Apple Distinguished Educator program
• Phase 2 cohort supports the phase 3 cohort in their discovery and learning of using the iPads in the classroom
• End of the year phase  conducted and analyzed for improvement and direction for next phase
• Goals set by all participants measured, analyzed, and created for the next phase

Support and Assistance Dependent upon the District

Financially support educator attendance to iPad focused conventions

• • iPadpalooza
  • iLeap Academy
  • Texas Computer Education Association Conventions and Academies
  • International Society for Technology in Education Conference
• Time for cohorts to gather during the school day to collaborate and learn
  • Provide substitutes for classroom
  • Provide a localized meeting location
  • Provide food and beverages