1-to-1 – Now and Then

I’m prepar­ing for a trip to school in South Korea in the process of a robust 1-to-1 pro­gram and reflect­ing on the past 7+ years work­ing with schools tak­ing this jour­ney.  Here are some over­all observations:

1. It’s still about the peo­ple – the edu­ca­tors, the stu­dents, the par­ents, and admin­is­tra­tors – and mak­ing sure voices are heard, stake­hold­ers are brought into all con­ver­sa­tions. Deci­sions should start with these types of ques­tions – How will [stu­dents] ben­e­fit and par­tic­i­pate? How will [teach­ers] lead? How will [par­ents] sup­port? Then ask the ques­tions again but switch the stake­holder name.

2. Every pro­gram is dif­fer­ent – because each school’s mis­sion, cul­ture, and goals are dif­fer­ent. Ensur­ing align­ment to the school or dis­trict is key.

3. Stu­dents need to be empow­ered and should be part of the plan­ning and dis­cus­sions, and not just as the tar­get of the program.

4. There is no such thing as over plan­ning or over com­mu­ni­cat­ing. Plans will change and be fluid. Every­one will fill in the silence with their own inter­pre­ta­tion if there is not enough communication.

5. Hard­ware and soft­ware keeps get­ting bet­ter, more flex­i­ble, and eas­ier to use.

6. An online learn­ing com­mu­nity is vital  — one that every­one can access – to elim­i­nate unin­ten­tional silos of learn­ing, clut­tered email and frac­tured stu­dent experiences.

7. Fur­ni­ture is improv­ing – check this out: http://www.ideo.com/work/node-chair/

8.  Wifi is bet­ter but a net­work audit is still de rigeur. Most hard­ware ven­dors will help out with this at a low price in hopes of get­ting the contract.

9. Learner-centricity and per­son­al­ized learn­ing is what 1-to-1 is all about. What a plea­sure to see it writ­ten into so many school 1-to-1 plans.

10. Logis­tics still count; lap­tops still break; insur­ance is still needed; elec­tric­ity is a fact of 1-to-1 life.

11. Par­ents are our best part­ners; when they embrace 1-to-1 in their home prac­tices much of the bat­tle is won.

12. Relat­ing 1-to-1 to pre­vi­ous fac­ulty work can be a smart move. One school mod­eled their pend­ing 1-to-1 in part on dis­cus­sions with their fac­ulty sev­eral years back on “what is a 21st cen­tury class­room.” The ideas of their fac­ulty then became the impor­tant frame­work for pro­vid­ing lap­tops to students.

It’s so great to see that 1-to-1 con­tin­ues to flourish.

- Pamela Livingston


Iowa 1:1 Institute wrap-up

On April 4, nearly 1300 edu­ca­tors attended the Iowa 1:1 Insti­tute in Des Moines, Iowa.  Through­out the day there were approx­i­mately 100 dif­fer­ent ses­sions focused on a wide vari­ety of top­ics.  As I made my rounds dur­ing the con­fer­ence, I was able to pop my head in and lis­ten briefly to many of the ses­sions.  One thing that truly astounded me was the col­lec­tive wis­dom of the group.  At any given time there were a very diverse set of pre­sen­ta­tions tak­ing place cov­er­ing very dif­fer­ent top­ics.  Although I am a big fan of cre­at­ing vir­tual pro­fes­sional learn­ing net­works, the value of a con­fer­ence such as this is also appar­ent to me.  For some, the day is a great way to become immersed in the world of 1:1 schools.  For other vet­eran 1:1 edu­ca­tors, it is a great way to con­nect with oth­ers in a sim­i­lar place and dis­cuss ways to keep mov­ing forward.

If you were unable to attend, please check-out our wiki where pre­sen­ters posted their resources.  You can also fol­low the con­ver­sa­tions that took place with our twit­ter hash­tag (#i11i).  There are also a cou­ple of addi­tional 1:1 con­fer­ences that would be great ways to con­tinue to move your ini­tia­tive forward.

Nick Sauers

Iowa 1:1 Institute

The Iowa 1:1 Insti­tute is now just over one week away!  We have released our ses­sion sched­ule, and are excited to have 100 ses­sions through­out the day.  Once again, we have had a great reg­is­tra­tion and we expect approx­i­mately 1000 atten­dees.  How­ever, there is still time to reg­is­ter if you’d like to attend.  We’re also pleased to have a large num­ber of ven­dors who allow us to keep the reg­is­tra­tion cost to only $50/participant.  There are two major changes to the con­fer­ence for­mat that we hope will strengthen the conference.

  1. Through­out the day, we will offer five “mini-keynote” ses­sions.  Check-out those ses­sion  pre­sen­ters and titles!
  2. We will now offer role-alike ses­sions through­out the day.  Those ses­sions will have facil­i­ta­tors who will direct the con­ver­sa­tion in each role-alike. Role-alike ses­sions are designed as a place for edu­ca­tors with sim­i­lar job respon­si­bil­i­ties to dis­cuss the suc­cesses and chal­lenges they’ve had with their 1:1 program.

Thanks to those of you who have helped to make this con­fer­ence pos­si­ble once again!  We hope that it can be a great learn­ing expe­ri­ence for those edu­ca­tors who are novice or vet­eran 1:1 educators.

Nick Sauers

Implementing a 1:1 Program

I was recently asked by a friend to rec­om­mend some major steps as their school begins the process of decid­ing if and how they will become a 1:1 school.  My rec­om­men­da­tions follow:

  1. Cre­ate a lead­er­ship team
    • Include mul­ti­ple stake­hold­ers on the team, and not just technophiles!  
    • Include stu­dents in the process.
    • Con­sider hav­ing sub­com­mit­tees that address var­i­ous topics.
    • Involve admin­is­tra­tors in the lead­er­ship team and the entire process.  They are key play­ers who will need to sup­port the initiative.
  2. Iden­tify the rea­son you are going to imple­ment 1:1
    • This may be the biggest prob­lem I see with 1:1 ini­tia­tives.  Con­vert­ing to 1:1 should not be your goal.  Iden­tify a change you want to see in your school that 1:1 can support.
    • That goal should align with your school’s mis­sion and vision, and not be some­thing that acts as a stand alone.
  3. Visit other schools
    • Iden­tify model schools and send teams to those schools.
    • Rather than send­ing a larger group to one school, send smaller groups to mul­ti­ple schools.
    • Include edu­ca­tors as well as stu­dents, board mem­bers, and com­mu­nity mem­bers in these visits.
  4. Ini­ti­ate pilot programs
    • Iden­tify a strong team that can imple­ment a pilot pro­gram to become the 1:1 pio­neers in your school.
    • Pro­vide that small group of edu­ca­tors with addi­tional train­ing resources.  Allow them to attend con­fer­ences or par­tic­i­pate in other workshops.
    • Study the suc­cesses and chal­lenges of those pilot programs.
    • Use those edu­ca­tors to lead pro­fes­sional devel­op­ment for other staff members.
  5. Study the change process
    • Tran­si­tion­ing to 1:1 is a major change!  Don’t ignore the lit­er­a­ture on change.
    • Kotter’s book Lead­ing Change is one of my favorites around the stages of the change process.
  6. Develop a plan for imple­men­ta­tion of your initiative
    • Cre­ate a clear plan that lays out your 1:1 plan and includes com­po­nents for required steps for imple­men­ta­tion and evaluation.
    • This tool cre­ated by John Nash is an extremely use­ful tool for any major change in a school!
  7. Cre­ate and deliver pro­fes­sional development
    • Pro­fes­sional devel­op­ment ses­sions need to begin PRIOR to launch­ing your initiative.
    • Dif­fer­en­ti­ate pro­fes­sional devel­op­ment for educators.
    • Cre­ate the capac­ity of edu­ca­tors in your school to deliver pro­fes­sional development.
    • Iden­tify a core set of com­pe­ten­cies around tech­nol­ogy that all teach­ers should have and help them gain those com­pe­ten­cies!  It may be help­ful to iden­tify a core set of tech­nol­ogy tools that EVERY edu­ca­tor could use fluently.
    • It seems absolutely crazy that schools invest hun­dreds of thou­sands or even mil­lions of dol­lars in tech­nol­ogy, but refuse to spend any sub­stan­tial amount on pro­fes­sional development.
You may also want to con­sider vis­it­ing this blog focused on one school’s jour­ney through the process.
Update:  This form was cre­ated by @tracywatanabe, and it may help you with this process.
Nick Sauers



Student agency

In my work with the Next Gen­er­a­tion Lead­er­ship Acad­emy, we focus on six “crit­i­cal attrib­utes” which were iden­ti­fied by the Chief Coun­cil of State School Offi­cers.  Stu­dent Agency is one of those attrib­utes, and it is defined as follows:

The expec­ta­tion that stu­dents will develop to direct and own their learn­ing and assume respon­si­bil­ity for them­selves and their com­mu­ni­ties.  Stu­dent agency is both a means to col­lege and career readi­ness and a com­pe­tency that is part of being a col­lege and career ready individual.

Stu­dent choice and voice are cer­tainly part of stu­dent agency, but this def­i­n­i­tion includes stu­dent respon­si­bil­ity as a key com­po­nent.  When think­ing about stu­dent agency, the amount of stu­dent own­er­ship could cer­tainly vary widely.  I’ve cat­e­go­rized a cou­ple of pos­si­ble exam­ples of stu­dent agency from mild to wild.  The wild ideas are cer­tainly a bit more chal­leng­ing to implement!


  • Let stu­dents take respon­si­bil­ity for how they will share their learn­ing with you.  Cre­ate a rubric that clearly iden­ti­fies learn­ing goals and guide­lines.  Stu­dents can then choose the medium to demon­strate their knowl­edge.  That might be a report, blog, video, pod­cast, prezi, song, or pre­sen­ta­tion.  It could also be a medium unfa­mil­iar to you.  The suc­cess of this project will be depen­dent on your rubric!
  • Have stu­dents cre­ate a plan for cre­at­ing a pos­i­tive dig­i­tal pres­ence for your school.  Allow stu­dents to imple­ment that plan!


  • Share end of unit objec­tives with stu­dents.  Allow stu­dents to cre­ate their own learn­ing plan that must include a demon­stra­tion show­ing that they have mas­tered the con­tent. The plan should also include the steps stu­dents will use to gain that knowl­edge. This would cer­tainly be eas­ier in some courses than others!
  • Give stu­dents free­dom each week to explore a topic of their choos­ing.  I recently fin­ished Daniel Pink’s book Drive which high­lighted the suc­cesses many com­pa­nies have had with allow­ing employ­ees to explore a topic of their own choosing.

Nick  Sauers

1-to-1, Flipped Learning, and Online Communities

When I was first speak­ing with schools about 1-to-1 not long after edi­tion 1 of my book (now in its 2nd edi­tion) was pub­lished, two big ques­tions were – Is your school/district wire­less? Are you pro­vid­ing stu­dents with email accounts?  Back then, not every school could respond to both ques­tions in the affirmative.

Now we are see­ing more ubiq­ui­tous devices includ­ing tablets, lap­tops, smart phones and the com­plex­ity that ensues. This pre­vi­ous post went into some of the issues faced by schools when intro­duc­ing BYOD; the com­ments pro­vide more depth and ideas as well. Any 1-to-1 or BYOD school is wired now as it would make so sense oth­er­wise. Nearly all schools and dis­tricts offer some type of email for stu­dents if they are 1-to-1.

Like many, I’ve become intrigued by the con­cept of flipped learn­ing – an idea even more fea­si­ble when stu­dents all pos­sess some type of device that is as mobile as they are and which is used to learn, review and syn­the­size con­tent away from the class­room fol­lowed by more indepth social, hands-on learn­ing when back in the class­room. To me, it’s all about learner cen­tric­ity – if done right. This is a great thing and what we have always wanted – the learner has the resources at his/her fin­ger­tips, learn­ing and tools for learn­ing are con­ti­nously avail­able – and the user-created arti­facts of learn­ing are orga­nized and avail­able to the learner at any time.

How­ever, the piece that is also needed is some type of online learn­ing com­mu­nity. Rather than email, which we all know has become a boon­dog­gle in our lives and which stu­dents are mov­ing away from in droves, an online learn­ing com­mu­nity can offer a safe, con­tained space for teach­ers and students.

I’ll be pre­sent­ing at NCCE on Fri­day, March 1 at 2:30 a ses­sion enti­tled “A ‘Cloud’ for Flipped Class­rooms” which is all about how imple­ment­ing flipped class­rooms, or really most all tech­nol­ogy inte­gra­tion projects, ought to have the cor­ner­stone of an online learn­ing com­mu­nity. The ben­e­fits of a learn­ing com­mu­nity include:

  • Pro­vid­ing a cen­tral space for learn­ing that extends the classroom
  • Elim­i­nat­ing “Web 2.0 site of the week” syn­drome which results in
    • login fatigue (try­ing to remem­ber which ID and pass­word to use) result­ing from all the dif­fer­ent applications
    • frac­tured stu­dent expe­ri­ences (hav­ing mul­ti­ple inter­faces to know and navigate)
  • Pre­vent­ing email clutter
    • Rather than the teacher main­tain­ing lists of inter­nal or exter­nal emails, the com­mu­nity uses its own inter­nal messaging
    • Mes­sag­ing can include send­ing stu­dent doc­u­ments, mark­ing them up, and return­ing to the stu­dent via attach­ments – track­able and centralized
  • Threaded dis­cus­sions
    • Real dis­cus­sions can occur and be followed
    • Pro­motes collaboration
      • Stu­dents can work as a whole class or in smaller groups with teacher oversight
  • Increased stu­dent accountability
    • No lost paper – the Inter­net is every­where – even at McDonald’s!
    • Date and time is stamped with work turned in
  • Shared resources
    • Every­one sees the links, the resources, the pho­tos, pod­casts, etc.
    • Assign­ment post­ing, turn­ing in
      • The assign­ments and the work are centralized
      • Class cal­en­dar
        • A cal­en­dar for the class is avail­able to view events, assign­ments, assess­ments, etc.
  • Easy inter­faces
    • Stu­dents use social media now and most online com­mu­ni­ties emu­late this
  • A safe place to learn dig­i­tal citizenship
    • Prac­tic­ing how to be a good dig­i­tal cit­i­zen­ship using social media in a class­room com­mu­nity can pro­vide real exam­ples of what to do and what not to do, along with teach­able moments
      • Teach­ers may wish to imple­ment “L.A.R.K.” a con­cept from my book
        • Dig­i­tal learn­ing should be L — Legal (adher­ing to copy­right and other laws) A — Appro­pri­ate (images and ideas should not be offen­sive) R — Respon­si­ble (tak­ing care of dig­i­tal tools and resources) K — Kind (know­ing how to respect and be kind to every­one in a community)

Full dis­clo­sure: I man­age a great (IMHO!) prod­uct that does all this. But this list above applies in gen­eral as well. 1-to-1 needs an online learn­ing com­mu­nity to unleash its true potential.

Your thoughts and com­ments are welcome!

-        Pamela Livingston

Becoming a digital citizen

Recently, I led an ISTE webi­nar focused on dig­i­tal cit­i­zen­ship for a small group of edu­ca­tors.  My ses­sion didn’t focus on all of the bad things stu­dents and teach­ers can get into with tech­nol­ogy, but instead the ways they can use tech­nol­ogy to enhance their learn­ing and teach­ing expe­ri­ences.  I’m cer­tainly not insin­u­at­ing that schools should ignore teach­ing about those neg­a­tive aspects of tech­nol­ogy.  Stu­dents need to be aware of the impact that their online activ­i­ties can have.  How­ever, it does seem that much of our focus when dis­cussing dig­i­tal cit­i­zen­ship focuses on those neg­a­tive expe­ri­ences.  My pre­sen­ta­tion focused on the ways teach­ers and stu­dents are using tech­nol­ogy in pow­er­ful ways.  The exam­ples below were some of the ones that I shared, and you can get the full list here.

  •  Class­room blogs-These two exam­ples (exam­ple 1 & exam­ple 2) high­light how ele­men­tary class­room teach­ers cre­ated a blog and gave their stu­dents a wider audi­ence.  With the help of Quad blog­ging and edublogs, their class blog has had nearly 4,000 views from around the world!
  • Face­book–This exam­ple is a high school teacher who uses face­book as one way to con­nect with his stu­dents.  By the looks of the page, it is cer­tainly effective.
  • Diigo–This diigo group was cre­ated by a tech inte­gra­tion coach, and it is used as a way for teams to gather resources together.
  • Twit­ter–Twit­ter chats are a great way to share and gather valu­able resources and infor­ma­tion.  This kinder­garten chat is just one example.
  • Pod­casts–These were cre­ated by ele­men­tary stu­dents, and then merged together for one mas­ter class pod­cast.   They cer­tainly sound very professional!

When mak­ing deci­sions about the use of tech­nol­ogy in schools, edu­ca­tors need to bal­ance the pros and cons of dif­fer­ent types of tech­nol­ogy use.  Too often, deci­sions are made because of the pos­si­bil­ity of a small group of stu­dents behav­ing inap­pro­pri­ately.  Unfor­tu­nately, those deci­sions also limit the ben­e­fits that many other stu­dents would have had.

Nick Sauers

Iowa 1:1 Institute launched!

For the past cou­ple of months I’ve received numer­ous emails inquir­ing about the Iowa 1:1 Insti­tute. I’m extremely excited to offi­cially launch the 4th Annual Iowa 1:1 Insti­tute which will be held on April 4, 2013 at the Iowa Events Cen­ter in Des Moines.  The con­fer­ence has been a great suc­cess over the past three years because of all of the edu­ca­tors who have helped make it hap­pen.  Our Iowa 1:1 edu­ca­tors have not only pre­sented, but they have pro­vided resources and peo­ple to help make the con­fer­ence run smoothly.  Last year we had more pre­sen­ters sub­mit pre­sen­ta­tion pro­pos­als than ever before.  A team of Iowa edu­ca­tors eval­u­ated the pro­pos­als and selected those that they felt would be most ben­e­fi­cial to con­fer­ence atten­dees.  I believe that process dras­ti­cally strength­ened the pre­sen­ta­tions at the con­fer­ence, and we’ll use that for­mat once again. Although the num­ber of 1:1 schools in Iowa have grown dras­ti­cally, our pur­pose has remained the same.

  1. Help Iowa’s 1:1 dis­tricts learn from each other about inno­v­a­tive teach­ing, learn­ing, and admin­is­tra­tive prac­tices that are occur­ring in their districts;
  2. Build excite­ment and ‘buzz’ around 1:1 lap­top com­put­ing ini­tia­tives in the state; and
  3. Help oth­ers who are inter­ested in 1:1 com­put­ing learn more about how to get started and be successful.

If you’d like to attend, please click on one of the links below and reg­is­ter soon!  Each year we have had to turn away par­tic­i­pants because of lack of space.  We antic­i­pate very high num­bers again this year!

We hope you will be part of what has become the biggest, and we hope best, one-to-one con­fer­ence in the world!

Nick Sauers

Using social media professionally

This semes­ter I am teach­ing a class that is a lit­tle out of my nor­mal realm of work.  I’m teach­ing a lead­er­ship class in the Kine­si­ol­ogy Depart­ment here at the Uni­ver­sity of Ken­tucky.  Most of the stu­dents want to be col­lege coaches, rec coor­di­na­tors, ath­letic admin­is­tra­tors, or front office employ­ees in the sports world.  Although this class is a bit dif­fer­ent from much of my other cur­rent work, I was very excited to teach the course.  I’ve been very involved with ath­let­ics and sports orga­ni­za­tions in many dif­fer­ent roles through­out my life.  I also rec­og­nized that the meat and pota­toes of this course were cer­tainly lead­er­ship skills and sports were just the gravy that adds fla­vor to the conversation.

While “tweak­ing” the syl­labus of the for­mer instruc­tor, I care­fully con­sid­ered ways to enhance the course.  With that in mind, I decided to add a com­po­nent that focused on devel­op­ing per­sonal learn­ing net­works through the use of social media.  In our first class, stu­dents actu­ally cre­ated a “Low-Tech Social Net­work” by cre­at­ing avatars and tags on note cards.  They then had to make con­nec­tions with one another.  Unfor­tu­nately, my board was too small for the group that I had!

(Check out Gamestorm­ing for this activ­ity and many oth­ers that are great for work with groups.)


Last week our class dove more deeply into social media, and I was encour­aged to blog about my findings :)

Prior to class stu­dents read a series of arti­cles around the use of social media in sports orga­ni­za­tions.  They also par­tic­i­pated in a class dis­cus­sion board led by two mod­er­a­tors.  I was sur­prised by how much the dis­cus­sion threads focused on the student-athletes use of social media. Much of the con­ver­sa­tion focused on ways to edu­cate, fil­ter, mon­i­tor, or block stu­dents use of social media.  Although I found that con­ver­sa­tion fas­ci­nat­ing, I was more inter­ested in two other ways social media can be used in ath­let­ics.  I wanted them to become aware of ways that orga­ni­za­tions were using social media.  More impor­tantly, I wanted to help them rec­og­nize how they can use social media to stay con­nected and informed about their pro­fes­sion.  I think this is so impor­tant that one of their assign­ments for the semes­ter is to grow their social pres­ence.  My cri­te­ria are fairly lenient.  Some may choose to grow their net­work by con­nect­ing and inter­act­ing with oth­ers in their field.  Other stu­dents may just dip their toes in and use social media as a lis­ten­ing sta­tion where they can gain insight from insid­ers and oth­ers in their field.

Although there are sure to be indi­vid­u­als in this new infor­ma­tion rich inter­con­nected soci­ety who suc­ceed with­out such tools, they won’t be the norm.  Orga­ni­za­tions and indi­vid­u­als who embrace social media will be able to con­nect in ways that are not pos­si­ble with­out the use of technology!

Nick Sauers

Pillars of a 1:1 program

I recently read a blog post that is cer­tainly worth read­ing.  Brett Clark’s post, 6 pil­lars of a 1:1 ini­tia­tive, is a good read for cur­rent and future 1:1 edu­ca­tors.  His list included:

  • Learn­ing initiative
  • Pro­fes­sional development
  • Infra­struc­ture
  • Dig­i­tal Citizenship
  • Choice
  • Time and patience

His list stresses many of the things that I talk about fre­quently. How­ever, his point about choice is one that I don’t talk about nearly as often.  I like the con­cept of stu­dent choice, and it is cer­tainly a pow­er­ful way to engage stu­dents in many edu­ca­tional activ­i­ties.  I also won­der what that looks like in a school set­ting.  How do teach­ers deal with it and sup­port stu­dents?  How about tech direc­tors?  I’m not opposed, but I get lost in the logis­tics.  I’d love to know more!

Nick Sauers

order valium no prescription valium for sale order valium overnight buy soma buy soma without prescription buy soma without prescriptions cheap diazepam online diazepam online pharmacy buy diazepam rx order phentermine online phentermine online pharmacy cheap phentermine no prescription buy tramadol no rx buy tramadol no prescription purchase tramadol order xanax overnight buy xanax online without prescription order xanax online ativan no prescription buy ativan online without prescription ativan no rx buy klonopin overnight shipping klonopin online pharmacy cheap klonopin no prescription order provigil online overnight buy provigil no prescription buy provigil online mastercard overnight buy ambien online cheap buy ambien online without prescription ambien no prescription