Launching an iPad 1-to-1 Program: A Primer

• By Mitchell A. Salerno, Michael Vonhof
• 12/14/11

Technology is redefining traditional educational paradigms, and many schools are interested in integrating the latest technological advancements into the school curriculum. While increased incorporation of technology seems to be inevitable, most schools are ill-prepared to enter the 21st century owing to a lack of resources, a dearth of appropriate personnel, and some unrealistic expectations. These limitations may provide enough friction to stymie ambitious and well intentioned efforts to improve student learning and prepare students for the future. Overcoming these limitations may seem daunting; however, there are lessons to be learned from schools that have already begun to venture into the world of 1-to-1 initiatives.

Two schools, The Master's Academy in Oviedo, FL and Delmarva Christian High School in Georgetown, DE have initiated ambitious technological programs, providing an iPad for every high school student. As we reflect on our programs and respond to the many inquiries that we receive regarding how schools may replicate our programs, the following general recommendations may be particularly beneficial. The 1-to-1 iPad programs at our schools are not identical; however, we share many similarities and have constantly collaborated throughout the entirety of our launches. Based on our experiences, we suggest that schools interested in iPad 1-to-1 programs must consider six critical areas for a successful iPad 1-to-1 implementation: leadership, cost, network function, security, philosophical frameworks, and pedagogy.

Leadership
Perhaps the most critical, yet overlooked, issue related to technology deployments is leadership. Schools desiring to implement an iPad 1-to-1 program must consider the personnel available within the organization. It is our experience that launching an iPad program requires a champion with sufficient positional power to command the attention of all constituents within the school community, including the head of school, faculty, IT staff, parents, students, and community leaders.

Based on our experiences, successful schools will have a senior administrative leader driving this initiative. The senior leader must be a champion for technology and have sufficient knowledge to coordinate an internal and external technological vision. Furthermore, iPads change the educational process, requiring significant pedagogical shifts within the classroom. A senior leader, with teaching experience and sufficient pedagogical knowledge, will have the ability to gain the respect of the faculty and promote healthy change. While IT personnel may have the technical knowledge to lead portions of the implementation, it is our experience that they do not have the ability or knowledge to facilitate the necessary pedagogical change in the classroom.

Cost
How will you pay for your initiative? Ultimately, this is a critical issue that must be addressed; without the financial means to purchase the devices, it will be impossible to continue. There's a variety of options available for acquiring the funds to sustain an iPad 1-to-1 program. Depending on the type of school and the financial health of the school, funds may come directly from the school, from the parents in the form of a yearly lease fee, or from a blended approach.

Regardless of the approach, schools must consider the life expectancy of the device purchased and future expenditures needed to keep the technology current. The total cost of an iPad 1-to-1 launch is greater than the cost of the device. Schools will need to consider cases, applications (apps), network improvements, security measures, and other related costs. It is our experience that an iPad 1-to-1 program will not, and cannot, be sold to constituents as a cost-saving initiative.

One additional concern related to cost is "bring your own technology" (BYOT). With the proliferation of mobile devices, many wonder if it is possible to permit students to bring their own technology to school, rather than the school purchasing a device for everyone. Our experiences with 1-to-1 technology suggest that this day indeed will come; however, we are not yet prepared to realize BYOT. There are several issues with BYOT; although, in our estimation the greatest concern is ubiquity of use. When schools have multiple platforms, it is increasingly difficult to shift the educational culture. More time will be spent normalizing technology than teaching students. If, and when, this ubiquity issue is addressed, either through improved technology or an elevated technological IQ, BYOT will become an attractive and necessary option.