Another school joins the Chromebook army.
This time, it’s Cloverdale Elementary School in Alabama. It’s actually the first elementary school in the whole Dothan City Schools district that provided all of its students with an electronic device such as a Chromebook or iPad. This means a 1:1 ratio. A device for every student (in grades 4-12).
This seems to be the way schools and districts are headed. They’re all trying to provide every student with a laptop to maximize learning. If every student has a device, it furthers their accessibility to learn since they have a laptop of their own.
Last updated: 6/22/17.
As you may know by now, Chromebooks are taking over Macs in schools.
I’ve written about this topic multiple times, and it’s only a growing trend. Districts are making the switch to these easy-to-use, low-maintenance, and cheap devices everywhere.
Chromebooks are cheaper, easier to use, and don’t have security issues or expensive license renewals like Windows enforces for both enterprises and schools alike.
Dothan City Schools has provided these devices for all its students in grades 4-12. They start out with basic iPads and then graduate over to Chromebooks.
The principal of the school, Aneta Walker, believes that students having these devices are important. Thus, money from Title I funds were used for students in grades K-3. This is the common thought train of thought for many schools who’ve made the same switch to Chromebooks from other expensive devices.
An iPad and Chromebook for every student
The reason for having both iPads and Chromebooks, according to the same source, is that
“…for very young students because they fit their hands and capabilities.”
Aneta Walker also believes that:
“…exposure to technology is important because students will be using Chromebooks, iPads and similar devices throughout their school careers then in the world of work.”
This just goes to show how tech plays an important role in the world now. Students are getting exposed to computer-based systems so early and build the skills for using and taking advantage of tech later on. Who knows what effect this will have on their development, or society itself.
iPads are useful for teaching, showing off stuff, and doing more one-on-one approaches. You can imagine a teacher giving a student a simple math lesson via tablet. The form factor of them naturally gives them the ability to teach interactively.
As anyone would guess, a lot of kids like games. Gamifying learning is something that’s always been in the works and is the business model of many popular teaching software companies. Using it in a laptop as a teaching tool would only prove to be helpful for many students since it’s a proven and effective teaching technique. The vast majority of students have no issue learning with a digital device. Although it may not work for all students, it’s always being improved to accommodate children from all backgrounds.
Apps play a major role as well. Besides teaching from a teacher, apps can teach students how to perform math, write words, practice vocabulary and more without a teacher present. Students can play games while learning simultaneously while using these apps and developing skills.
Is early exposure to tech good? Dothan agrees.
Walker states that “We have to start thinking differently as educators and provide tools that will help students be proficient in their high school careers and beyond…”
This only goes to show that tech is definitely making an impact on students across the nation. With Chromebooks, it’s just another outlet to provide this means of learning. It’s nice to see another school be able to have that 1:1 ratio of tech to student.
A group of third-grade students played with an app that basically pits the student against a monster. To defeat it, you had to answer math problems correctly. If you answer it right, you deal damage to the monster.
If you’ve ever played any typical RPG on the planet, you know exactly what I mean. (If you don’t know what an RPG is, then this is way over your head.)
One of the students stated that the game made him more motivated about learning math and that the tutorials are helpful.
“It helps me out if I get it wrong…” he states.
This is amazing stuff. We have access to newfound ways of teaching that we’ve never had before. If the students like it, and it actually works, then why not? It’s new. And it’s exciting. (And most importantly, it’s smart.)