According to Dynarski, students can access to lectures and classroom and work digitally with computers such as laptops. At times, students can download course readings, look up unfamiliar concepts also they can organize their thoughts better. Students can access to look up to any information on line if they feel uncomfortable.Also, being able to have easily accessible online folders and drives that you can share and have access to at any time is convenient. This is all part of the learning process, and it is made easier with the use of technology in schools.
Technology is also useful in the classroom because it makes an equal learning opportunity for everyone, disabled students can also benefit from digital access such as iPad,tablet or laptop. This helps students to enter information, especially to the ones who cannot talk and have a need of a computer such as autistic children who are not able to speak but have a chance to type and do the work in the classroom.
“Transforming
a school culture based on significant shifts in pedagogy requires opportunities
to learn how to effectively integrate technology” (Sheninger, Eric, 2019).
According to the 2015 State of Education Technology survey, the top two
challenges teachers face in providing access of education technology were
budget and inadequate professional training. In my experience, one of the
biggest concerns of technology in education is the lack of professional
development.
An
example of when professional development was needed was when I first began
teaching, some teachers were given a Promethean board in their room. Everyone
was so excited of course because it was something new and we were excited to integrate
it into our classrooms. First year teaching is already overwhelming but then
adding new technology I’ve never heard of and wasn’t taught about in my
educational program was extra stress. I was expecting to have a staff meeting
with someone who is an expert to teach me how to use the Promethean board but
instead I was left to figure out how to use the Promethean board on my own.
Thank goodness there were other teachers who had the boards in their room for a
while and I was able to ask them to teach me the basics. It was unfortunate
that the teachers who had the Promethean Board in their rooms for a while were
also not trained.
I
think that myself and the other teachers were at a disadvantage because of not
being properly trained on how to use the interactive Promethean board. The lack
of training forced us to have to take extra time to figure out the ins and outs
of the board on our own. To this day I still haven’t been trained on using the
Promethean board and I feel like my students don’t get to experience the full
use of it.
As
teachers we have tons of different professional developments about important topics,
but we also have professional developments about useless topics. I think that
technology professional developments take the backseat often and if we want to integrate
technology and stay updated on engaging programs for our students it is very
important that we change that mindset. “Professional
development has to be relevant to teachers, contain numerous choices, and be
hands-on. More often than not, this can be done with teacher leaders present in
all buildings” (Sheninger, Eric 2019). What I took from this quote is that if a
professional development wasn’t available for learning how to use the
Promethean board then having a teacher who maybe is experienced using the
technology could be a leader and hold a training.
“If successful
change is the goal, then investments have to be made into job-embedded, ongoing
professional learning before, during, and consistently after any technology
rollout or implementation of large-scale initiatives” (Sheninger, Eric 2019). In order to
be effective as a classroom teacher and school we need to take all the steps to
ensure when we bring in a new technology that we do it the right way so we can
use it effectively. The consequences of not doing all the necessary
implementation steps with technology would be that we would not be using the
technology to its full potential. The reward would be that students would be engaged,
and it could possibly raise student achievement. So, without the proper training
the vision will not be achieved.
As the 21st century set sails, the dominance of technology
in the classrooms continues to be more and more. According to Becker (2000), the
services of computers is extremely valuable and is a well-functioning
instructional tool. While schools are in session teachers have convenient access,
are adequately prepared, have some freedom in the curriculum, and hold personal
beliefs aligned with a constructivist pedagogy with technology. Students textbooks
are being replaced by tablets/laptop notebooks and research is at ones fingertips
through smartphones. As social media is a comfortable place for many, technology has completely transformed
the way we live or lives (Cox, 2009).
As a matter of
fact, administrators and educators has seen more than anyone else how having
technology in the classroom is beneficial for students and most importantly
they recognize how important it is and continues to be for students to develop
in this arena in order to be prepare for postsecondary and the workforce in the
near future. Technology has brought about a significant impact in schools based
on the way teachers teach and the way students learner. Teachers are learning
how to teach with emerging technologies (tablets, iPads, Smart Boards, digital
cameras, computers), while students are using advanced technology to shape how
they learn. By embracing and integrating technology in the classroom, we are
setting our students up for a successful life outside of school. Here are a few
benefits of using it (Cox, 2009).
Makes Learning More Fun
According to Chang (2016), survey
shows that 83% of teachers thinks incorporating technology has made learning
more fun whereas only 63% students believes that it helps them with their
learning gains. Some
students believe through virtual learning that it livens up an assignment where
if the assignment was given in an traditional settings where they think it can
become boring.
Prepares Students for the Future
With a thriving technology
workforce engaging and adopting technology in the work adopting and implementing
technology in students life early on will help them success in a technology
driven world. Technology is not meant to be used for fancy tools but it is enhanced
in the classroom setting to give students the future readiness skills they will
be able to apply in a working world.
Helps Students Learn at Their Own Pace
With the many variety of apps for individualized instruction,
has really made self-pace learning ease to access for students who has
difficulty keeping up with their same age peers. With the use of integrated
technology in students classroom setting this allows students to learn
according to their abilities and needs. Additionally, by teachers incorporating
technology learner for students who learns at a slower rate this gives the
teachers time to work one-on-one with students who may require additional
attention.
Connects with Students
When students are not in
school everything they do evolves around technology and it has become a common
place in the school environment so teachers have used this as a foundation to
creatively innovate it into education setting as a connected tool from preschool
to higher education to further enhance their learning and to incorporate
feedback because it has a huge impact on their growth and development. This is
true in that technology changes by the minute, so it is important that we as
educators continue to incorporate that learning as part of their everyday learning
environment as well (Cox, 2009).
Final Thoughts
Whether educators like it or
not technology is the latest learning trend for students learning. As there are
countless of reason why technology should be integrated into students learning
environment the most important thing to remember is that students know technology
better than most adults and it is the easiest way
they learn, because it is such an integral part of their life so it is
only right for educational leaders, teachers and every aspect of education to
integrate it into an everyday life style for this new technology oriented
generation.
In an
educational landscape where students have ever expanding individual needs, a
teacher’s challenge is having to devise ways to essentially cater to the individual
needs of each student in a large classroom; a task that is easier said than
done. By utilizing a blended learning
model, the teacher has the opportunity to maximize the time and quality of each
interaction with each student, through the use of technology; through this
method, we can “extend the instructor model in space and time. Theoretically, if we use technology we can
reach more learners in a shorter period of time- and as a bonus they can learn
at their own pace and speed” (Bersin, 3).
Blended learning, or the concept of fusing traditional learning with
online learning is being embraced in classrooms and has the capacity to
revolutionize the way students receive their education. At its core, blended learning features a
style of learning in which certain aspects of instruction are “replaced with
online activities that involve students in meeting course objectives” (Kezar, Glazer,
Rhem, 1). According to Kazar, Glazer and
Rhem, blended learning restructures the learning experience.
Blended learning models allow for more
individualized learning with smaller teacher to student ratios. Although some teachers and school leaders may
be intimidated or even skeptical, according to Kay Thorne, “like all learning
journeys it is a continual process of discovery” and can open many doors for
effective facilitation of learning in classrooms where differentiation is increasingly
necessary. Furthermore, according to
Thorne, blended learning “is almost limitless and represents a naturally
evolving process from traditional forms of learning to a personalized and
focused development path” (Thorne, 5). Blending
learning is important because it has limitless potential; blended learning can
make its way toward maximizing learning opportunities in K-12 schools but also
in the corporate world as well as in universities and even for use in the home. It has the capacity to bridge gaps amongst
communities and across cultures, and for these reasons, “blended learning could
become one of the most significant developments of the 21st century”
(Thorne, 18).
Blended
learning has the capacity to provide greater access to students who may otherwise
be unable to further their education through traditional college and university
classrooms due to familial obligations or busy working schedules. Students pursuing a higher degree have the
ability to pursue studies from the comfort of the home through a blended
learning model. Some universities may
offer the unique combination of classroom learning with an online
component. In addition, many K-12
institutions have adopted a blending learning model in order to prepare young students
for higher education and careers in which they will need to be familiar with
this unique style of classroom learning.
It has other benefits as well; small group learning, closely monitored
performance and even reduced cost of additional staff.
Although blended learning is most frequently
associated with learning in institutions of higher education, it can be
extremely beneficial for K-12 education as well. A fruitful partnership between the Hebrew
Academy of Long Beach and the Affordable Jewish Education Project resulted in
an extremely effective blended learning model, which my own son attended in the
2018-2019 school year; it has resulted in increased student achievement for
many students. The project “combines
traditional classroom learning with online instruction- ‘blended learning’-
which allows students to learn at their own pace” (Bessen, 2015). The one-on-one and small group instruction
that the project has provided allows for teachers to use real-time data,
according to Jeff Bessen’s article in The Jewish Star to “pinpoint exactly what
a student does or does not do well, identifying knowledge gaps, clarifying concepts
and providing positive reinforcement;” this has proven to be an effective form of
data-driven instruction, and the results have been extremely positive.
Bersin, J.
(2004). The Blended Learning Book: Best Practices, Proven Methodologies,
and Lessons Learned. San Francisco, CA: Pfeiffer. Retrieved from
http://lynn-lang.student.lynn.edu:2256/login.aspx?direct=true&db=nlebk&AN=119379&site=ehost-live
Bessen, J. (n.d.). ‘Blended learning’ a
new mantra at HALB. Retrieved July 14, 2019, from
http://thejewishstar.com/stories/Blended-learning-a-new-mantra-at-HALB,6310
Kezar, A. J. (2011). Blended learning: Across the disciplines, across the
academy. Retrieved from
https://ebookcentral.proquest.com
Many of my students are easily distracted and have difficulty paying attention to content presentations (Powerpoints, lectures, videos, etc.). During these content presentations my students appear to experience symptoms of addiction to their cellphones which distracts them even more. It is an education technology conundrum. I am using technology to present material to my students in an interesting way, but the students have an addictive need to handle the technology they use on seemingly minute-by-minute basis. The solution: Nearpod.
The Nearpod education application has the potential to have students use their phones (allowing them to satisfy their addiction to the tactile handling of their phones) to follow Powerpoint presentations on their phone and assess their knowledge during the presentation. Also, if used effectively, a Nearpod lesson would allow an educator to satisfy several Marzano Domain 1 points (24 Noticing When Students are Not Engaged. 26 Managing Response Rates. 14. Reviewing Content. 10 Helping Students Process New Content.) for their evaluations.
In Nearpod you to upload or create PowerPoint presentations into their website which the students can then see through their phones/tablets/etc. Nearpod also has features such as drawing your answers for a question (which would be useful for math). You can also use videos within your Nearpod presentations not just powerpoints. You can upload questions in between the slides and monitor individual answers from your students. The students will see the slides and questions at the teacher’s pace. Students join the presentation through a temporary code. It is possible to go back to a presentation and assessment questions using the same code but that is a paid feature.
I started using the Nearpod app two years ago with my AP World History students and I was impressed with the results. My AP students were able to easily use the application while I was presenting information and I was able to analyze later what questions/content they were troubled with. If necessary, I could see and use the feedback instantly. Because it provides me instant feedback, if I choose the questions appropriately, I might be able to address confusion right away. I am also limiting the potential for distractions from my students because my lesson is incorporating the source of their distraction (their cellphones) as an educational tool. Thus, Nearpod gives me a chance to teach content while getting student engagement, instant feedback, and reducing distractions.
You should consider Nearpod more like a lesson tool to be used within the context of Quizlet or Kahoot it. However, those applications are useful for reviewing material and quizzes. Nearpod allows you to deliver content and quiz within the content. Ideally you would use Nearpod to deliver your lesson and go over the material and then in the next class you would review the material through a Quizlet or Kahoot it quiz.
However, like all education technology, Nearpod has its limitations which I discovered this past year at my new school. Nearpod does not work efficiently without a consistent wireless internet connection. Even with the unreliable internet, I was still able to use the quiz and feedback options in my lessons last year with World History and Government students. Also, Nearpod does not replace education interactive websites such as Google Classroom or Edmodo. Those education tech tools allow students to organize the resources they need for a class and occasionally do assignments. Nearpod lessons are done live in class so you would have to upload your PowerPoint presentation into your website for your students to use later.
Social media recently has taken over to be one of the main sources of communication, information, and entertainment in today’s world. You can do a poll on any classroom and ask students if they have accounts on social media including twitter, snapchat and instagram, and I guarantee hands would shoot in the air with ease. This new wave of social media has not only taken over the way people communicate and share, it has taken over people’s lives. Tons of people, me included, can’t go anywhere or do anything without their phone for that reason. People aren’t worried about having a phone in case of an emergency or for any of the features, the main thing phones are used for is social media. In class, at work, working out,in the shower, in bed, when you wake up, going out to eat. People spend a majority of their day swiping, double tapping, and commenting. There was once upon a time when people were not worried about social media as much as they are today, people actually met up and had face to face conversations or even enjoyed a night out without having 4 different conversations not including the person they went out with.
Now not all social media is bad and negative though, although the wave of social media has definitely affected how people interact and live their lives, there is some valuable information and updates that people get quicker on social media than watching regular news. I know there has been a lot of times where something in entertainment happens live and usually if you weren’t watching the program you would miss it, but now with the speed and quickness of most media outlets and its followers, without you even looking for it, videos of things happening on live TV are sent right to your phone and shared all over the internet to watch thousands and thousands of times if you really want. I’ve always said it must suck to be a celebrity because there is really no sense of privacy, if a celebrity walks out with two different socks on to take out the trash and get seen. Literally within that minute it took them to take out the trash,they can be trending on twitter and be all over the internet, that is how crazy fast the internet and social media outlets move nowadays. So yes, although many updates and trends can quickly be followed and news can be spread to our connoisseurs of this generation, this generation needs to better as far as prioritizing their needs and wants. Teens these days feel like they need to have their phone instead of needing to finish their assignments. You can get so far invested looking at funny videos and tweeting about the latest trend that not only do you miss out on what is going on around you, but your grades will start to slip because if you aren’t doing your homework at home because of instagram, and you aren’t paying attention in class because of snapchat, how do you think you are going to do on the test? And believe me, the answers for that test won’t be on twitter to help you. It’s all about a realignment and a restructure of what’s important in a kids life when it comes to the use of social media.
We as a generation have to do better with understanding that yes although it is ok to have accounts on these platforms, it isn’t ok to allow these platforms to have more of your attention than these assignments and important things like life. Even typing this blog, I have found myself checking social media when my phone vibrates because I feel like im missing something, the way our minds are wired is to be brainwashed by the importance of getting the fastest news and being the first to be updated, maybe if we just slowed down and appreciated the things going on around us rather than what’s going on with other people in other places, we would learn to appreciate and value this life so much more than we do now.
In order
to teach students in this century you must adapt to their learning style. Students
in the 21st century are in a technology era. As a result, you have to meet their
learning needs by integrating technology into the classroom. One way that is
possible is by assign each student an iPad. By assigning each student an iPad
they are able to have accesses to educational programs. For example, online
quizzes, prodigy, class dojo, kahoot, interactive videos, educational games and
projects. These technology platforms have the ability to engage students into
the lesson despite their educational abilities. “Technology can be a great platform to get pupils more
engaged, even those who usually don’t take an active part in class” (Tech
Thought Staff, 2019). With the integration
of technology students are able to receive differentiating instruction. This is
extremely important since it is the teacher’s job to meet each student at their
zone of proximity (zpd). “Use
interactive learning games to pique students’ curiosity and attention, keep
them interested throughout the learning process, track their improvement, and
use just the right amount of competition to push them to improve” (Tech Thought
Staff, 2019). Technology has the power to keep students engage and
interested in what they are learning. Therefore, it would be at the teacher’s
advantage to place an emphasis on technology in their classroom. As stated
before, assigning students iPads is a great way for students to be invested in
their education. “According
to studies conducted by The Visual Teaching Alliance, 70% of the population are
visual learners. In fact, teachers who use video in the classroom say that
their students retain more information, grasp concepts more quickly and are
more enthusiastic about the material” (Tech Thought Staff, 2019). As an instructor,
I can support this data since my students are always more interested in my
lessons when I have in interactive PowerPoint with assigned work on the iPads. Assigning
students an iPad is for the assist in enhancing the student’s academic journey.
IPads have the ability to reach students on their level and present information
to them in their interests. Technology is extremely important in the classroom
if you want to set up your students for success. Moreover, having easy accesses
to computers and iPads is crucial in integrating technology.
Furthermore,
allowing students to explore is an important part. Students need to be immersed
in different technology activities. Students should be able to use iPads in
different subjects. Children need to be aware that technology is able to assist
them in every subject. For instance, students research 16th century art
and create a three dimensional project in their art class. If students have
accesses to iPads they are able to research and be in charge of their
education. However, technology can also
increase student participation and productivity while helping them acquire
real-world experiences and skills (Tech Thought Staff, 2019). Giving
students real world experience is crucial to their educational development. Virtual
tutors are important to broaden student’s horizon. This is made possible through
technology integration in classes. Technology has the ability of giving students
rich experience around the world. It can also enhance the student’s educational
bank. Therefore, technology integration is essential to the student’s academic growth.
The integration of technology in the classroom assists students in becoming
proactive in their educational journey. IPads have a great influence on students
participation and knowledge intake.
Tech
Thought Staff. (2019, May 22). 6 Technology Integration Ideas For Any Content
Area And Grade Level -. Retrieved from
https://www.teachthought.com/technology/6-technology-integration-ideas-content-area-grade-level/
Teaching students in the tech – age to use online platforms that will help them compete in this worlds job market is a great tool to start even in elementary school. According to Masterson 2016, there are many reasons to implement Google Classroom as a tool for teachers. The first benefit according to Masterson 2016 is that it gives students practice with an online learning platform as they will most likely have coursework for their degree on some sort of online platform. This will help students to begin learning how to use one.
Students in this every changing world like to get instant gratification, and using Google Classroom helps students to instantly get their work easily, and quickly with a touch of a button. According to Masterson 2016, Google Classroom also leads to differentiation of assignments on a more individual basis and really reach out to certain students as well. You can even split everyone into groups that you think they will be able to work the best in. Google Classroom is a great, flexible way to ensure that every student gets just what they need, and you can easily delete and recreate classes as you see fit. Differentiating lessons is very important as learning is supposed to be individualized.
Google Classroom is also paperless, and so much more simple to put work into place. It helps with communication, and can lead to instant communication for students so they do not have to wait on feedback the next day at school. According to Lynch 2018, Google Classroom also leads to collaboration. Teachers can facilitate online discussions between students and create group projects within the Classroom. In addition, students can collaborate on Google Docs which have been shared by the teacher. Collaboration will help students prepare for the real world where their careers will ask them to work with a small group, and communicate.
The last, and not final reason to integrate Google Classroom into your daily practice is the engagement for students. We are used to students getting immediate feedback and gratification on cell phones, and game counsels. Using Google Classroom will help students get that feedback and answers right away. According to Lynch 2018, Classroom offers numerous ways to make learning interactive and collaborative. It offers teachers the ability to differentiate assignments, include videos and web pages into lessons, and create collaborative group assignments.
After hearing all of these benefits, why not choose to Google Classroom to enhance instruction, engagement, communication, and collaboration in classroom?
References:
6 Reasons Why Google Classroom is a Great Tool for Teachers. (2016, December 24). Retrieved from https://www.gettingsmart.com/2016/11/6-reasons-google-classroom-great-tool/
10, 390, & 44842. (2018, October 24). 10 Benefits of Google Classroom Integration. Retrieved from https://www.thetechedvocate.org/10-benefits-of-google-classroom-integration/6 Reasons Why Google Classroom is a Great Tool for Teachers. (2016, December 24). Retrieved from https://www.gettingsmart.com/2016/11/6-reasons-google-classroom-great-tool/
Flipping a classroom seems like something you would only hear about on some show on HGTV late at night, right? Well, it would probably make for a cool show and a lot of Instagram-worthy classroom pictures in the coming school year. However, the concept of a flipped classroom refers to the teaching methods used rather than the set-up and beautification process. In fact, the flipped classroom is defined more closely as a means of teaching through teacher-created videos and interactive lessons that are accessed outside of the classroom on personal devices (Tucker, 2012). This technology integration model incorporates both the traditional model of teaching while integrating the use of technology and technological devices in daily learning. According to Mike Acedo (2019), the main goal of a flipped classroom is to enhance the learning of the students by focusing on the class time spent with students rather than on lecturing students. The flipped classroom requires teachers to record and post their lectures for students to view ahead of class to be prepared for the coming activities, projects, or discussions (Acedo, 2019). This brings great benefits to both teachers and students. Teachers are able to record a lecture without the constant interruptions that occur on a normal school day and students are able to access these lectures anytime and anywhere. With constant access and availability, students are able to complete their work even if they are sick or out of town. In addition, the flipped classroom also allows students to go back over lectures and activities to review and study for tests on their own time. The flipped classroom model makes room for teachers to be able to focus on the application and performance of skills and information rather than focusing almost solely on the delivery of information. As technology continues to grow and evolve, so must also the classroom’s use of it. Inasmuch, the flipped classroom is one way that teachers can continually connect with students and parents. This model of teaching is one that requires some initial work and preparation of teachers, but overall highly benefits both students and teachers in the long run. As students become more self-dependent on their learning, they can then learn from their peers in the classroom by collaborating and communicating more effectively. The flipped classroom is an excellent method that teachers need to consider for their students. There are many different methods available for teachers to flip their classrooms including flipping lectures to online videos or flipping homework assignments to interactive lessons. Regardless of how the classroom is flipped, students can greatly benefit from focusing on the application of what they have learned in the classroom rather than glazing over during lectures. One of the key pushbacks for flipped classrooms is the lack of sufficient technologies across all schools. So, while flipping the classroom may work for some schools and classrooms, not all classrooms will be able to effectively use the flipped model. For example, Title I schools may not have adequate technology in the schools and the students may not have access to the internet and technology at home. This would stifle the ability to use a flipped classroom model. However, students should still be allowed the access technology in the classroom, if possible, to complete interactive lessons. Another pushback is the age appropriateness of the flipped classroom. Younger students will likely not be able to use a flipped classroom in the same sense as older students. However, with apps like Flipgrid, younger students are able to participate in conversations with their peers and be exposed to video recording technologies. With this in mind, teachers must consider their audience and the needs of the students prior to flipping the classroom.
References Acedo, M. (2019). 10 Pros and cons of a flipped classroom. Teachthought. Retrieved from https://www.teachthought.com/learning/10-pros-cons-flipped-classroom/.
Tucker, B. (2012). The flipped classroom. Education Next, 12(1). Retrieved from https://www.educationnext.org/the-flipped-classroom/.
The University of Texas at Austin, (2019). Flipped classroom. Retrieved from https://facultyinnovate.utexas.edu/flipped-classroom.
As we continue to move to a technology driven society, schools have been trying to implement more technological tools into their school’s curriculum to help strengthen the content that is being delivered to the students. This idea about 1 to 1 technology has seen a growing trend in our district to become a 1 to 1 but can all schools provide every student a laptop or tablet? We’ll see just how realistic this initiative is.
First off, 1 to 1 technology is defined as make sure every student has access to a computer or tablet to use during the course of the school year. At some schools they provide students with Apple iPads, others schools provide their students with Chromebooks, and then you have some schools that can’t afford either and students have share or use a computer lab when it becomes available. From varying districts you would see inconsistency among the schools regarding creating this 1 to 1 technology initiative. It is hard when you have a good portion of your schools are classified as Title 1 School.
Title 1 Schools
Schools that are receiving federal funds for Title 1 students, are schools with large concentrations of low-income students so they will receive supplemental funds to assist in meeting student’s educational goals. In the county I serve we have a high percentage of public schools that are classified as Title 1. Therefore, our students are coming to school with limited resources already. Therefore by offering this 1 to1 technology concept sounds great but can it be done for every student when a school may not have enough funds from Title 1 to cover the cost of such equipment and would then have to ask parents to contribute to this initiative in some sort of financial capacity for their student in order to have access to the technology. This would just be another financial burden to the parents that are trying to make ends meet already.
School Logistic of 1 to 1
How does a school such as mine accommodate for 2,500 students to have a computer or tablet that is classified as a Title 1 school? In Palm Beach County School District we piloted this technology program called Trailblazers which gave selected teachers in all subjects the opportunity to have a class set of Chromebooks in their classroom to help enhance their learning experience. Teachers that had these carts said their students really liked using the computer to do their work instead of pen and paper assignments. However, this pilot program was being funded by a tax levy in 2018 called the Penny Sales Tax Referendum which is how this program was funded. Then, the Principals were left to figure out how to get a Chromebook cart in every classroom? According to Rachel Premack, from Business Insider “Worldwide, there are 30 million Chromebooks in classrooms, the majority of which are in the US. Fifty-eight percent of the classroom laptops ordered in the US last year were Chromebooks. These laptops, which cost from $179 to $999 for typical customers, are manufactured by brands like Lenovo, Acer, and HP” (Premack, 2018). Thus, Google has made these Chromebooks more attractive to schools where Principals might have the funds in their internal budget to purchase more cart so more students can benefit.
If you look at the chart below you will see the average cost of a Chromebook to its other competitors. According to Business Insider, “As for the laptops, they’re deeply discounted. Institutional pricing for an iPad, once the standby education hardware nationwide, is $299 while Microsoft devices start at $189. Google said a single Chromebook starts at $149 per unit for classrooms” (Premack, 2018). Therefore Principals are able to purchase more but the Chromebooks do have limitation on educational software applications that can run on these devices so schools have to prioritize what is most important to their school being able to reaching the masses or more software capabilities but know they can’t purchase as many devices because they are more expensive.
Andy Kiersz/Business Insider; Google, Apple, and Windows
education pricing
This concept of 1 to 1 technology is good but one has to be realistic as to the financial cost in which this districts and schools will have to shell out in order to make this happen. Currently, the State of Florida educational budget is not large enough for public education to take on this kind of initiative because it would cost millions of dollars of additional money to implement. Therefore, districts and schools must do a cost benefit analysis to see if this would be in the best interest of the communities to use these financial resources to fund such a massive project when funding is so tight already. It’s a nice concept but is it really realistic to expect all schools to be able to do this, I think not unfortunately.
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