Moving students to a 1:1 ratio on individual devices is incredibly popular in the educational world right now. Schools who have 1:1 technology can help students develop skills that are needed in a society that is extremely driven by technology. The use of technology, especially 1:1, is beneficial in so many ways. It enhances student engagement and allows students to work at their own pace when needed. It prepares students for the future by allowing them to learn to navigate research databases, coding platforms, and the use of AI. Finally, it allows for an equitable learning environment since not all students have access to technology at home (Krivanek, 2025).
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Krivanek (2025) discusses how introducing a 1:1 environment means much more than just handing each student a laptop, chromebook, or Ipad. For decision makers at the district level, there are many factors to be considered when making the choice to move to 1:1 technology. The technology chosen needs to help meet learning goals for students; will the devices improve instruction in some way. It is important that the devices be something that will enhance a teachers' instruction and not replace it. It should be something that enhances student engagement and is not just a distraction. According to Frazier (2024), there are many different modes of delivery available, such as a flipped classroom or blended learning, that make a 1:1 environment beneficial and engaging.
According to Krivanek (2025), it is extremely important that decision makers plan for sustainability. There must be a lot of thought put into choosing devices and software that are going to adapt to the ever changing world of education. There is not enough money given to education for money to be wasted on constantly changing technology to keep up with trends. The network infrastructure must be considered; best case scenario, the current infrastructure will support the device or a price for updating will need to be considered if needed. Frazier (2024) discusses the fact that the success of any network operating well enough to support the technology being used is based upon the design and durability of the infrastructure. Finally, safety and privacy must be considered when planning for and implementing new technology, especially in a 1:1 environment (Krivanek, 2025).
Implementing anything new into school or classroom also has its challenges that must be thought through in order to overcome them. The amount of screen time that students are using can be unhealthy and must be considered when carrying out the use of 1:1 technology. Budgeting is also a sore subject when it comes to the 1:1 environment. Districts must be sure that the funding will continue to be available to maintain and replace devices. Digital equity can be a road block; it is important to consider whether students will have equal access to internet outside of the classroom when planning. Finally, device management is a huge factor to think through and plan for. Every district must have the man power required for maintenance. of the devices that are being used (Krivanek, 2025).
When well planned and carefully thought out, the process of moving to 1:1 technology can have a positive impact on the education of students.
References
Frazier, M., Hearrington, D. (2024). Technology coordinator's handbook, Fourth edition: A guide to edtech facilitators and leaders. Portland, Oregon: International Society for Technology Education.
Krivanek, M. (2025, March 25). 1:1 technology in schools: A guide for decision makers. Incident IQ. https://www.incidentiq.com/blog/benefits-and-challenges-of-1-to-1-technology-in-schools
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Having 1:1 in a classroom is important because it ensures equal access to technology, enhances personalized learning, and prepares students for a digital world. I loved how you mentioned that according to Frazier (2024), there are many different modes of delivery available, such as a flipped classroom or blended learning, that make a 1:1 environment beneficial and engaging. Educators are responsible for creating optimal learning environments for their students. Learning needs to be interactive and happen in a way that allows students to be responsive rather than reactive (Merrill & Merrill, 2020, P. 11).
ReplyDeleteMerrill, J., & Merrill, K. (2020). The Interactive Class. ElevateBooksEdu.
The increase in 1:1 devices for students in schools transforms learning opportunities. When each student is provided a digital device it, "enables learning anywhere, allowing students to complete coursework both inside and outside school while taking their school-issued devices with them" (Kammer, 2024, para. 1). Part of a district's responsibility is to "provide equitable technology access for all" (Frazier & Hearrington, 2024, p. 48). Seeing the benefits of 1:1 devices as well as the district's responsibility to equitably provide for their students is a big push for all districts to become 1:1 schools.
ReplyDeleteReferences:
Frazier, M., & Hearrington, D. (2024a). Technology Coordinator’s Handbook, Fourth Edition: A Guide for Edtech Facilitators and Leaders.
Kammer, J. (2024). An exploratory study of information access and 1:1 devices. Journal of Information Policy, 14. https://doi.org/10.5325/jinfopoli.14.2024.0010
So ironic that I just read this post because I was talking to a colleague this afternoon about how having the 1:1 Chromebooks in our lower elementary (first and second grade) is probably not necessary and might be encouraging the misuse of the devices. Students will rush through work if they know learning games on their Chromebook are their time filler. When the devices aren't constantly there, it might encourage teachers to more fully utilize technology only when it might truly enhance the learning, engage the learners, or extend the learning (Kolb, 2017). I'm curious to see how it might work out if we only keep classroom sets of Chromebooks in third grade and up next year!
ReplyDeleteReferences
Kolb, L. (2017). Learning first, technology second: The educator’s guide to designing authentic lessons. International Society for Technology in Education.