News from the
front!
Our team of School Liaison Managers have been very busy in the last few months helping schools
plan and launch new programmes. Along the way they have gathered useful information on how
different schools have tackled a wide variety of challenges as well as the current trends in device
choice and methods of integrating them effectively into the learning process.
We have pulled together some of these insights to help any schools in the early stages of planning
a 1:1 programme which you can read here but if you would like a more thorough discussion then
the team would be very happy to talk to you direct - just give us a call!
Over the last 6 months we have noticed a significant change in interest and attitude towards
running equitable 1:1 programmes where every pupil has a device to use in class and at home. As
many old ICT suites are coming to the end of their life and schools realise that they just don’t have
the capital to replace them it is logical to explore all the alternatives. This combined with the
realisation of the benefits of using technology as an integral part of the general classroom, as
opposed to only having limited access in the old fashioned dedicated areas, has stimulated a seed
change in thinking, moving the traditional ICT suite away from generalist use and instead creating
smaller and less areas for specialised activities.
More and more schools are also seeing their neighbours launch successful programmes and the
impact they have on learning. Although there is still a limited amount of published evidence,
schools that are running programmes, such as Harrogate Grammar School and Penwortham
Priory Academy in Lancashire, are also sharing their experiences and this is helping the
realisation that there is unquestionably a significant benefit to be had and we strongly recommend
visiting these schools and attending conferences such as ours to get a real, hands-on, feel of what
can be achieved.
Financing your programme
The main worry of many schools is how to finance a programme. Some are reluctant to risk
capital, if they have any, and don’t particularly want to sign a lease either. Others are even looking
for parents to sign a lease direct. This of course makes a truly equitable programme very unlikely
as not every parent is going to be willing to sign or acceptable to the lease companies.
Other schools, particularly the ones that are in pooper areas are more open to signing a lease and
make use of their pupil premium.
Whatever the approach we are able to offer financial help and guidance to make sure you can plan
a truly equitable and sustainable programme.
Recommended donation
Schools are always fretting over where to set the recommended donation. Many are nervous about
asking too much of their parents for fear that they will not want to participate but more and more
are realising that it is essential to ask a realistic figure to allow for inevitable fallout during the year
resulting from family breakups and employment changes. The right ask will not only provide a
buffer against these problems but can also help ensure a sustainable programme.
When presenting the recommended donation to parents it is important to direct the discussion
away from the device cost and onto the ‘package’ which should include insurance, a quality case,
any special software etc.
Schools that have looked at the donation figure as not only covering the package cost but also
providing an income stream have found that parents very quickly see through this and the
programmes are destined to fail – be warned!
When to launch
Many schools are unsure about the best time to launch a programme and the best advice we can
offer is – when you are ready. Don’t allow yourself to rush the ground work just to make a
preferred launch date as you are inevitably going to regret it.
Although the trend for programme launches tends to be in July for a start at the beginning of the
school year in September, there is no reason why you can’t launch at Easter or any other time of
the year. Just be sure your support, your WiFi and all your teaching staff are trained and ready.
Another good time to launch is June, prior to the busy exam period in July. This allows plenty of
time to get the devices ordered and everything set up for distribution just prior or at the start of the
start of the school year.
Again, we must stress our key advice for all school is don’t rush into it and only fix a date when you
know you are ready, don’t risk having to postpone the launch because you seriously undermine
parental confidence from the outset making the task of securing buy-in a lot more challenging.
Choosing Launch Cohorts
For a single cohort launch many schools have found that opting for year 7 is the most successful
plan. This addresses the new set of parents coming into the school who are more open to adopting
the programme. It also sets the framework to develop the programme as each year moves
forward. In contrast, years 10+ are much more difficult to bring onboard because of reasons like
the limited time remaining in the school and the higher likelihood that they already have a device.
The launch
One very successful element of a launch we have seen is to have the teachers present for all
subjects showing how they will be using the device, both in class and for homework, if this can
include some of the pupils in a demonstration as well all the better.
This approach not only helps parents understand the difference it can make to their child’s learning
but also demonstrates that the staff are ready and able to make full use of the opportunity the
device brings. It can also help objectors see that not taking part could have a very negative impact
on their child’s education.
We strongly suggest you avoid having a single presenter with a PowerPoint presentation. The new
technology is about interaction and exciting new ways of learning – so let the parents see that.
A final tip we strongly suggest all school’s try to follow is avoiding a Q&A as part of the main
presentation. Keep the presentation tight and direct all questions that come up for 1:1 discussion
AFTER the presentation and off the stage. This avoids an open forum that gives any antagonistic
parents the opportunity to derail the presentation.
Parental Engagement
Schools are discovering that early, more casual, consultation with parents, over a number of
weeks prior to the formal launch, proves to be very beneficial. This has been done through relaxed
coffee mornings and evening sessions where parents can see how the devices will be used and
the difference they can make to their child’s learning.
Programmes where parents see themselves as ‘stakeholders’ and the school makes a solid
commitment to deliver the promised level of change and benefit always shine through as success
stories. In these cases it is not uncommon for parents that remain resistant to the programme, and
opt-out at the launch, will have a change of heart once they see it up and running and decide they
want to opt-in - something school’s need to plan for.
One common objection we hear from parents is that they already have too many devices at home,
why do we need yet another? The response to this should to highlight that it is not about the
device, it is an educational tool for their child’s education and it should be treated completely
separately to the other devices at home. If relevant, you can also stress that this is a great
opportunity to engage with your child and their education using the software / apps that you
provide for this.
The successful message to parents need to take away is that the programme is not about the
device but what can be achieved by using it. Once they understand this they will be more open to
adoption and less resistant to donation levels.
Device choice
We are currently seeing a very high percentage of schools going down the Apple route with the
iPad mini. The iPad 2 as the main devices of choice and iPads 3 & 4 following close behind. Non
Apple devices such as Chrome Book and the Microsoft Surface have yet to gain any sort of
foothold while Android tablets, such as the Galaxy Tab, are still to make any real headway –
Cramlington Learning College being one exception.
The main reason for the Apple focus seems to be the quantity and quality of the educational
software available. This combined with the CPD support from the Apple Distinguished Educators
and other independent organisations making staff motivation and training far more easily achieved.
The market will never stand still for long however, Microsoft are starting to fight back with a
significant price drop in the Surface, which has appealed to schools that are heavily ‘Office’ driven.
They have also recently hooked up with Nokia and that is likely to bring something interesting
soon. The Android market is also starting to gather credibility as manufacturers are now seeing the
education market as significant and the likes of Samsung, Acer, Toshiba and Google prepare their
offerings. The key factor of quantity and quality software however should still dominate the
decision process. Watch this space…
Insurance
We have had reports that some schools have discovered they can no longer get insurance due to
the large number of claims they have been making. One factor is the failure of the school to
include a suitable protective case into the package. Another key factor is with the home/school
agreements and how well they are policed. It is vital that parents are made fully aware that they
must take some responsibility for ensuring their children treat their device with respect and look
after the device from the outset. Where this has been effectively done the number of claims is
dramatically less and insurance costs are less.
It is however interesting to note that programmes using tablets, particularly iPads, see significantly
less claims than those using laptops or Netbooks. It is likely that the status of a tablet is such that
the pupils respect it more but it is also fair to say that there are fewer elements at risk without a lid
or keyboard etc.
Cases
At the moment there don’t seem to be any clear guidelines as to what constitutes a case that is
‘insurance company approved’ (something that the e-Learning Foundation looking to try and
resolve) but we are aware of two makes that have been given high praise and may well achieve
this status, they are the Otterbox and the Griffin Survivor. Neither is cheap but probably will cost
less than replacing a screen!
We hope you fid this report of use in your planning. If you would like to talk more about any
aspect of implementing a 1:1 programme please contact us, we would be happy to help.
e-Learning Foundation info@e-leaningfoundation.com / 01344 636413