SPRINGBANK ONE-TO-ONE INITIATIVE
PROPOSAL
Project Title: One to One Initiative
Improving and Enhancing student learning and engagement through the implementation of ubiquitous computing
Information
School
Springbank Community High School
Mailing Address
32226 Springbank Road
Calgary AB T3Z 2L9
(403) 246-4771
lcollings@rockyview.ab.ca
Contact information of the Initiative Lead
Leslie Collings, MEd.
Principal
Ed Polhill,
Assistant Principal
Springbank Community High School
Team members:
Kevin Wttewaal-Director of Technology, Dave MorrisDirector of Schools, Tammy Hodgson-Social Studies
teacher, Rick Gaudio-Media Arts Teacher, Dean
Depaoli-IT Technician, Vlad Stelkic-Mathematics, Loren
Falkenberg, PhD-Parent representative, Amy WrightStudent representative
Introduction
There is a plethora of literature on the benefits of the one to one philosophy. The purpose of this proposal is to not
to re-hash that literature, but rather to accept that the research is, in fact, promising. This proposal will give
compelling reasons for adding to the body of research at the high school level. As a school, we believe that a one
to one project will positively change teaching and learning and readies students for their future. Springbank
Community High School is a school that is ready to launch a comprehensive program to proceed into a ubiquitous
computing environment for all stakeholders. This project has promise for any school looking into the area of oneto-one.
Today’s educator is preparing students for a world they will not recognize. It is incumbent upon the teaching
profession to ready students for a job market that cannot be predicted and tackle problems that haven’t arisen.
Citizens living in the world of the future will need more diverse skills and attributes than the generation before.
The following have been identified by Rocky View Schools as the necessary 21st century skill set:
· Collaboration – the ability to work in teams
· Critical thinking – taking on complex problems
· Oral communications – presenting
· Written communications – writing
. Technology – use technology
· Citizenship – take on civic and global issues; service learning
· Learn about careers – through internships
· Content – conduct research and do all of the above
Springbank High School is well positioned to meet the needs of the 21st century learner. Our community is highly
supportive; our students are bright, hard working and high achieving, and our staff has set goals to enhance the
21st century learner. Our initiatives continue to include a Schooling By Design focus in the areas of critical
thinking, utilizing technology tools, and civic, social and environmental endeavours. We are fortunate to have a
school council who is supporting these initiatives.
It is with both excitement and trepidation that we embark upon this journey. The road is unclear and muddy, but it
is a road we must travel. The role of the teacher will change to be one of facilitator, mentor, guide and the
developer of skill. They will be working side-by-side with students, focusing on attributes these future leaders will
be able to use in any situation that comes their way. Students who learn for the future will have flexibility in
learning, be able to show what they know in many different ways and have instant access to endless information.
They will need to decipher and synthesize, problem-solve and collaborate. In short, the way we view teaching
and learning is forever changed.
The challenge for educators, Divisions, and Alberta Education will be to keep up with the students and their digital
world. The next generation are pioneers in this wide and open land called the Internet. They are risk takers in a
cyber world that can be described as vast and unchartered. It will be the job of this division and the people who
devote their lives to educating students to challenge the old paradigms of teaching at both a local and provincial
level. It will be the challenge of parents to change their view of what education is, an experience markedly
different than theirs. The school’s challenge will be to continually grow and improve. The educator’s role will be
to assist students to grow in their thinking, using technology as their tool.
The 21st century has the potential to level the playing field for all students in ways that are going to test our
currently held paradigms. It will also be incumbent upon educators to give parents the tools to understand the
demands and skills their children will need for the future.
Definitions and Research
What is the current Canadian research telling us?
There has been a surge in research related to the role of technology in the daily lives of students. In the
document entitled, What Did You Do in School Today? Teaching Effectiveness: A Framework and Rubric (May
2009, Dr. Sharon Friesen writes,
Five core principles, described below and in the Effective Teaching Practices Rubric, provide a foundation
for an effective teaching practices framework:
1. Effective teaching practice begins with the thoughtful and intentional design of learning that
engages students intellectually and academically
2. The work that students are asked to undertake is worthy of their time and attention, is personally
relevant, and deeply connected to the world in which they live
3. Assessment practices are clearly focused on improving student learning and guiding teaching
decisions and actions.
4. Teachers foster a variety of interdependent relationships in classrooms that promote learning and
create a strong culture around learning
5. Teachers improve their practice in the company of peers.
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Surrounding these five core principles, and infused into each of them, is the effective use of the
technologies of our time for both teaching and learning.
It is undeniable that the face of education and the role of technology are changing rapidly. If we are to meet the
needs of our clients, the process for transformation needs to begin now.
What is Ubiquitous Computing?
The Springbank Community High School definition of ubiquitous computing is focused on creative composition
with a focus on embedding learning, rather than students as passive recipient of unmanageable amounts of
information. A variety of digital devices and services, including one to one computers, allow students to be
connected to their teacher, other students, and the world. There exists a mobility of those devices and services
whenever and wherever they need them. This includes the idea that both teachers and students are active
participants in the learning process, who critically analyze information, create new knowledge in a variety of ways
(both collaboratively and individually), communicate what they have learned, and choose which tools are
appropriate for a particular task.
Project Vision and Goals
What is the vision and goals for this project?
Goal: To improve student learning and engagement through the implementation of ubiquitous computing.
The key goal of this initiative is improving and enhancing student learning and engagement with the
implementation of ubiquitous computing. What is learned through this research project has the potential to
positively impact the teaching practices and learning outcomes throughout the division and produce a replicable
model for any school to use. The sharing and implementation of these enhanced practices has the ability to be
sustained and institutionalized.
The vision behind this proposal is to design and provide access to a one-to-one computing program for grade 9 to
12 learners. The school will follow these learners to evaluate and assess the impact that ubiquitous one to one
computing, supportive online tools and focused professional development have on the educational success of
every student. This research will guide the development of inclusive 21 st century classrooms.
This vision supports our division goals by allowing us to examine the provision of quality education focusing on
21st Century skills for every student. The examination of the following questions will inform stakeholders regarding
best practices in advancing learning for the students of today and tomorrow:
1. What are the differential learning, motivational and behavioral effects on students over time when
one-to-one computing is implemented in high school inclusive classroom settings?
2. What essential components are required to implement an Understanding by Design philosophy in a
one-to-one blended learning environment?
3. To what degree can we maximize learning for all students at the high school level?
4. What sustainable and effective professional learning strategies emerge from the initiative?
21st Century Learning
Who is our audience?
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For educators, there is no question that our audience has changed. Below illustrates this:
For the “Millennials,” a term used to describe the generation born in the 1980s and 1990s; cell phones,
text messages and instant messages are their chosen communication methods. Computer gaming has
evolved from casual entertainment to a social event, complete with national and international
competitions.... Schools and districts have slowly added technology with one to-one computing initiative,
and a few have even integrated technology into curriculum and teaching methods. Teaching the
Millennials, Center for Digital Education, March 2007.
As we are all aware, the students have their own thoughts about education. When invited to share their
perceptions of what 21st century learning meant to them, students of Springbank wrote of things like: technology,
less book work, laptops, innovation, less paper, flexibility in learning, more variety of learning styles considered,
and clearer communication. Below are further quotes from students about the future:
“Learning and multiple resources are freely provided, such as videos and workbooks and experiments with
technology. There will be new lab equipment to gain hands-on
“Technology, interconnected with a globalizing world. An education based on forming opinions and
entrepreneurial ship & problem solving rather than memorizing.”
“A 21st century learner would appear to be a regular student as always, with minor details. This generation of
student is proud to attend and represent their school/community and is therefore much more involved in
community affairs. A 21st century student becomes not just a learner but also an active community member.
They are involved, yet highly academic.”
How has Rocky View Evolved into a 21st Century Learning Organization?
Rocky View Schools have a vibrant history of supporting teaching and learning through educational technologies.
From initiating the Galileo Network at Banded Peak School to the Rocky View Virtual School, RVS has helped
shape not only its teaching practice but also influenced other Alberta Jurisdictions investigating 21 st Century
teaching models. Presently every educator in RVS relies on computer technology for classroom management,
assessment and course delivery. This is done through the web technologies, Home and Teacher Logic from MIG
SIRS as well as an IPP system called IPPS. Most recently, the Plone has assisted schools to communicate
endless amounts information to our stakeholders. Teachers have the ability to post information that can be
accessed by their students. These initiatives have been successfully deployed throughout the jurisdiction and
allow students, teachers and parents to login from anywhere 24/7 to access such information as course
descriptions, assessment feedback, and attendance. The web based IPP system was developed through a joint
agreement with a corporation and is now its’ flagship’ product. Most recently, a successful initiative at grades 6, 7,
and 8 at three sites in RVS is bringing forth more research to support that one-to-one computing is the way of the
future.
How has Springbank Community High Schools Evolved into a 21st Century Learning
Organization?
Springbank Community High School is ready to take on the challenge of one to one computing and to contribute
to the research at the high school level, a level that is not represented well in the literature. SCHS is a grade 9-12
school on the outskirts of Calgary that educates 750 students. This school is well equipped with technology and
has been this way for at least 5 years. Participating in AISI years 4-6, the school was heavily involved in the
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“Clear Targets” assessment initiative. Teachers grew and the school has become well educated in assessment of
and for learning. Since 2008, the school has seen a rapid transformation into a learning leader that adheres to the
“Schooling by Design” philosophy. With a strong outcomes mission statement, the staff has been heavily
professionally developed in the area of Understanding by Design as well as how technology integrates and
enhances the classroom experience for students. Further, all departments have set Understanding by Design
goals and there is an increase in the access to professional learning activities around this concept. All classrooms
are equipped with Smartboards and/or projectors. Staff has been professionally developed on the Smartboard. It
is used as a teaching tool on a regular basis. The school has also moved to Plone 3 and uses this powerful tool
to post important information for both students and parents. In the 2009/2010 school year, over 80% of staff
attended Moodle in-service training. The majority of those teachers will continue the learning many are in the
process of building a Moodle shell to use in a “blended” learning environment, consistent with the Divisional
direction. As a Distributive Learning participant, there has been a surge in the use of video conferencing as a
teaching tool in the classroom environment. The Arts department has embraced the Distributive Learning concept
by offering the first Distributive Learning course that embraces the Understanding by Design philosophy on
Moodle. There are plans underway by the Art teachers to design all high school Art courses using the DL
approach. It has had a profound effect on how the school and its teachers view teaching and learning. The staff
is excited about a one-to-one project, as they feel stymied by the current level of access to technology for the
teaching and learning process. The RVS Embedded coaching team is currently working with the staff to deepen
the learning around Understanding by Design and how technology can enhance the learning in the classroom.
Also in 2009, the school researched and is currently implementing a Universal Design for Learning philosophy,
entitled Learning for All. Part of the goal is to “level the playing field” for all learners. Looking at a one-to-one
philosophy will give all of our students an opportunity to show what they know in ways that are strengths for them.
How does the one-to-one philosophy align with the Division and School mission and learning
principles?
Springbank Community High’s mission statement and key learning principles were designed to meet the
uniqueness of a high school environment as well as aligned with the Portrait of 21 st Century Learner and
foundation statements from Rocky View Schools. The outcome-based mission statement and learning principles
are as follows:
Springbank Community High School endeavours to prepare students who will:
-Demonstrate leadership in civic, social and environmental concerns
-Balance academic, athletic and creative endeavours
-Demonstrate a commitment to life-long learning
-Exhibit creative and critical thinking
-Adapt to a continually changing information and media literate world
-Become respectful and responsible adults
-Be prepared for post-secondary endeavours
Key Learning Principles:
1. Meaning is essential to learning; hence it is essential to teaching and assessing: Learning goals must
make sense to the teacher and to the learner. There must be regular opportunities to see the value of
what we are asked to learn, how it relates to past learning and how it will relate to future learning.
2. Successful learning requires metacognition: learning how to reflect, self-assess, and
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use feedback to self adjust. These metacognitive processes can (and should) be taught
explicitly.
3. The complexity of learning requires teachers to draw upon a rich repertoire of teaching and assessing
strategies carefully matched to the learning goals.
4. Greater learning depends upon the right blend of challenge and comfort – knowing that
success is attainable, and realizing that persistent effort will pay off.
5. To maximize learning, learners need multiple opportunities to practice in risk-free
environments, to receive regular and specific feedback related to progress against
standards, and timely opportunities to use the feedback to re-do and improve.
How does this project align with 21st Century Skills?
The Partnership for 21st Century Skills and Barrios' report (Barrios, Tina, et.al.; p 56) identify six critical elements
for 21st century learning:
1. Emphasize core subjects;
2. Emphasize learning skills including information and communication skills, thinking and problem-solving
skills, interpersonal and self-directional skills;
3. Use tools including computers, information and communication technologies, audio, video and other
multimedia tools;
4. Create authentic learning environments that make content relevant to students (take students out into the
world and bring the world into the classroom), create opportunities for interaction with others (teachers,
students, experts) within and beyond the school;
5. Raise global awareness and increase financial, economic, civic and business literacy;
6. Balance and strengthen standardized and classroom assessments to ensure that they measure the full
range of core subject outcomes as well as outcomes associated with 21st century skills in a timely way.
We strongly believe that the one-to-one mobile learning initiative will help create a culture where the seamless
integration of technology with curriculum will provide a rich information and communications learning environment
with a high level of success and acceptance by learners, educators, and the community. Not only will our students
benefit, but our teachers will be engaged in a professional learning environment that will allow them to further
develop and model their own critical thinking and communication skills and professional practice.
Implementation
Students: How will this roll out?
Every student from grades 9-12 at Springbank Community High School will be highly encouraged to have
a laptop, starting in the 2010-2011 school year.
Teachers: What is the Professional Learning Plan?
In essence, the professional learning plan has already started. This staff has had technology-based professional
learning on a regular basis for some years. In the fall, Springbank Community High School launched its Schooling
By Design philosophy to all stakeholders by employing an expert who guided the staff to transition to a different
way of thinking about how high schools can be organized. Each department set Understanding by Design goals
and the staff as a whole chose to focus on critical thinking from the outcome-based mission statement. As
technology has emerged, a healthy critical mass of teachers have been heavily involved in looking at ways to
excite students and increase their level of engagement.
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The teachers at SCHS agree that they will need assistance in integrating technology into the curriculum. An
effective professional learning model will be key to the success of this endeavour. It will be important to have
differentiated professional learning for staff as they are at different levels and use technology differently. The
plan would be to employ the coaching model that will see coaching assistance from both inside Springbank
Community High School and through the use of the embedded coaches from RVS. Three staff members will take
on the role as coach in the building. The two AISI leads and the Assistant Principal will coach staff, using the
Understanding by Design philosophy to implement technology in a purposeful way into student learning. RVS can
contribute to this important research by providing embedded coaching to the school on an ongoing basis. It will
also be researched to see which vendor would also provide professional learning opportunities as a result of the
partnership that is established.
Professional learning will take place for the IT technician assistant in the school. As he will not be able to
realistically do all of the trouble shooting in the school, four hand picked students will take the A+ course to
become assistants to the technology person. In the past, Springbank Community High School has underutilized
the Divisional technology team. This highly talented team will be called upon to assist us in ensuring our transition
to a high technology environment is smooth and seamless. With the high number of machines and the
complexities of a new system, it is likely that Springbank Community High School will have to increase IT
technician time by at least .5 to 1.0.
Below is a list of training already completed in the 2009-2010 school year and also a list of opportunities
still to come.

Plone 3 training to all staff members (January 29)

Moodle training to 30 staff members (January 29)

Moodle forum discussions related to One to One computing proposal (on-going)

Plone 3 is up and running. Standards have been set with respect to teacher postings

IT Technician support person will receive PL on the upgrades made to the school (April/May)

Divisional embedded coaching team at Springbank (February – June, 2010). Focus set on an
Understanding by Design and technology integration.

Delegates to be sent to the One-to –One conference (August)

SEP and Department goals to be reviewed and re-set (March)

School-based coaches to provide support to teachers on an on-going and regular basis in the 2011-2012
school year

Divisional Embedded coaching to provide support to the school

Provide technical training on a monthly basis
What is the plan to consult, collaborate and communicate with the stakeholders?
Initially, the school councils for Springbank Community High School, Springbank Middle, and Banded Peak will be
involved through presentations that will explain the initiative to be undertaken by the schools.
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Parent meetings will then be held, as their support will be paramount to the success of the students. Future
meetings will involve the parents actually working on computers and accessing some of the learning that their
children will be involved in. The hands-on approach will assist parents in better understanding some of the
technology that their children will be using.
As the initiative proceeds, key stakeholders will be involved in focus groups, on-line and paper surveys and
planning sessions. These will be used to evaluate the initiative.
Below is an outline of the plan:
March (16th – 31st) Information package will be developed for distribution
March 22nd – staff meeting Q and A
March 31st – School Council – Presentation of 21st Century Learning and the One to One Project
April (date not known as of yet)– Board meeting and possible media release
April 14th (1:00) – Student Assembly – presentation of 21st Century Learning Project and One to
One
o April 15th (a.m.) and April 30 (p.m.)– parents will be invited to a coffee and questions about the
project
o April 28th – School Council – Q and A
o May 4th – (evening) – presentation #2 of 21st Century Learning and One to One Project. Vendors
will be invited to set up in room 150 to facilitate parent choice
o
o
o
o
o
Funding
How will this endeavour be funded?
This is the final year for school “evergreening” for technology. The plan for Springbank Community High School is
use the monies to build infrastructure for a one-to-one environment rather than using it the traditional way, which
is to invest in upgrading and replacing computers. The school will be upgrading the school’s ability to handle the
one to one environment.
What will the money be spent on?
The plan for building infrastructure is twofold; the school will invest in expanding the opportunities for students and
teachers to be able to operate in an environment that will be inviting to ubiquitous computing. This will require
additional hardware and software support. The second infrastructure and perhaps the most important is to invest
in professional learning for our teachers. We essentially will be continuing the transformation of enhancing
learning and engagement.
Hardware:
Xserve (additional server)
Expanding the network infrastructure
Laptops for students who need to borrow from the school
Power charging sources
Extra computer batteries
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How will this project get laptops into the hands of all students?
All students will be highly encouraged to purchase a computing device. The minimum standard for the immediate
future will be a laptop, but as computing devices evolve, that minimum standard will change. For students who
can’t afford a laptop, the school will have loaners for them to sign out from the school.
Evaluation
How will this project be evaluated?
Theoretically, the implementation one-to-one ubiquitous computing technology should lead to improvements in
academic performance, increased student motivation, and increased competency, ‘comfort’ and utilization of
technology.
Both qualitative and quantitative data will be collected throughout. Baseline data will be collected at the beginning
of the implementation phase, and post-test data at the end of each school year. As well, qualitative data will be
collected from both experimental and matched control groups (class level) through focus-group discussions,
interviews and structured questionnaires.
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Qualitative Data
Teachers will be surveyed concerning their comfort with technology, teaching in general, change in
teaching practice
Student surveys/formal instruments will address attitude toward learning, familiarity with technologies,
buy-in to relevancy of schooling
focus-group discussions with groups/individuals
Parents will be surveyed regarding their attitudes toward the use of technology as a teaching/learning tool
Quantitative Data
Report card marks will be used to evaluate improvement in students’ performance
PAT and Diploma results will be compared to outcomes of other schools in division
Rubrics will be used to evaluate student and teacher skills with hardware and software
High school completion rates, drop out rates, Rutherford Scholarship statistics will be compared and used
to measure progress.
Outcomes
Improving learner outcomes
Measures
Grade 9 PATs, Diploma results, school marks.
Attitude toward learning
Student and parent surveys and focus groups to assess attitudes towards
learning.
Essential components to
Examine the artifacts of teaching and learning strategies and resources
implement a philosophy of UBD
Examine artifacts of student learning.
and one-to-one computing.
Examine change of teacher practice through Surveys, observation, focus
groups, journaling - blogging, Community website
Sustainable and effective PL
strategies
Growth in teacher practice, cost and time effectiveness of PL activities and
embedded coaching. Participant feedback from PL strategies and embedded
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coaching.
Status Reports
Project status reports will be made on a regular basis through the Director of
Learning and technology. Also, reports will be made through the on-going
discussion feedback loops with School Education Plan, Results Report, and
other various avenues for discussion
Major Activities and Milestones
Task
Responsibility
Completion Date
Gather research baseline data
Identify focus for 2010
Finalize Technical Design
Meet with Stakeholders (grade 8 parents to
be included)
Status Report
Plone
Implementation of the One to One initiative
Team SCHS
Team SCHS
Team SCHS (Ed Pollhill lead)
Team SCHS
Team SCHS
Dean Depaoli and Rick Gaudio
Springbank Community High
March, 2010
March 2010
April 2010
March 17th and various dates in
March and April
April 2010
May 2010
September 2010
Provide PL activities and embedded
coaching
Student engagement
AISI Leads and Departments
August – June
Initiative Teachers
September to June
Student Activities with online tech
Data Collection, Analysis, and Evaluation
Final Report
Initiative Teachers
Leslie Collings, AISI leads
Leslie Collings
August – June
May 2011 - 2014
May 2014
Budget (Please see next page)
Conclusion
There is no question that the world is forever changed; it is fast paced, digitally interactive and information that
was once limited to only those who had access to it has been democratized. For educators, this means that the
way students interact with their environment has changed. In a sense, this change for educators could be
deemed the “renaissance of education”. Simply put, with research in neuroscience, technology, education and
other areas, it has essentially revolutionized and changed the way we think about how people learn, what tools
can be used and opens up tremendous possibilities for when learning takes place. What a wonderful place and
time in which we live. With those profound changes in mind, it becomes incumbent upon school organizations to
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look at how they can use this research to enhance learning and engagement for students in the 21 st century. As
evidenced in the proposal, Springbank Community High School is at a moment in time where there is tremendous
momentum for a shift to a one to one computing environment.
Budget for One to One Project
Costs
Teacher – Embedded Coaching
Additional IT Technician time
Infrastructure Requirements
File server etc.
Computer Bank - Loaners
Professional Development
(Teachers, Parents and Students)
Contingency
Totals
Funding
Rocky View School Division Evergreening Funding
0.5
77,750
38,875
1
50,000
50,000
20,000
15,000
1,125
125,000
40,000
Lions Club Donation
7,000
Springbank Community High School Budget
3,000
Network Resource Fee*
75,000
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Totals
125,000
Surplus/Deficit
Balanced
*Student Fees
Number of Students
Yearly Network resource fee Fee
Total Student Fees for Year
-
750
$100
$75,000
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