It’s been a couple of years since the Los Angeles Unified School District received national attention for the roll out of their 1:1 device program. And not attention in a good way.
This past July a group of researchers released an assessment of the program that offered “lessons on what not to do when rolling out technology and devices across a large school district”.
It’s long, very academic, and full of suggestions that should have been obvious from the start. Like better planning, communications, and professional development.
However, towards the very end of the executive summary the report arrives at what was probably at the core of the problem with LA’s initiative.
At its heart, the ITI [Instructional Technology Initiative] is about both technology and instruction, and effective management of it required coordination and communication between technical and instructional teams and leaders. The structure of LAUSD (and many other districts) is such that the instructional division is separate from the technical division. These divisions did not seem reach a level of collaboration that would be needed to avoid the challenges ITI encountered, and on some issues seemed to be unable to resolve differences in perspective (for example, on issues related to Apple IDs).
As I’ve ranted about more than a few times, Fairfax County, my former employer (aka the overly-large school district) is at the beginning of the process to implement a 1:1 program. But long before that, they already had cemented in place that same problem from LAUSD.
That “coordination and communication” between the technical and instruction departments is tenuous at best. With IT making instructional decisions, primarily due to a lack of leadership on the instructional side.
IT’s goal is for these 1:1 devices to be cheap and easy to manage, and I don’t blame them for that. Instruction’s goal is far less clear.
In the shiny new “strategic plan”, the superintendent and school board have set a target of 2017 for every student to have a device. So one motivation is that the boss said to do it.
At the same time we hear the super, her assistant supers, principals and others speak vaguely about future ready, 21st century skills, digital natives, blah, blah, blah, while continuing to foster, encourage, and support a test prep culture in schools.
Completely missing on the instruction side in this project is a crystal clear articulation of how giving each student a device will transform instruction and improve their learning. Much more difficult than IT’s job.