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Jan 5, 2017

Sam J. Brooks
Key Contributor

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  • Bailey Thomson, Jan 7, 2017

    At SPARK Schools, we made the deliberate choice not to implement a 1:1 in either our foundation phase (K-3) or intermediate phase (4-7) blended learning models.  In the lower grades, we use a lab rotation model and generally keep technology out of the classroom, up to and including smart boards.  Our students spend the majority of their time in relationship with their peers and teachers via guided work and collaborative work in the classroom and use Chromebooks in our Learning Lab for about an hour a day.  In our intermediate phase, we employ a flex/individual rotation and find that a 1:1 is a poor choice for both capacity utilization of assets, because there are huge swaths of time when students are working together or with a teacher and do not need a device, and that it limits their social-emotional development with peers and with teachers.  

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  • Kenneth Grover, Jan 13, 2017

    While 1:1 initiatives provide the necessary tools to personalize the learning environment, computers are still just a tool.  We decided to provide computers as needed for students to check them out and we also encourage students bring their own computers (if they have them). 

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