Setting your objectives
The first stage is to identify your objectives. There are several reasons why a school might consider introducing a programme, so a vital first step is to clarify your primary objectives as this will have a direct influence on the format of the programme to put in place.
We have prepared a form to help you consider your primary & secondary reasons for a 1:1 programme which you can print out and complete as a permanent reminder.
Having set your objectives the next critical stage is to ensure that you cover all the bases and activities that you will require. We have identified the key steps in planning your project and have compiled them into a simple flowchart that you can download below.
To simplify your progress through the flowchart we have also produced a useful checklist which incorporates a timeline to track your deadlines and progress. You can download it below.
Common oversights or errors
There are three common oversights or errors that schools often make that can cause a 1:1 programme to under-perform or fail to achieve the success they had hoped for; and they are all under the control of the school.
- Lack of effective use by teachers
– Pupils and their parents will be quick to notice if teachers are not reflecting the new potential of 1:1 access in the way they work.
- Poor support and maintenance
– Pupils and their parents will become increasingly frustrated if faulty equipment takes excessive time to be repaired and returned, or suffers constant operating failure.
- Poor communications between school & home
– It should be possible to significantly improve the frequency and quality of communications between school and home through the smart deployment of technology. Once parents are financially involved in the provision of the technology they want to know what it’s being used for, how they can help their children, what topic is currently being taught and key deadlines for submission of work, tests and exams.
The penalties for failing to address these are high; frustration between school and home, de-motivation of pupils and withdrawal of financial support by parents. Being aware of these oversights or errors, and taking steps to avoid them in your implementation plan, will make a significant impact on the long term success and sustainability of the programme.
Measuring your success
Success criteria should be based around your Primary & Secondary objectives and every effort should be made to collect quantifiable measures (test results, cost savings, attendance etc.) as well as softer data (behaviour, self-esteem, independent learning etc). Gathering evidence of the impact of the programme will not only raise the confidence of all stakeholders that they made the right decision, but also provide solid proof that will help when presenting to parents of future cohorts as well as providing the foundation stone should you wish to repeat and develop the programme further.
To help you with this we have attached a simple form that captures the planned success criteria and the method of measurement against your Primary & Secondary objectives.