On this page we describe our vision of the one-to-one tablet classroom using digital tools to support and enhance teaching & learning. A rubric aligned to the categories below is here: http://spreadsheets.google.com/pub?key=rP7ytE4dlfj_OG3TZR64e5Q

Use of projector with tablet: The digital teacher uses the projected tablet screen to display and write most notes and work in class. S/he has more instructional time because problems or lecture notes are already ready for class and don't need to be written during class time. Furthermore, s/he has all the notes/problems that were written or worked during class, and these can be saved, emailed, or posted online. The digital teacher can also pull up student screens on the main display to show to the class, or to have students work problems for the class.

Moving towards using less paper: The digital classroom takes advantage of being able to write on the tablet in a variety of programs because it makes that written work available anytime and anywhere. Students can submit their assignments to digital drop-boxes before class even begins, and teachers can carry them anywhere with their tablets. Students and teachers both retain copies of documents shared with each other, and they can collaborate online. The teachers can retain copies of annotations made on student work.

Modeling of the use of the tablet: Teachers and administrators use their tablets in school meetings to take notes. This modeling of digital note-taking occurs because we would not ask students to do something which we ourselves do not believe in. Furthermore, by taking the leap to do this ourselves, we increase our understanding of the process and we open doors for our own shared productivity and professional practice.

Use of digital resources and digital tools: The digital teacher routinely uses digital resources and has his/her students use them for a variety of purposes including research, texts, and multimedia. Library databases are utilized to reach richer sources of information including peer-reviewed journals and expert-edited references books. Digital versions of text books replace the paper version for in-class use. Students can easily navigate and use the digital resources and are able to annotate and insert comments on them. Digital tools like NoodleTools, Diigo, and Zoteroare used to support the research process by enabling students to easily track citation information, annotate web content, and organize and store web content.

Development of digital ethics and honor online, and respect for fair use for education: Digital tools create new opportunities for disrespectful, dishonest, defiant, and/or deviant behavior. In the digital classroom there is a striving towards honor online. The digital teacher models this by properly citing all sources, holding students accountable for being respectful online, and enforcing consequences for transgressions of rules. The digital teacher feels comfortable supervising students using computers. The digital teacher employs a repertoire of strategies for classroom managment of one-to-one tablets to ensure students are on-task. Regarding "fair use," the digital teacher understands that copyright was created to protect creativity and not to stifle it, so the digital teacher helps student to take advantage of the wealth of available resources remixing them and creating new knowledge products.

Teacher-collected or teacher-created resources: The vast array of electronic information sources online allows teachers to create customized materials for classes. This individualization and personalization of course content enables the teacher to work to her/his students' strengths & weaknesses and provide a more customized approach to curricular development and delivery than is possible with a "one-size-fits-all" textbook driving the curriculum.

Inquiry, Project, & Problem-Based Learning: One-to-one technology puts powerful tools in the hands of students which can be used with a more student-centered approach to curriculum which challenges students to find answers to problems and create meaningful digital products.

Student work is published for a wider audience: In a paper-based classroom, a student hands in a paper to the teacher, it gets graded and returned to the student who likely sticks it in his backpack, never to be seen again. In the digital classroom students are putting their writing on blogs or posting PowerPoints, podcasts, or PhotoStories online. These digital products are viewed by more than only the teacher. Peers, classmates, and parents can access the student's work to review and comment on it.

Outside experts: Students might also have an occasional opportunity to communicate in some form with experts in the field.

Assignments or projects that require collaboration and/or cooperation: Collaboration has been identified as an important "21st Century Skill." In the digital classroom there are opportunities to have students work together to create, revise, and publish their work. Examples include co-authoring documents using shared Google documents, peer review using a voice commenting with VoiceThread, etc.

Authentic On-going Assessment: Because one can easily store and retrieve an unlimited amount of school-work on computers, in the digital classroom teachers and students both make use of the ability to look at examples of work over time (both the original work, and also edited or teacher-commented work) to identify areas of strength and weakness. This type of portfolio assessment can be used to support the parent-teacher conferencing process. Databases and data analysis enable teachers to store and access information about students over time. Personalized learning also leads to personalized assessment; students use online assessment and learning tools that can adapt to students' answers. For example, electronic writing assessments allow students to practice essay-writing and get past mechanical or mundane errors, allowing teachers more time to give critical feedback on thinking and ideas expressed. Math and science students take online homework and test assessments that can branch and adapt to the students' level of expertise.

Digital Literacies and Multimedia: In the digital classroom it is understood that students must gain fluency searching, evaluating, manipulating, creating, and publishing information in a variety of media forms and formats. Text, hypertext, blogging, audio, video, wikis, networks, social-networking, and other web2.0 tools are used to support and take advantage of multiple learning styles and multiple intelligences.

Class web sites: A digital classroom is strongly supported by a class website, extending learning opportunities beyond the walls of the classroom and the time period of the class. The website includes:
- General class information
- Events & announcements
- Assignments and details
- Assignment submission drop boxes
- Instructional materials and resources
- Website links
- Communication tools (discussion boards, blogs, journals, chat, etc.)
- Collaboration tools (group or team areas)
- Embedded content
- Examples and models of Student Work
- Parent and student frequently asked questions

Random ideas:

Have teachers feel that they are part of an innovation team. They could sign an "innovation contract" that we celebrate innvoation. We try new ideas to see if we can use technology in new ways to improve students' edcuation.