The Ramapo-Indian Hills School District’s 1-to-1 laptop student learning initiative began ten years ago, in the 2013-2014 school year. Prior to the 1-to-1 laptop initiative, the school used “COWs,” or computers on wheels, to connect students with the internet. The educational technology (“EdTech”) landscape has changed greatly over the last decade. Indian Hills’ “classroom of the future,” information technology center (ITC), and science department host several of these devices.
At Indian Hills, all students are issued laptops, 3D printers are available, dozens of printing and copy machines are dotted around the building, iPads are used by teachers and students, projectors are in most classrooms, and flatscreen smart boards are in certain classes. Classes integrate technology at various levels—with some rooms being tech-free zones and others relying on devices for assignments to be completed.
Historically, the arts have been seen as a manual field of study. With new forms of animation, image generation, video creation, storyboarding, editing, and sketching available online and in app stores, 2D and 3D arts have changed significantly in the last 20 years. Mr. Burton, Art Subject Supervisor, explains, “[RIH] Art teachers incorporate tech in many positive ways. [In] Digital Design and Digital Photo and Digital Animation, iPads are used to create art both drawing and animation, teachers use online presentations on the artist they are focusing on to provide history and skills associated with that project, Adobe programs are used extensively in all digital classes, teachers find Google Classroom helpful in sharing artwork images (digital and studio art) and organizing between students.” The art department additionally uses online Scholastic Art magazines and tools to improve project planning.
Mr. DelBuono, Social Studies Subject Supervisor, commented, “Technology provides educators with access to a lot of resources, such as historical newspapers, interactive maps, virtual tours, and digital archives, enabling them to present historical events and geographical concepts in a more dynamic and immersive manner. This enriched content fosters deeper understanding and critical thinking among students, as they can explore primary sources and analyze diverse perspectives firsthand.” The social studies department often uses National Geographic, the Wall Street Journal, the New York Times, PBS Learning, and other historical databases in student assignments.
Additionally, the library provides databases like ABC-Clio, Infobase Learning, and EBSCOhost. Mrs. McGavin, World Languages Supervisor, emphasizes the ability for technology to immerse students in foreign culture: “Technology has allowed the students to foster their interpretive, interpersonal and presentational communication skills through authentic application of language skills. […] We use technology to take virtual field trips through museums, tourist attractions, and various points of interest throughout the world.” PearDeck, Flip, Vocaroo, GimKit, Quizizz, Quizlet, EdPUzzle, ThinkLink, Blooket, Kahoot, and Socrative are all used in the world language department.
Access to technology reduces the burden on the school district in many aspects. Online classes make scheduling easier and digital textbooks reduce the need for physical storage space and spending on updated paperback books. Now, when textbooks have to be updated due to new discoveries or inaccuracies, students simply have to redownload textbooks instead of the district repurchasing hundreds of books.
The COVID-19 pandemic challenged teachers and administrators to rely on technology more than ever before. As a result, there’s a vast library of lessons available online. Mr. Burton adds, “Especially during the pandemic, all our art teachers created great ‘how to’ videos in all their studio and digital classes, which they sometimes share in Schoology during a project.”
Accessibility and inclusion is another bonus of integrating technology into the classroom. “Technology enables personalized learning experiences tailored to individual student needs, allowing educators to differentiate instruction and provide targeted support,” Mr. DelBuono explains, “Artificial intelligence and machine learning algorithms will enable educators to tailor instruction to individual student needs, fostering personalized learning pathways and addressing diverse learning styles effectively. Technology will empower educators with data-driven insights and analytics, enabling them to monitor student progress, identify areas for intervention, and adapt instructional strategies accordingly. Professional development opportunities will evolve to incorporate digital literacy skills, instructional technology training, and innovative pedagogical approaches, equipping educators with the competencies required to navigate the rapidly changing educational landscape.” The use of technology reduces the administrative burden on teachers, allowing them to spend more time on instructional planning and student collaboration. Mrs. McGavin added, “I can see technology enhancing the future of teaching and learning through enhanced AI, VR, and AR to provide the students with unique individualized learning and cultural experiences.”
There are some drawbacks to the increased use of technology in the classroom. Digital distractions, online student safety and privacy, and over-reliance on technology can hinder students’ learning. Mrs. McGavin and the World Language Department regularly combat the use of translators in classwork: “While there are translation sites readily available for students to use, we are teaching students how to use proper sites for vocabulary and grammar and how to use technology along with instruction in the classroom to communicate proficiently.” The literacy lab emphasizes that learning when and how to use generational tools is a vital skill.
Tech presents issues outside of the classroom, too. “Concerns also arise regarding equity, as not all students have equal access to devices or reliable internet connectivity at home, exacerbating educational inequalities,” adds Mr. DelBuono. That being said, students with restrictive illnesses find it easier to remain active in school without physically being in school thanks to the 1-to-1 laptop initiative. Students out sick can keep up with homework being assigned through Schoology and Google Classroom.
Mr. Burton shouts out the ITC department, saying, “A big thank you, too, from our team to the ITC teams at both schools as they always provide our teachers with immense help during the year with our software programs and printing capabilities. Without their support and professional assistance, we would not be this successful as an art program.” Students, staff, and administrators are continuously adapting to new technologies. How will the changing career and educational landscape affect Ramapo-Indian Hills in years to come?
