This week Apple released a video highlighting Chris Lehmann's school and their 1:1 initiative. Congratulations to Chris and the students at the Science Leadership Academy who are clearly engaged and excited about their educational journey. Their story got me thinking about why 1:1 initiatives succeed or fail. There's a lot at stake here, both financially and otherwise, so I think ongoing discussion is essential.
As I follow this trend there is something often missing in the dialogue, and that is the educational philosophy. The lack of a clear philosophy tends to leave 1:1 proponents with a fixation problem. The technology is seen as the ends rather than the means. When you watch Chris talk about his schools' 1:1 initiative, it's obvious that the decision to take that step was an outgrowth of a clear, focused educational philosophy where laptops happened to be a fundamental necessity. He didn't buy 500 laptops and then try to build a philosophy around them after the fact.
As an ensemble music teacher who will likely never have a (regular) need for laptops in my classroom, why am I interested in this movement? In short, music teachers have a lot in common with the 1:1 approach. We understand the concept of using tools to bring learning to fruition. So what can educators and administrators learn from their music teaching colleagues?
Let me start by stating something that should be painfully obvious about making music: Teaching ensemble music without instruments would be an exercise in futility. In short, you can't do it. You can teach "about" music without performing it, and in fact that is one absolutely valid aspect of music. But one cannot experience the "how" of music without doing (making) it, and as we have seen for many years, ensembles are a great educational fit for schools. Bands, choirs and orchestras provide a one-of-a-kind way to express and know more about ourselves and the world. In this era of cooperative learning, problem solving, and utilizing powerful tools, music teachers have to smile: We've been doing this for the better part of 100 years! In many ways we are the original 1:1 initiative.
So what do music teachers know, what's the point? It's one that is so painfully obvious as to be missed. Music teachers do not fixate on the tools. We don't say "OK we have these horns, what should we do with them?" We don't think, "let's buy a cello for every student and see what happens." Using an instrument is a given in learning to be an ensemble musician. The instruments, whether the voice, strings, brass, etc. are the means to a specific educational end: Learning how to be an ensemble musician. Instruments are the necessary tools. At the same time, these tools don't teach the students, and having one does not automatically make the student a competent musician (sound familiar?).
So here is my musical metaphor for teachers and administrators who are thinking about 1:1 programs: Rather than focusing on the instruments, what should your musicians be able to know and do, and what is the best ensemble experience to get them there?
Once you have answered that philosophical question, you will know whether or not a 1:1 initiative should be a given in your school.