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Using Technology to Empower All Learners

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In this Q&A, Geri Gillespy, senior program manager for Global Education Engagement at Microsoft, discusses strategies for enhancing learning and maximizing the value of take-home device programs.

With nearly 25 years in education, Geri Gillespy, senior program manager for Global Education Engagement at Microsoft, has served as a classroom teacher, district-level instructional coach, vice principal and more. In this Q&A, she discusses strategies for enhancing learning and maximizing the value of take-home device programs.

What advice would you give schools as they start on a one-to-one device program?

Over the last two years, we’ve seen that educators no longer look at these devices as ed tech. More and more of them say this is just the way they do business. You want to think about these devices as one of many tools in your instructional toolbox. They’re critical to digital literacy. And now that you have them, you need to understand how they fit into the structure of all the instructional tools you have.

How can take-home devices enhance teaching and learning?

We all learn differently. Start with the learning outcomes you desire. Then see how you can use the device to level the playing field by allowing everyone to get to the resources they need. With a Windows device, for example, I can teach every single learner how to use Windows accessibility tools depending on what their need is. I can use that device to give the same opportunity to every single person. At the same time, I can use that device to personalize learning — for example by providing programs that accelerate learning or [cater to a particular student’s learning style].

What challenges do teachers, administrators and IT leaders face as they bring device programs into the classroom?

The top external barrier is access — ensuring access to a device and the bandwidth, programs, materials and other resources [students] need. Once they have access, we need support systems so educators can get those devices working, as well as understand when and how to use various types of technology for instruction. Those support systems help overcome internal barriers like educators’ self-confidence in using technology. We also have to support all [proficiency] levels of people who are going to use these devices. This is new for a lot of educators.

What advice would you give people at the district or IT director level?

At the IT director level, you’re looking at both the instructional and operational side of education. As a steward of money, you want to ensure the district is using all the resources it has. I advise using a systems thinking approach to look at your existing tools and applications — collaboration tools, presentation tools and so on — and then put them together into a single system that supports operations and instruction. It’s also important to establish a baseline minimum level of digital literacy for your entire system of users, so they treat and use the technology and programs the way you want.