Vision in Action @

St. Ursula Academy

St. Ursula Academy moves to a digital environment

Background

"We knew that being able to use the pen functionality of Tablet PCs with DyKnow Vision would change the classroom to a more interactive, exciting and dynamic environment."

Saint Ursula Academy (SUA), a private all-girl Catholic high school in Cincinnati, Ohio is a leader in one-to-one computing. Even before the term became widely used Principal Frances R. Romweber and her esteemed faculty could see the benefits of putting a computer in the hands of every student. They recognized the breadth of technology in every field – education, medicine, engineering, law, publishing and the arts – and the responsibility of high schools to prepare students for these fields. They hypothesized that a one-to-one program could have a significant impact in preparing students for college, promoting the transition from a paper to digital environment and addressing emerging classroom trends toward collaboration and engagement. Kim Henninger, director of technology at SUA, was assigned to spearhead the one-to-one initiative. In 1998, Henninger presented the idea of a one-to-one computing program to the St. Ursula Academy Board of Trustees, who controlled the budget and resources for the school.

Challenges

Although the proposal was strongly considered, the Board of Trustees decided computers should first be integrated in a shared environment, and resources should be directed at preparing faculty for use of technology in the classroom. Additionally, the Board had concerns about what students would do with the computers in a one-to-one scenario, and software was not available to provide management in the digital classroom. The proposal was denied, but Henninger and her team would not be discouraged.

Several years after her first proposal, Tablet PCs were developed. Henninger believed the interactivity of pen-based technology could sway the Board of Trustees and decided it was time to revisit her one-to-one dream. She knew she would need to be strategic in presenting her plan again, as she was well aware of the challenges and needs presented by going digital. She understood the fears of keeping students on task in a digital classroom but remained steadfast in her goals. She was confident there was a solution that would address concerns and fulfill SUA's one-to-one vision.

Solution

After thorough research of available products and software, Henninger viewed a demonstration of DyKnow Software Suite, which included DyKnow Monitor® and DyKnow Vision®. Henninger felt the combination of Tablet PCs and DyKnow software could provide a total classroom solution.
Henninger was impressed that DyKnow Monitor enabled teachers to see detailed images of student screens and block distracting applications. These features provided assurance to teachers that students could be kept on task during class, while also limiting or prohibiting access to outside, non-curricular materials. Additionally, DyKnow Vision created the active learning environment SUA educators wanted. Through student response tools, like polling and chat, collaborative note-taking and content-delivery, teachers and students could interact dynamically. Excited about the possibilities, Henninger coordinated a demonstration for the Board of Trustees. As the presentation unfolded, the Board saw the advantages Tablet PCs and DyKnow offered.

"[Tablets] would not be as effective without programs such as DyKnow that allow me to actively participate in class..."

"DyKnow fit all of our needs," said Henninger. "We knew that being able to use the pen functionality of Tablet PCs with DyKnow Vision would change the classroom to a more interactive, exciting and dynamic environment."

The total solution convinced the Board of Trustees to move forward with the one-to-one program. Shortly thereafter, Tablet PCs, combined with DyKnow software, was placed in the hands of every student in the class of 2010.

Results

Two years into the program, SUA administrators, faculty and students have noticed positive changes in the learning environment and academic achievement. Tablet PCs and DyKnow software are helping the school accomplish Henninger's goal of preparing students for the 21st Century.

Goal 1: Prepare Students for College and Beyond

SUA faculty and staff have observed significant progress in student note-taking, personal organization and responsibility; all characteristics imperative to success in college and the workforce.

Mark Simcoe, 10th grade science teacher, believes the program is invaluable in teaching students responsibility.

"DyKnow and the Tablet PCs are letting students be a little more independent and responsible," said Simcoe. "Students are accountable for their grades which is something they will need to understand for college and beyond."

Also imperative for college is efficient and effective note-taking. The note-delivery capabilities of DyKnow Vision have made the learning process more efficient for students. With DyKnow Vision, the teacher's content is transmitted to student computers. Therefore, students are relieved of copying all verbal and written notes word-for-word. Henninger said this has made students more attentive and reflective. The collaborative note-taking process encouraged through DyKnow allows students to listen and think more actively about class content.

In addition, a DyKnow notebook can be stored electronically on the server where students can access their notes anytime, anywhere, and also arrange materials by class, date or subject. These features assist students in becoming digitally organized, further preparing them for college and the workforce.

Amanda Eagan, class of 2010, believes the DyKnow/Tablet PC program has provided her with the opportunity to enhance her education now and in the future.

"[Tablets] would not be as effective without programs such as DyKnow that allow me to actively participate in class," said Eagan. "Through the use of DyKnow, I am able to connect with my teachers which provides me with all the essential tools and materials I will need to flourish in academics and become accomplished in the career of my choice."

Goal 2: Move from Paper to Digital

Faculty, students and administrators have come to rely on DyKnow Vision's ability to facilitate the easy and efficient exchange of digital documents. This minimizes the materials students must carry to and from classes, while also giving everyone anytime, anywhere access to course materials.
"DyKnow allows students the ease of accessing teacher prepared and student-supplemented notes from home or school," said Henninger. "This has eliminated the need for paper notebooks and binders and dramatically lightened the load of the students' backpacks."

Similarly, Henninger reports moving from paper to digital has had significant impact on time management. With DyKnow Vision, students can submit work to their teachers. Teachers can review the work, comment or grade it and, with one click, digitally send it back to each individual student.

"It is huge to be able to receive, grade and return class assignments to students via DyKnow," said Henninger. "Never having to physically retrieve and pass back papers frees more time for classroom discussion and collaboration."

Goal 3: Address Emerging Trends like Collaboration and Engagement

"Students who don't always raise their hands in class have the opportunity to participate in their own way through the virtual work group and chat features of DyKnow..."

Henninger believed technology could create the dynamic collaboration which 21st Century students
desired. Since the DyKnow and Tablet PC implementation, she has observed a more active learning environment where students are engaged and excited.

Emily Rosen, ninth grade geophysics teacher, said DyKnow has turned her classroom into a learning community where students and teacher work dynamically together to solve problems and talk about course material.

"DyKnow Vision allows the entire class to work together on an equation from the comfort of their desks," said Rosen. "[DyKnow] has improved student engagement and willingness to participate."
Conjointly, Henninger says the program has made the atmosphere at SUA more challenging and fun. DyKnow has encouraged more interaction among peers and teachers, as well as empowered students to become active, fearless participants in class.

"Students who don't always raise their hands in class have the opportunity to participate in their own way through the virtual work group and chat features of DyKnow," said Henninger.

Conclusion

Henninger and the SUA team set out to provide their students with more opportunities by being on the forefront of technology. Their tenacity made the school's program successful by reaching all of its intended goals. Students are challenged and more prepared for their future.

The success of SUA's program has been recognized by other education leaders in the Cincinnati area. Using SUA as a model, other secondary schools in Cincinnati have decided to implement one-to-one programs. Henninger believes equipping the hardware at these schools with DyKnow Monitor and DyKnow Vision is imperative to a successful one-to-one program and will be undeniably beneficial.

St. Ursula In Action

• Case Study (PDF 800Kb)
• www.saintursula.org

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