Expanding the Vision: The 2017-18 Secondary Impact Study Results

Prior to the insights gained from our elementary study, the Blended Learning team—led by Brad Moser, Brian Daley, Kent Corser, Kelly Ott, Jennifer Luzenske, and Kelly Wessel—turned our focus to the unique needs of our middle and high school students.

As we moved into the secondary level, the driving questions shifted from "how do we introduce technology?" to "how do we optimize it for complex, independent learning?" Here are the key findings from our secondary analysis:

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1. The Case for 1:1 Consistency

At the secondary level, the data was clear: a 1:1 device ratio is not just a luxury, but a requirement.

• Seamless Transitions: Students move between six to seven periods a day. For technology to be effective, it must be immediately available for every student without the "dead time" of checking out carts or sharing hardware.

• Equity of Access: A 1:1 environment ensures that every student has the same baseline of tools to complete research, collaborate on cloud-based documents, and access Canvas LMS content both in and out of the classroom.

2. Device Specs: Performance Matters

While elementary students thrived with tablets and basic touchscreens, secondary students required a "workhorse" device:

• Laptops/Chromebooks with Full Keyboards: As the curriculum shifts toward long-form writing, coding, and complex data analysis, a physical keyboard became non-negotiable.

• Reliable Battery Life: We identified that devices must be able to sustain a full 7-hour school day, as secondary students are frequently "on the move" and may not always have access to a charging station between periods.

3. Infrastructure: Eliminating Friction

The study highlighted that for older students, even small technical hurdles can derail a lesson.

• Single Sign-On (SSO): Just like in elementary, the need for a unified login (like ClassLink) was high. Secondary students manage a higher volume of subscriptions and academic databases; minimizing password fatigue was a top priority.

• Robust WiFi Density: We recognized that high schools have "high-traffic" zones. Our findings led to recommendations for increased access point density in common areas (libraries, cafeterias) to support collaborative "work-anywhere" cultures.

4. Digital Balance and Wellness

Even with increased tech use, the study found that secondary students still value—and need—face-to-face instruction:

• The "Blended" in Blended Learning: Students reported that while they appreciate the flexibility of digital submissions, they still crave direct feedback and discussion with their teachers.

• Screen Time Awareness: Our recommendations emphasized "Active vs. Passive" use. We moved away from measuring total minutes and toward ensuring that screen time was spent creating (video editing, drafting, researching) rather than just consuming.

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This secondary study completed the puzzle for Blue Valley. By understanding the developmental arc from Kindergarten through 12th grade, we were able to build a tech ecosystem that grows with the student—ensuring they graduate not just with a diploma, but with the digital fluency required for college and career.