When it comes to infusing technology into the K–12 learning environment, the consensus from educators, pundits, students and parents alike is that one-to-one programs are both improving and proliferating.

Take a recent report from America’s Digital Schools, for example. Two years ago, only 30 percent of school districts reported improvements in programs that provided students with full-time access to computing devices in at least one grade level. Yet according to the recently released America’s Digital Schools 2008 survey, positive reports more than doubled last year, with 79 percent of schools saying that their programs had improved.

In addition to this report, there are numerous trends and data to indicate that one-to-one computing programs work. Sure, there are kinks that all school districts need to sort out — teacher training, computer maintenance, selecting the right form factor — but all of these challenges pale in comparison to figuring out how to fund the program.

At Fountain–Fort Carson High School in Fountain, Colo., once the school made one-to-one computing a top priority, the district shifted money around to free up funds. “The district [had] already spent quite a bit on technology,” says Principal Jim Calhoun. By redistributing existing high school computers throughout the district, IT money could be spent on the notebook program.

“There are thousands of financial decisions a school has to make,” Calhoun says. He chalks up their funding success to being smart, lean and focused.

Different school districts take different approaches, from floating a bond, obtaining outside grants, old- fashioned fundraising and asking for assistance from parents who can afford to participate.

“In many ways, it’s easier for people to look for a lump of money, be it a district levy or bond. But the money runs out eventually [and sustainability is hard],” explains Bruce Dixon, president of the Bellevue, Wash.-based Anytime Anywhere Learning Foundation. Dixon says that parents are important partners in making a one-to-one program successful, and often need to take on part of the fees associated with a one-to-one rollout. “At the very minimum, parents [can] pay for insurance. Thirty to 50 percent of the [program’s] cost is ideal,” says Dixon.

As our feature “Affording One-to-One” points out, a best practice seems to be a good mix of persistence, creativity and parental buy-in — both figuratively and literally — to get these programs started. For more, turn to page 30.

In addition to this story, EdTech also delves into the increasing role that cyberschools play today. “Virtual Achievement,” on page 23, showcases the results achieved by Philipsburg Osceola Area School District, which created its own cyberschool to reduce the number of students leaving the district. On page 27, we spotlight another cyberinitiative — the Pennsylvania Cyber Charter School (PA Cyber), which draws more than 8,000 students with programs for kindergarten through 12th grade.

Editor in Chief, leecop@cdw.com