What added value does a 1:1 student to laptop ratio bring to technology-supported teaching and learning?
The purpose of this study was to document typical use and configuration of 1:1 computing in two schools focusing on the added value and unique challenges these uses present. A qualitative case study design was used in two middle schools (sixth, seventh and eighth grade) in the south-eastern United S...
| Published in: | Journal of Computer Assisted Learning Vol. 23; no. 5; pp. 440 - 453 |
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| Main Authors: | , , |
| Format: | research tables/charts Journal Article |
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Wiley-Blackwell
Oct2007
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105269666&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105269666 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Oct2007 vid: 23 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 105269666 105269666 2010457809 10.1111/j.1365-2729.2007.00227.x 105269666 ppf: 440 ppct: 13 formats: tig: atl: What added value does a 1:1 student to laptop ratio bring to technology-supported teaching and learning? aug: au: Dunleavy M Dexter S Heinecke W affil: Handheld Augmented Reality Project (HARP), Postdoctoral Fellow in Learning Technologies, Harvard University, Graduate School of Education, 333 Longfellow c/o TIE, 13 Appian Way, Cambridge, MA 02138, USA; dunleama@gse. harvard.edu sug: subj: Computer-Assisted Instruction In Adolescence Computers, Portable Utilization Adolescence Audiorecording Curriculum Data Analysis Software Faculty Attitudes Human Internet Utilization Interviews Language Education Qualitative Studies Schools, Middle Southeastern United States Student Attitudes Students, Middle School Teachers Adolescent: 13-18 years ab: The purpose of this study was to document typical use and configuration of 1:1 computing in two schools focusing on the added value and unique challenges these uses present. A qualitative case study design was used in two middle schools (sixth, seventh and eighth grade) in the south-eastern United States purposefully selected for their 1:1 computing programmes. Data were collected through formal and informal interviews, direct observations and site documents. Results indicated that online research, productivity tools, drill and practice, and eCommunications were the most frequent uses of computers in the 1:1 classroom. Moreover, the 1:1 classroom provided potentially transformative added value to these uses while simultaneously presenting unique management challenges to the teacher. In addition, the presence of 1:1 laptops did not automatically add value and their high financial costs underscore the need to provide teachers with high-quality professional development to ensure effective teaching. In order to create effective learning environments, teachers need opportunities to learn what instruction and assessment practices, curricular resources and classroom management skills work best in a 1:1 student to networked laptop classroom setting. Finally, researchers documented wide variation in fidelity to 1:1 computing, which suggests the need for further research exploring the conditions under which this variation exists. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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