The impact of a one-to-one computing initiative at a Midwestern urban middle school was examined through phenomenological research techniques focusing on the voices of eighth grade students and their teachers. Analysis of transcripts from preand post-implementation interviews of 47 students and eight teachers yielded patterns of responses to illuminate how one-to-one computing changed students' learning experiences and teachers' instructional practices. Key themes that emerged were changes in teacher pedagogy, effect on student learning experiences, impact on classroom behavior and management, potential for improved communications, and suggestions to address professional development needs. The students demonstrated their learning in varied and creative ways through the use of computer-based lessons. However, the altered format presented new demands on teachers as a delivery model. Although some students were distracted by gaming and chatting opportunities, learning benefits were reported for students of varied ability levels. This study builds on the theoretical framework supporting the role and use of technology to foster learning and to prepare students for a global economy. The focus on student and teacher voices provided the opportunity to explore a new perspective and engage middle school students, teachers, and administrators in school change efforts.A Midwestern urban school district recently launched a technology initiative aimed at developing 21st century skills. Each middle school student received a laptop computer and, upon high school graduation, will get to keep the computer. We were interested in exploring the effects of such an initiative on teaching and learning from the perspectives of the students and teachers themselves. The authors of this article work at a university located near the school, and the two institutions have a partnership that aims to benefit the students, instructors, and administrators in both settings. Mark was one of the founders of this partnership several years ago and now serves as the coordinator of the project for the university. Amy is the university's liaison with this middle school and spends approximately one day per week supervising cohorts of teacher education candidates placed there. Being somewhat "embedded" in this school afforded us the opportunity, credibility, and degree of trust to study aspects of the new
In interviews with over 250 urban young adolescents, many students make it clear that they are acutely aware of the educational inequities that exist in their schools and that these inequities are having a negative impact on their education. Student voice is used to highlight urban middle school students' perspectives on the quality of their education particularly in terms of curricular issues, teacher quality, and lack of resources.
As an urban middle school begins to implement the International Baccalaureate Middle Years Program, this study explores the process of experiencing a curricular change from the perspective of the teachers and students themselves. Through the use of a mixed methods approach, key administrators, teachers, and students were interviewed in the first year of implementation. During the second year, teachers were surveyed as a means of tracking the change over time that teachers may have been experiencing. Themes emerged in the areas of instructional practice, professional experiences, and student experiences. Most interestingly and not expected was a theme related to whether IB was a "good fit" for the students in this particular school. Participants' ability to highlight the successes and challenges inherent in a change process is discussed in light of future planning.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.