An Evaluation of the Impact of 1:1 Laptops on Student Attainment in Senior High School Sciences

Numerical Modelling with Spreadsheets as a Means to Promote STEM to High School Students

“…Altogether 91% of the students found the lesson interesting and 61% would have liked to continue with a more difficult task -to calculate the volume of a rugby ball. Crook, Sharma and Wilson's (2015) research of 967 high school students showed that schooling with 1:1 laptops had a positive effect on examination in physics, biology and chemistry. The greater effect in physics corresponded with greater use of simulations and spreadsheets by students and teachers.…”

A case study of teachers transforming pedagogical practices through collaborative inquiry-based professional learning in a ubiquitous technologies environment

“…More recent studies published during of the implementation and analysis phases of this case study indicate that the evidence of effect remains mixed and digital technologies are commonly used to enhance rather than transform pedagogy (Crook et al, 2015;Zheng et al, 2016). A range of factors informs the variation in successful integration of digital technologies in pedagogy, therefore creating context for this case study.…”

“…Most studies focus on early stages of deployment when the technology is still novel and its pedagogical affordances are unclear Zheng et al, 2016). Recent evidence suggests that while teachers acknowledge the place of technology in schooling, teaching and learning, it is most commonly used to enhance existing pedagogy rather than transform it (Crook et al, 2015;Geer, White, Zeegers, Au, & Barnes, 2016;Lindsay, 2015).…”

“…Due to the absence of language to adequately articulate changes, it has been noted that teachers may not recognise how digital technologies have already enhanced or transformed pedagogy (Meyer, 2013). Recent research reports improvement in teachers' attitudes towards digital technologies in schooling; however, the modes of use are commonly relatively straight forward augmentations of prior practicesupporting tasks, accessing information and producing documents (Crook et al, 2015;Geer et al, 2016;Lindsay, 2015). This indicates that the range of affordances of digital technologies are not well understood despite their increasing prevalence (Wright, 2015).…”

“…Standards for Teachers (AITSL, 2014). Research indicated that despite increased access to and focus on digital technologies, modes of use were limited (Crook, Sharma, & Wilson, 2015;Orlando, 2013) and subject to a range of constraining influences (Sarah K. Howard, Chan, Mozejko, & Caputi, 2015;Nielsen, Miller, & Hoban, 2012;Prestridge, 2012). International studies included similar evidence (Shear, Gallagher, & Patel, 2011;Wastiau et al, 2013).…”