Balancing the One-To-One Equation: Equity and Access in Three Laptop Programs

Student rules: Exploring patterns of students’ computer-efficacy and engagement with digital technologies in learning

“…These approaches may become problematic if teachers feel they are teaching technology skills, rather than curricula content. Further, teachers that do not have a high level of confidence using ICTs may further complicate students' experience using digital technologies (see Warschauer et al, 2014).…”

“…In regard to young people's actual use of digital technologies, research has shown that it is generally low-level (Margaryan et al, 2011;Wang et al, 2014). Personal interests and entertainment dominate use, and as a result, young people are not necessarily confident or engaged with using digital technologies to learn (Warschauer, Zheng, Niiya, Cotten, & Farkas, 2014). In regard to learning, most students have not used digital technologies in deep and/or critical ways (e.g.…”

“…Moreover, not all students report the same experience or quality of learning (Ellis, Goodyear, Bluic & Ellis, 2011). The benefits of using digital technologies in the classroom come from teaching rather than the technology (Tamin, Bernard, Borokhovski, Abrami, & Schmid, 2011;Warschauer et al, 2014), so how teachers understand students' capability and experience in learning is critical for technology integration to be effective.…”

Building word knowledge, learning strategies, and metacognition with the Word-Knowledge e-Book

“…Although there are conflicting findings on the effects of technology on students’ learning outcomes (e.g., Warschauer, Zheng, Niiya, Cotten, & Farkas, 2014), the promise of technology to enhance students’ learning is compelling. Thus, this randomized controlled study was designed to examine the efficacy of an interactive e-book, called the Word Knowledge e-Book (WKe-Book), when implemented in the classroom, to improve elementary school students’ metacognitive skills, specifically their conscious strategy use, word knowledge calibration, word knowledge, and in turn their reading comprehension proficiency.…”

The Implementation of Bring Your Own Device (BYOD) in Primary [Elementary] Schools

“…One way of addressing this issue is through a combination of BYOD and school-based models of mobile technology provision. Using these approaches schools purchase additional mobile technologies to supplement one-to-one ownership in efforts to ensure that all children have access to a device for learning (Ng and Nicholas, 2013; Song, 2014; Warschauer et al, 2014). There is some disagreement about whether these approaches contribute to inequities (Kobus et al, 2013) with some reports indicating that these concerns are unfounded (Nelson, 2012; Kobus et al, 2013), however tensions surrounding this debate remain.…”