Examining Response to a One-to-One Computer Initiative: Student and Teacher Voices

Abstract

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

The Intersection between 1:1 Laptop Implementation and the Characteristics of Effective Middle Level Schools

“…Researchers have also observed relationships between technology use in schools and improvements in students' attitudes toward learning, self-efficacy, behavior, and technology proficiency (Hsieh, Cho, Liu, & Schallert, 2008;Shapley, Sheehan, Maloney, & Caranikas-Walker, 2011;Storz & Hoffman, 2013).…”

“…Yet efforts to link 1:1 computing with positive student outcomes are inconsistent and complex (Storz & Hoffman, 2013). Hur and Oh's (2012) research indicated greater student engagement, but no significant difference in test scores, between students who had been given laptops and those who had not.…”

“…The number of schools adopting 1:1 computing programs in which each student has access to his/ her own Internet-enabled device has increased considerably over the past decade (Lowther, Strahl, Inan, & Bates, 2007;Project Tomorrow, 2014;Storz & Hoffman, 2013;Texas Center for Educational Research, 2009). As digital technology becomes more affordable and as communities recognize the importance of educational technology, proponents assert that providing students with ubiquitous access to computing devices holds great promise for personalized instruction and enriched curriculum (Hansen, 2012).…”

“…One-to-one programs are particularly abundant in the middle grades (e.g. Lowther et al, 2007;Storz & Hoffman, 2013;Texas Center for Educational Research, 2009), when young adolescents demonstrate a strong affinity for technology and reflect in their own lives the technological changes occurring in their cultures and communities (Bishop & Downes, 2013;Project Tomorrow, 2014).…”

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AbstractThe number of middle level schools adopting 1:1 laptop programs has increased considerably during the past decade (e.g., Lowther, Strahl, Inan, & Bates, 2007;Storz & Hoffman, 2013; Texas Center for Educational Research, 2009). The cornerstone practices of the middle school concept (National Middle School Association, 2010), therefore, often serve as the backdrop for 1:1 implementation.

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