Intertwining Digital Content and a One-To-One Laptop Environment in Teaching and Learning

Rosen, Yigal; Beck-Hill, Dawne

doi:10.1080/15391523.2012.10782588

Cited by 77 publications

(59 citation statements)

References 23 publications

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“…The verdict on 1:1 devices is mixed. Many researchers suggested the usage of mobile learning devices such as iPads was effective in academic success, but especially had use in teaching mathematics (Alagic, 2003;Berk, 2010;Hamilton, 2007;Hubbard, 2000;Mendicino & Heffernan, 2007;Park, 2008;Rosen & Beck-Hill, 2012). Many other studies had inconsistent and stagnant results, not to mention millions of dollars in technology maintenance (Holcomb, 2009;Hu, 2007;Rockman, 2004, Silvernail & Gritter, 2004Texas Center for Educational Research, 2009).…”

Section: Resultsmentioning

confidence: 99%

“…Technology could be vital to creating authentic learning opportunities (Allsopp, Kyger, & Lovin, 2007). Numerous academic studies have shown the significant positive correlation between technology, student learning, and mathematics achievement (Alagic, 2003;Berk, 2010;Hamilton, 2007;Hubbard, 2000;Mendicino & Heffernan, 2007;National Council of Teachers of Mathematics, 2008;Park, 2008;Rosen & Beck-Hill, 2012). Hamilton (2007) found that the incorporation of technology was correlated with improved student mathematics achievement.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Hamilton (2007) found that the incorporation of technology was correlated with improved student mathematics achievement. Rosen and Beck-Hill (2012) reported educational technology could assist in closing the achievement gap and incorporate higher order thinking skills.…”

Section: Literature Reviewmentioning

confidence: 99%

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Does Math Achievement h’APP’en when iPads and Game-Based Learning are Incorporated into Fifth-Grade Mathematics Instruction?

Carr

2012

JITE:Research

103

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After 10 years of No Child Left Behind standards-focused education, mathematics scores have improved only marginally for elementary-aged students. Students who developed a solid conceptual mathematics foundation at the elementary level succeeded later in higher-level mathematics courses; thus, educators have sought ways to increase mathematics achievement, especially among elementary school students. Educators have utilized advances in technology with gamebased learning applications and wireless Internet access to create exciting interactive learning opportunities for students that may translate into student achievement. The purpose of this quantitative, quasi-experimental study was to examine the effects of iPad use as a 1-to-1 (1:1) computing device on 5th-grade students' mathematics achievement in two rural Virginia elementary schools. A nonequivalent groups pretest and posttest design was used with 104 fifth-grade students. For one academic quarter of nine weeks, the experimental group used iPads as 1:1 computing devices daily during mathematics class while the control group members did not. A pretest was administered before the iPad intervention and a posttest was administered after the iPad intervention. The change from pretest to posttest was not significantly different between the two groups as measured by a one-way repeated measures analysis of variance. Recommendations for future study include increasing the intervention duration, using additional participants, collecting qualitative data, and providing students with continuous 24-hour, seven-day-a-week iPad access.

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Section: Resultsmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Does Math Achievement h’APP’en when iPads and Game-Based Learning are Incorporated into Fifth-Grade Mathematics Instruction?

Carr

2012

JITE:Research

103

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“…Teachers reported that the 1:1 computing enabled them to teach more, in more depth, and in a shorter period of time (Silvernail, Pinkham, Wintle, Walker, & Bartlett, 2011). The objectives of 1:1 initiatives underlie hidden or explicit expectation of changing the teaching methods (Rosen & Beck-Hill, 2012). For the most part, the attitude towards this change is described as the adoption of more student-centered teaching practices that promote higher-order thinking skills, "21 st century skills" and "future competences" of students (Bebell et al, 2014;Shamir-Inbal & Blau, 2014).…”

Section: The Role Of Teacher and Educational Discourse In 1:1 Classroommentioning

confidence: 99%

“…Some evidence suggests that 1:1 computing can impact students' achievement, discipline, attendance, and attitudes towards learning, as well as differentiate teaching and learning practices (Bebell et al, 2014;Harris & Al-Bataineh, 2015;Rosen & Beck-Hill, 2012). The qualitative analysis of K-12 students' reflections over time, presented in blog postings about the impact of 1:1 computing in their schools (Zheng, Arada, Niiya, & Warschauer, 2014), revealed seven main themes: (1) more efficient and productive learning, (2) tools for better writing, (3) access to information, (4) engagement with new media, (5) remaining relevant in a technological world, (6) share and learn from peers, and (7) individualized and differentiated instruction.…”

Section: Introductionmentioning

confidence: 99%

Does 1:1 Computing in a Junior High-School Change the Pedagogical Perspectives of Teachers and their Educational Discourse?

Peled

Blau

Grinberg

2015

IJELL

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Transforming a school from traditional teaching and learning to a one-to-one (1:1) classroom, in which a teacher and students have personal digital devices, inevitably requires changes in the way the teacher addresses her role. This study examined the implications of integrating 1:1 computing on teachers’ pedagogical perceptions and the classroom’s educational discourse. A change in pedagogical perceptions during three years of teaching within this model was investigated. The research analyzed data from 14 teachers teaching in a junior high school in the north of Israel collected over the course of three years through interviews and lesson observations. The findings show that the 1:1 computing allows teachers to improve their teaching skills; however, it fails to change their fundamental attitudes in regard to teaching and learning processes. It was further found that the use of a laptop by each student does not significantly improve the classroom’s learning discourse. The computer is perceived as an individual or group learning technology rather than as a tool for conducting learning discourse. An analysis of the data collected shows a great contribution to collaboration among teachers in preparing technology-enhanced lessons. The findings are discussed in terms of Bruner’s (Olson & Bruner, 1996) “folk psychology” and “folk pedagogy” of teachers and “the new learning ecology” framework in 1:1 classroom (Lee, Spires, Wiebe, Hollebrands, & Young, 2015). One of the main recommendations of this research is to reflect on findings from the teaching staff and the school community emphasizing 1:1 technology as a tool for significant pedagogical change. It seems that the use of personal technology per se is not enough for pedagogical changes to take place; the change must begin with teachers’ perceptions and attitudes.

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E-Books and E-Book Apps: Considerations for Beginning Readers

Bates¹,

Klein²,

Schubert³

et al. 2016

Read Teach

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This article highlights considerations for teachers when selecting and using e‐books and e‐book applications (apps) with beginning readers during guided and independent reading. A framework for examining e‐books and e‐book apps is suggested, and several apps and related digital features are described. The article also includes an overview of children's emergent and early reading behaviors, the types of texts that support these behaviors, and examples of how digital texts could influence beginning reading instruction. Also discussed are the ways in which e‐books and e‐book apps can enhance the home–school connection and support English learners.

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Intertwining Digital Content and a One-To-One Laptop Environment in Teaching and Learning

Cited by 77 publications

References 23 publications

Does Math Achievement h’APP’en when iPads and Game-Based Learning are Incorporated into Fifth-Grade Mathematics Instruction?

Does Math Achievement h’APP’en when iPads and Game-Based Learning are Incorporated into Fifth-Grade Mathematics Instruction?

Does 1:1 Computing in a Junior High-School Change the Pedagogical Perspectives of Teachers and their Educational Discourse?

E-Books and E-Book Apps: Considerations for Beginning Readers

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