Learning in One-to-One Laptop Environments

Abstract

Over the past decade, the number of one-to-one laptop programs in schools has steadily increased. Despite the growth of such programs, there is little consensus about whether they contribute to improved educational outcomes. This article reviews 65 journal articles and 31 doctoral dissertations published from January 2001 to May 2015 to examine the effect of one-to-one laptop programs on teaching and learning in K–12 schools. A meta-analysis of 10 studies examines the impact of laptop programs on students’ academic achievement, finding significantly positive average effect sizes in English, writing, mathematics, and science. In addition, the article summarizes the impact of laptop programs on more general teaching and learning processes and perceptions as reported in these studies, again noting generally positive findings.

Percepción de docentes y supervisores sobre la implementación del modelo «1 a 1», One Laptop Per Child, en dos iniciativas públicas de Costa Rica

“…Uno es llevar a cabo una investigación de mayor escala, con una estrategia metodológica experimental o cuasi experimental, que permita llegar a conclusiones más definitivas sobre lo que sucede en las aulas con los modelos «1 a 1». Así como profundizar mediante investigaciones cualitativas en las estrategias pedagógicas que ya son utilizadas y su efectividad, no muchos estudios han podido dar cuenta de la adquisición de los aprendizajes por medio de herramientas tecnológicas (Zheng et al, 2016).…”

Digital Learning in Schools: Conceptualizing the Challenges and Influences on Teacher Practice

“…Digital technologies are also essential to satisfy curriculum requirements, for example the Australian Curriculum's ICT general capability (ACARA, 2014), and to facilitate emerging trends, for example STEM education and workforce preparation (AiGroup, 2016;Baranyai et al, 2016). Despite being the subject of considerable attention and research, the evidence of reformation or transformation of education through the integration of digital technologies is limited and evidence of improved educational outcomes through digital learning is variable (Tamim, Borokhovski, Pickup, Bernard, & Saadi, 2015;Zheng et al, 2016). This literature review explores the contributing factors.…”

“…This license does not permit you to use this material for commercial purposes. dent learning is mixed (Zheng, Warschauer, Lin, & Chang, 2016). Digital technologies are more commonly used to enhance existing teacher practice than transform it (Ertmer & OttenbreitLeftwich, 2013;Hammond, 2013;Shear, Gallagher, & Patel, 2011;Wastiau et al, 2013).…”

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.…”

“…Studies indicate that digital technologies are used to enhance teacher practice, but, innovative transformations are infrequently and inconsistently realised . Despite being the subject of considerable research and the focus of professional development and/or professional learning models, there is limited evidence of transformation of pedagogy using digital technologies (Zheng, Warschauer, Lin, & Chang, 2016). Fullan (2013, p. 39) argues "if the innovation has not been implemented, it can hardly have much impact," and further posits that digital learning pedagogies are not well understood and teachers have not been well supported.…”