The impact of high access to computers on learning

Abstract

Researchers at Queen's University, Belfast recently completed a study into the potential of portable ‘laptop’ or ‘notebook’ computers in schools. Over 235 pupils in nine schools were provided with a personal portable computer for a whole school year. One aspect of the research was to assess the impact which the high access to information technology (IT) had on the pupils' learning. Five experimental/control class groups (with/ without laptops) were matched for age, gender and ability. The performance of these pupils in mathematics, English and science tests was measured before and after the ‘treatment’ period and the comparisons were analysed. A number of interesting effects were observed and these indicated, with due recognition of the project constraints, that the impact of high access to computers on learning in mathematics, English and science was at best marginal.

The Benefits and Difficulties of using Portable Word Processors with Older Dyslexics

“…Comparisons between the findings from this study and those of Gardener, Morrison and Jarman (1993) are less directly evident. However, Gardener, Morrison and Jarman did note an improvement in their non-dyslexic subjects in terms of spelling accuracy and punctuation skills, but felt these to be marginal issues.…”

“…It is unfortunate that Gardener, Morrison and Jarman (1993) did not report separately on the impact of the laptops on pupils with learning difficulties who were involved in the study. These results would have been very interesting, since they were the pupils who were failing in the traditional classroom.…”

“…Whilst these students did encounter a few minor problems in coping with the equipment, it was felt that the benefits conferred by portable computers far outweighed any drawbacks. Gardener, Morrison and Jarman (1993), investigating the impact of portable computers on primary and secondary aged students, reported some interesting trends in English. The secondary laptop pupils were found to have performed better than the controls in some of the 'atomistic' measures, for instance in the use of full stops and spelling.…”

Learning beginning algebra with spreadsheets in a computer intensive environment

“…Studies on these environments usually focus on outcomes, showing advantages and gains, such as improvement of reading and writing skills, better organization of written work as a whole (especially argumentation capabilities), improvement of self-esteem, involvement and the like (e.g. Gardner, Morrison, & Jarman, 1993;Rockman et al, 1997Rockman et al, , 1998Rockman et al, , 1999. Whereas there are reports of partial uses of computers in mathematics classrooms or labs, there are almost no reports on the teaching of mathematics in a CIE, where computerized tools are available at all times.…”

Learning with portable digital devices in Australian schools: 20 years on!

“…With this started to emerge evidence of an impact on classroom practices, and ultimately student learning (e.g. Gardner et al 1993;Walker et al 2000), including some evidence from my own research (Newhouse 1998). Since then portable computers have become smaller, more powerful and cheaper, as they have converged with mobile phone technologies to become more personal; leading to an aim to have every teacher and student with a device (Cox 2012).…”