1st+Article


 * What added value does a 1:1 student to laptop ration bring to technology-supported teaching and learning? //- A Summary -//**


 * Introduction**

Over the last 20 years the presence of technology in the classroom has increased dramatically. The scope of 1:1 laptop initiatives now spans the globe. Advocates are stating that these initiatives could transform education while others are more skeptical thinking that this is another educational fad that will be a perpetual drain on school district's budget. Some who oppose the spread of this initiative have suggested that 1:1 laptops would serve as a distraction and actually detrimentally affect our educational system.

Research attempts have been made to evaluate and document the impact on student's learning and achievement but the general consensus is that additional information is needed to describe classroom practices and outcomes. This article seeks to provide additional information to help evaluate the contributions and challenges that 1:1 laptop classrooms present.

Research has been undertaken at two urban middle schools in the classrooms of eight teachers of English, math, and science who are currently participating in 1:1 laptop initiatives.


 * Literature Review**

The classroom research that exists to date focusses on the benefits that 1:1 laptops provide for classrooms such as increased student output (word processing), increased research opportunities, access to more instructional material, and additional ways for students to present their learning. Overall, the results have shown that teachers feel that they are better supported in addressing the variety of learning styles in their classroom.

Teachers have also reported that they now plan more student-centered, inquiry-based and constructivist lessons that span across curricular subjects. Reports from teachers also document that they are able to give more feedback, faster and provide targeted support for students.

While all of these benefits suggest that the 1:1 laptop projects are successful in the general use of laptops, there is still a need for further research to provide detailed information on the teaching practices in these classrooms. How does the 1:1 specifically contribute to these benefits? Could a higher student to laptop ratio still produce these benefits?

Policy makers also need a clear picture of the potential challenges and drawback of such programs. What implications do these initiatives have on teacher training and how do these programs change the classroom support model?

This article attempts to describe how 1:1 laptops create effective learning environments that would not otherwise be possible. This article also delves into the challenges that come with the increase in technology in the classroom.

For the purpose of this study, multiple case studies were employed at two middle school sites over a selection of eight teachers and three curricular areas: math, science, and English. The students were chosen who consistently "perform well" on state standardized tests and the teachers were chosen based on peer and administrative nominations for their teaching excellence. Additional selection criteria included 1) the nature of the initiative (1:1 laptops, 24 hours a day, 5-7 days a week), 2) duration of participation ( 2 or more years), 3) willingness to participate.
 * Methods**

The data was collected by four researchers for 130 hours over one semester onsite. Data sources used were formal and informal interviews (with students, teachers,technology co-ordinator, and information specialist), observations, and site documents. Teachers were not notified prior to observations.

Online research and productivity tools At both of the school sites the laptops were used extensively in online research and productivity tools usage. Teachers used a wide variety of instructional approaches. In these cases, the 1:1 laptops positively contributed to the effectiveness of the learning environments being more learner, assessment, and community-centered. The challenges that became apparent was the fact that the computers were networked and in some cases it detracted from the effectiveness of the learning environment.
 * Findings**

Researchers noted that instructional practice of the teacher had a profound effect on the "added value" of the laptops. In some cases, students were able to tailor their projects to suit what interested them and the laptops aided in creating their learner-centered projects. In other cases tasks were assigned that could have easily been done with a text book and notebook.

One challenge that faced all teachers in this study was the potential access to inappropriate content online. Teachers used a variety of strategies to overcome this challenge ranging from banned search terms to site approved searches.


 * Drill and Practice Tools**

Drill and practice exercises were the second most common use for 1:1 laptops. These tools increased the ability of the teacher to quickly provide feedback and identify individual student needs. These tools provided self-paced, individualized instruction with scaffolding tools built right in. Although drill and practice may suggest low level processes, the majority of drill and practice tools used provided high-level, individualized, learner-centered opportunities. These tools provide exercises for instruction, reinforcement, assessment, and remediation. In math and science classes teachers used sites such as Algebra Notes, Math Forum, AAA Math. In Language Arts classes, teachers used Scholastic Reading Inventory and Accelerated Reader to provide instruction and assessment for reading comprehension, etc. Again, most of these sites provided scaffolding, feedback, and explanation of concepts.

The benefits derived from 1:1 laptops in these cases were, 1) increased formative assessment, 2) increased individualized instruction and pacing, 3) increase in timely feedback, 4) increase in student interaction and collaboration, 5) increased student engagement, 6) the privacy increase students ability to ask questions that they wouldn't in a group situation, 7) students were empowered to be able to help themselves with "hint" options embedded in the software.

The challenges faced by students and teachers is that the laptops do NOT replace teachers and are unable to differentiate between a wrong answer and an almost correct answer and provide immediate help at that level. Another challenge is the noise level created by the audio praise from these programs that could prove to be distracting.


 * ECommunications audio/video/data online environments**

The third most used laptop tool was online environments such as classroom websites and video to dispense information and to facilitate discussion. Classroom websites were used to build community among different classes, provide information about homework, assignments, class rules and, recommended resources.

Teachers also used online environments to increase student engagement in assignments. A collaborative poetry writing exercise that could have been done with paper and pencil but by using 1:1 laptops the teacher eliminated many time consuming challenges such as, students having to decipher their peer's handwriting and paper-trade transition time.

The benefits of using ecommunications were, 1) it empowered students to be able to find information themselves, 2) built communities between different classes, 3) allowed for parental access to class materials and information, 4) extended the learning environment to home 24/7, 5) expedited transition time, 6) provided opportunities for showcasing student work.

The challenges faced by using ecommunications were, 1) noise level when using audio or video, 2) procedural explanations can potentially "bog down" lessons.


 * General Challenges**

Beyond the specific challenges mentioned previously, the general challenges faced by teachers participating in 1:1 initiatives fall into two categories, classroom management and hardware issues.

Classroom management issues mentioned included computers as disruptive and distracting tools that compete with the teacher for the student's attention.

Hardware issues included forgotten laptops, uncharged batteries, and slow repair times.


 * Discussion**

//According to this article laptops provided added value by providing increased://


 * formative assessment opportunities
 * individualized instruction
 * student-centered pacing
 * access to online resources
 * student interaction and collaboration
 * networked communication
 * material management

//The challenges that were observed were://


 * hardware issues
 * complexity of the learning tasks
 * potentially distracting features (unlimited access to online materials, audio and video)
 * magnified classroom management issues in some classrooms


 * Implications and Conclusion**

Research shows that 1:1 laptop ratio does not automatically transform a learning environment. Due to the cost and unique challenges that laptops bring to classrooms, certain issues need to be addressed to promote the successful implementation of this initiative such as:
 * the need for quality training and modeling for teachers to create effective learning environments through instructional practice, resources, and assessment practices.
 * instruction for teachers to help them evaluate potential curricular resources and software
 * training and guidance with classroom management skills specific to these new learning environments
 * additional support and training for technology and media specialists to be able to support 1:1 laptop classrooms
 * policies and routines implemented by administrators to ensure that teachers are not consumed by hardware issues and worrying about students accessing inappropriate materials.
 * budgeting for hardware, professional development, and management programs.

Finally, the article concluded that the issue is not really about the laptops, they've proven to enable new ways of teaching, learning, and assessing. The true issue is to put supports in place such as training, management, and budgeting to ensure that effective teaching is taking place. The authors also proposed further research needed to answer the following questions:
 * what are the conditional variables that influence the uses of the 1:1 laptops?
 * how does high-stakes testing influence the use of laptops in the classroom?
 * how do expert teachers use the technology in their classroom?
 * what are the conditions that facilitate or challenge the implementation of 1:1 laptops?
 * how are ethnic, economic, or gender-based subgroups effected by 1:1 technology?

Dunleavy, M.,Dextert, D., and Heinecket, W.F. (2007). What Added Value does a 1:1 student to laptop ratio bring to technology-supported teaching and learning? Journal of Computer Assisted Learning, 23.p. 440-452



Dunleavy, M., Dextert, S., and Heinecket, W. F. (2007). What added value does a 1:1 student to laptop ratio bring to technology-supported teaching and learning? //Journal of Computer Assisted Learning, 23. //p. 440-452.
 * Bibliography**