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1:1 Laptop Initiative

1:1 Laptop Initiative. Pros and Cons. Main purposes of 1:1 environment. Online research and productivity tools “more learner-, assessment-, community-, and knowledge-centered” Drill and Practice Self-paced, individualized instruction

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1:1 Laptop Initiative

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  1. 1:1 Laptop Initiative Pros and Cons

  2. Main purposes of 1:1 environment • Online research and productivity tools • “more learner-, assessment-, community-, and knowledge-centered” • Drill and Practice • Self-paced, individualized instruction • Majority of observations recorded high-level, individualized exercises • Multimedia online environments • Classroom websites • Disseminate information, facilitate communication and enhance instruction

  3. Student Outcomes: Writing • Writing scores • Performance standards increased by 22% for the students who had laptops in one year (Jeroski, 2003) • Average scores of students who used laptop for all phases of writing process was better than 75% of students who did not (Silvernail & Gritter, 2007) • Students who used laptops for the writing process became better writers in general, including when using paper and pencil

  4. Student Outcomes: Mathematics • Not as widespread and significant results as with writing, possibly because laptops were used least frequently in math • In South Carolina, 7th grade students in 1:1 program significantly outscored non-participants (after 2 years) (Stevenson, 1998)

  5. Teacher Outcomes of 1:1 environment • Greater confidence in ability to integrate laptop use into lesson and align with curriculum • Over 70% of teachers reported that they were able to better meet curricular goals and individualize instruction (Rockman, 2000) • More likely to encourage student-lead inquiry and collaborative work (Rockman, 2000) • Teacher able to transition to coach/facilitator role

  6. Concerns • Simply providing a student with a laptop did not increase achievement • Misuse of laptops (inappropriate downloading, cheating on tests, hacking into school and local business networks) • Can be viewed as a distraction by teachers • Funding for equipment as well as repairs

  7. Other considerations • Teachers will need ample professional development; • Job-embedded, student-centered, collegial, ongoing, and metacognitive (Lemke and Martin, 2004a)

  8. References • Dunleavy, M., Dextert, S., & Heinecke, 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, 440-452. doi: 10.1111/j.1365-2729.2007.00227.x • Holcomb, L. (2009). Results & lessons learned from 1:1 laptop initiatives: A collective review. TechTrends, 53 (6), 49-54. Retrieved from ERIC.

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