IMPACTFUL STUDENT LEARNING OUTCOMES OF ONE-TO-ONE ...

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15their laptops in various classes and then take them home after school. Throughparticipation in these programs, students assume responsibility for basic care of thecomputer and the accompanying digitized schoolwork.While one-to-one student laptop programs share many characteristics, programadministration policies can differ and are often defined by individual schools. Forexample, school administrators can have different policies regarding laptop ownership,whether students lease or buy their computers. Additionally, technological configurationsof the laptops vary from program to program. These configurations include:• Laptop Type – standard, tablet PC, or netbook• Operating System – Mac OS, Windows, Linux, or some combination• Software Configuration – the types and titles of software preloaded onto thelaptops• Level of User Access – the degree to which students have access to change oralter the laptop’s software and operating systemEven though one-to-one student laptop programs can vary both in policy andtechnology, they all share the defining characteristic of continual access to individualizedcomputing. Penuel (2006) defines the common characteristics of one-to-one studentlaptop programs as:(1) Providing students with use of portable laptop computers loaded withcontemporary productivity software (e.g., word processing tools,
16spreadsheet tools, etc.), (2) enabling students to access the Internetthrough schools’ wireless networks, and (3) a focus on using laptops tohelp complete academic tasks such as homework assignments, tests, andpresentations. (p. 331)Students in one-to-one laptop programs use their laptops at school and at home.With such access to their computers, laptop students are said to engage in ubiquitouscomputing. At school, students take their laptops with them from class to class, just asthey would a textbook. However, unlike a textbook, laptops are far more engrossing,powerful, and complex. Researchers have shown that laptop students use their computersin a variety of subject areas (Rockman et al., 1997,1998, 2000; Silvernail & Lane, 2004).Often times in laptop classrooms, students can be found using a variety of software titlesto accomplish instructional activities. Along with this, wireless access to the Internet andthe associated connections to the online resources and digital communication media areaccompanying tools that are standard on student computers. Outside of the classroom,students take their computers with them throughout the day, to and from home. Byhaving ubiquitous access to their laptops, students are able to maintain, retrieve, and alterthe digitized class work and personal data stored on their computers at any time. Giventhe responsibility of maintaining a laptop and the complexity of its use in schoolwork, amajority of one-to-one student laptop programs are found at the middle and high schoollevels.
Page 1 and 2: IMPACTFUL STUDENT LEARNING OUTCOMES
Page 3 and 4: Dedicated to my wife, Lisa.Your unw
Page 5 and 6: IMPACTFUL STUDENT LEARNING OUTCOMES
Page 7 and 8: To the research participants, I wan
Page 9 and 10: Differences Between Group A and Gro
Page 11 and 12: 17. Summary of findings for Changes
Page 13 and 14: LIST OF APPENDICESAppendixA. Studen
Page 15 and 16: 2be effective and sustainable. Howe
Page 17 and 18: 4the Educational Digital Divide to
Page 19 and 20: 6to one-to-one student laptop progr
Page 21 and 22: 8potential in order to seize these
Page 23 and 24: 10used to benefit and empower parti
Page 25 and 26: 12While there are several documente
Page 27: 14noted as a central factor in the
Page 31 and 32: 18Anytime Anywhere Learning project
Page 33 and 34: 20Educational Digital Divide by ins
Page 35 and 36: 22Chapter Two: Literature ReviewInt
Page 37 and 38: 24Educational Digital Divide in U.S
Page 39 and 40: 26Digital Divide has three levels:
Page 41 and 42: 28students. As such, the remainder
Page 43 and 44: 30teachers in low SES classrooms fo
Page 45 and 46: 32linguistic backgrounds, participa
Page 47 and 48: 34technology skills, gaps in civic
Page 49 and 50: 36However, if some policy change we
Page 51 and 52: 38Helping Teachers Progress Through
Page 53 and 54: 40the project as part of the Teache
Page 55 and 56: 42Increased teacher workload. In bo
Page 57 and 58: 44classroom and less ‘disbursers
Page 59 and 60: 46al., 1998; Russell et al., 2004).
Page 61 and 62: 48students engaged in collaborative
Page 63 and 64: 50Researchers showed that students
Page 65 and 66: 52claimed that along with distracti
Page 67 and 68: 54non-ACOT classrooms in vocabulary
Page 69 and 70: 56Insufficient Measure of Student L
Page 71 and 72: 58one-to-one student laptop program
Page 73 and 74: 602004, Rockman et al., 2004). Next
Page 75 and 76: 62Yet one-to-one student laptop pro
Page 77 and 78: 64laptop programs is insufficient.
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66Chapter Three: MethodologyIntrodu
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68primary data source. Teachers and
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70Research DesignThis study employe
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72Research SitesThe research sites
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74Table 3Research sites with school
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76parents has received a high schoo
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78the division of socioeconomic sta
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80pedagogy and curriculum. In 2006,
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82At each site, two administrators
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84administrator, I identified and s
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86As a tool for comparison between
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88their non-low SES peers. The adde
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90This breadth of knowledge across
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92conditions of its students being
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94Educational Digital Divide and as
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96Chapter Four: FindingsIntroductio
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98Access to Computers and the Inter
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100Table 10Counts and expected coun
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102Table 11t-test results for class
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104Table 13t-test results for stude
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106SummaryThe data showed that Educ
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108qualitative data are presented i
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110of teachers, students, and admin
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112from teachers’ self-assessment
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114Not surprisingly, improvements i
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116offered fewer opportunities for
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118conduct just-in-time research, f
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120their motivation, engagement, an
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122gave an example of this type of
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124Students across the five researc
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126Participants at Hemings and Ulys
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128to laptops. A Ulysses High Schoo
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130Parallel to students’ claims t
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132culture, teachers said they freq
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134skills, nor the depth of informa
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136needed explicit instruction in a
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138workforce. To land higher paying
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140because they often failed to dem
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142communications and to disclose a
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144Table 18Summary of findings for
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146exchange information over email
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148Quantity and QualityAccording to
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150at a lower quality - being less
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152and Ulysses High School said the
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154designed for recreation and soci
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158were carried in padded bags, sto
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160Nonetheless, students at all fiv
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162data within the past month. It s
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164students developing this discipl
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168resources for low SES students i
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170and had developed intrepid attit
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172laptop to research salary scales
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174Across the academic areas - scho
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176Chapter Five: Discussion and Rec
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178(Clark & Gorski, 2002; Warschaue
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180Deeper understanding of content.
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182The increases in constructivist
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184development of higher order thin
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186and teachers’ claims that the
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188these activities were described
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190The findings for both this study
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192programs had long-term impacts o
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194research showed that students ex
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196maintain a possession with high
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198academic student learning outcom
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200impacts on students’ academic
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202First, the dearth of available r
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204This finding has implications at
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206which addresses the first level
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208programs within their schools to
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210In order for this research to im
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212programs in low SES schools are
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214which would make program sustain
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216Brooks, J.G., & Brooks, M.G. (19
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218Dwyer, D. C., Ringstaff, C., & S
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220Lowther, D. L., Moss, S. M., & M
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222Notebooks for Schools by Toshiba
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224Tan, C. L., & Morris, J. S. (200
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Appendices226
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228Explanation of Survey QuestionsT
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230Question 6. This question was de
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232Appendix B: Group A Administrato
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234Explanation of Interview Questio
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236Appendix C: Group B Administrato
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238Explanation of Interview Questio
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240Appendix D: Student Focus Group
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242Appendix E: Group A Teacher Focu
Page 257 and 258:
244Explanation of Focus Group Quest
Page 259 and 260:
246Appendix F: Group B Teacher Focu
Page 261 and 262:
248Explanation of Focus Group Quest
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