Opportunities+that+a+one-to-one+student+laptop+initiative+would+provide

Challenges that would result from a one-to-one student laptop initiative Key understandings to support your recommendations Recommendation Bibliography Research Group Homepage

Opportunities ü More self-directed learning (Livingston) ü Improve students' technology skills (Livingston) ü Enables teachers to develop lesson plans that advance higher level learning skills and project based learning (Review of State and National Laptop Initiatives-Manatee County) ü Students can take their laptops home to continue their assignments “anytime” (Review of State and National Laptop Initiatives-Key Largo School) ü Students take ownership and pride in their computers and learned to be problem solvers when technical difficulties arose (Review of State and National Laptop Initiatives-Clearview Avenue Elementary School) ü The environment of higher education is changing to one where students are becoming more apt not to be ‘residential’ students at universities. More and more students will find themselves having to work to make ends meet, commute to school, and/or take distance/telelearning courses to achieve their higher education goals. Furthermore, the process of globalization and the need for collaboration with others around the world will be a reality that most students will experience in the work place. The use of technology, especially laptops, will be a key to their success at both of these levels. Thus, it makes sense to help them become effective users of the technology and 1-1 Laptops could promote this effective use. For example, Middle school and high school teachers could make better use of the user-created content (wikis, blogs, podcasts, etc.) in the moment with each student on a laptop where work completed can be assessed both formatively and summatively. These types of tools, both currently in existence and yet to be created, which allow collaboration and the completion of work without physical presence in the classroom will likely be essential to future endeavors in university and the work place. By already having experience with them prior to university and the world of work, they will be better prepared and be better adept to adapt to the future ‘ways’ of working ("The Horizon Report"). ü “While improvement in summative (end-of-unit or course) assessment is very beneficial, perhaps an even greater benefit of technology-enhanced assessment is the ability to improve and increase formative (ongoing) assessment” (Barrios, et al).

ü “Silvernail and Lane (2004) surveyed Maine ninth-grade students who had used laptops in seventh and eighth grade but no longer had school-provided laptops in ninth grade. Results of the study indicated that many ninth graders felt that ‘the quantity and quality of their school work had declined once they no longer had laptops’ (p. 26).” (Pitler, et al).

ü A 1-1 laptop program, providing a ubiquitous computing environment, has been seen as a strategy for diversifying a state’s industries in a tight economy and help ensure a state’s economic viability. Moreover, it will level the playing field for students by helping them to effectively use the equipment they must be able to use in the workplace of today and tomorrow (Pitler, et al).

ü In Maine, it was seen that a 1-1 laptop initiative “increased collaboration, lowered absenteeism, and renewed excitement for learning” (Pitler, et al). ü Researchers studying a school district in California with a 1-1 program found that students who participated in the program earned significantly higher test scores and grades for writing, English–language arts, mathematics, and overall Grade Point Averages (Metiri Group).

ü 1 to 1 learning can allow for more effective problem-based learning and/or authentic learning that breaks the barrier of place and time (Metiri Group).

ü “Early indicators suggest that students in these 1 to 1 learning programs do have higher degrees of technology literacy and, as a result, have a much higher confidence level in their technology abilities as they enter higher education and the workforce” (Metiri Group).

 ü  “Some schools have also implemented effective student help programs. Students who have an interest and aptitude for problem-solving are given the opportunity for extra training and responsibilities in a laptop program. Noted one middle school tech assistant, ‘I’ve learned something new every day that can help me have a good career. I’ve gained confidence from having the responsibility for all the equipment, and having students and teachers count on me. It’s a good feeling to help teachers with computers, and to get noticed in a large school.’ With effective teacher and student training, many technical difficulties can be averted or solved, thereby freeing the second tier to concentrate on more difficult issues” (Barrios, et al).

 ü   One-to-one laptops will eliminate the need for many existing computer labs. Re-purposing these labs as classrooms will produce a tremendous savings in new construction costs and free up much needed classrooms (Barrios, et al).

• After two years saw that the eight grade students in the demonstration schools scored "significantly higher than those from the other 214 schools on science (p < .0005), math (p < .05) and social studies (p < .05). This is credible evidence that MLTI as a total program may be effective in raising test scores for the 9 Exploration Schools and is worthy of further study." (Muir et al., 2004, p. 1)

• Over 70% of the teachers surveyed reported that the laptops helped them to more effectively meet their curriculum goals, and individualize their curriculum to meet particular student needs. (Lane, 2004) This supports ISB's move to more differentiation       in the classroom.1203152987 

• More than 70% of the students surveyed reported that the laptops helped them to be better organized, to get their work done more quickly, and with better quality. (Lane, 2004)

• the introduction of laptops may have the potential to encourage significant and rapid shifts in the role of teachers and students in classroom learning, as well as supporting broader improvements in teaching and learning. (Fairman, 2004)

• Teachers have begun to see themselves as partners in learning with students and report a more ‚"reciprocal‚" relationship with students. (Fairman, 2004)

• Teachers also report that they are shifting toward more student-centered and inquiry-based approaches, where students take more responsibility for their learning and teachers serve as facilitators. (Fairman, 2004)

• Teachers reported an improved climate for learning in the classroom, where there is more interaction and cooperative work across all groups of students and between students and the teacher. Increased communication and respect among students and between students and the teacher help to create a ‚ "community of learners" (Fairman, 2004)

• Teachers report that the laptops have helped them to differentiate curriculum and instruction (Fairman, 2004)

• putting technology into classrooms, and directly into the hands of students, appears to be an effective strategy for encouraging broader educational reforms in a short period of time. (Fairman, 2004) 