The 1:1 laptop initiative is a classroom technology
that I readily support. I am very fortunate to have a 1:1 laptop initiative in
my school; therefore, all of my students bring a school issued laptop to class
with them every day. As a classroom teacher, I am constantly looking for ways
to keep my students motivated and engaged in each lesson. Laptops for
individual students have proven to do just that. Using laptops for every day
learning keeps students more involved with their individual learning and also
helps keep parents involved.
“One to One Computing: A Summary of the
Quantitative Results from the Berkshire Wireless Learning Initiative,” the
article I read written by Damian Bebell and Rachel Kay, presents several
research points and conclusions on 1:1 laptop initiatives that have proven to
be true in my classroom. The article states that it is “reported that students’
academic use of computers at home occurred more frequently when students were
provided with their own laptops” (Bebell & Kay, 2010, p.6). My students
have told me first-hand that they enjoy assignments (even homework assignments)
much more on the laptop in comparison to traditional pen and paper. My students
responded extremely well to their laptop assignments this year. It also helped
me out a great deal because my students’ literature book is accessible through
their laptops, so I could assign reading without students having to carry an
extra literature book home. They really liked that!
The article I read for this week states, “the
overall aim of the pilot program (discussed in the article) was to determine
the efficacy of a one-to-one laptop initiative in transforming teaching and
learning” (Bebell & Kay, 2010, p.7). The article proved just that. I can
speak from experience that the 1:1 laptop initiative transformed my methods of
preparing and implementing lessons, and it also created a form of motivation
and engagement for students in their daily learning. However, both the article
and the course text make it clear that the success of these initiatives has
several factors. The course text states, “schools that provided peripherals
such as projection systems, offered continuing technical support and in-depth
professional development, and had teachers who were willing to try using teaching
methods” saw greater success in the implementation of these initiatives
(Roblyer & Doering, 2010, p. 24). Of course, schools must first have the
technology, but just as importantly schools must have teachers that are willing
to do what it takes in order to use the technology to the fullest advantage of
students, teachers, as well as parents.
The course text also discusses how “one study found
that students who used devices more outside the classroom also reflected
significantly greater impact” when 1:1 initiatives were put in place (Roblyer
& Doering, 2010, p. 24). As I thought about this, it really made sense.
Students that are more familiar with technology are going to be more confident
and proficient with the use of laptops when they are first implemented.
However, I have seen in my classroom that it does not take students who are
unfamiliar with technology long to catch up once they have been issued their
own technology device.
Roblyer and Doering also discuss how “Overall,
schools with one-to-one computing programs had fewer discipline problems, lower
dropout rates, and higher rates of college attendance than schools with a
higher ratio of students to computers” (Roblyer & Doering, 2010, p. 24-25).
I have no doubt that this is due to the higher levels of student motivation and
engagement in their learning that these initiatives bring. 1:1 initiatives
allow students to be more involved in their learning every time they step in
the classroom and also offer methods of motivation. Reading this article, as
well as our course text, solidifies my thoughts on the benefits of 1:1
initiatives.
Article Critique
1.) Provide the complete article title and author.
The complete title of the article is “One to One
Computing: A Summary of the Quantitative Results from the Berkshire Wireless
Learning Initiative”. The authors of this article are Damian Bebell and Rachel
Kay.
2.) State the intended audience. (What is empirical
research and how does it help the classroom?)
The intended audience is any educator or education
system that is interested in the benefits of 1:1 laptop initiatives. This
article would be great for educators or education systems that are considering
moving to a 1:1 laptop initiative. Empirical research is research based on
proven facts, not opinions. This type of research is found in professional
journals. Empirical research would be useful for educators looking into 1:1
initiatives because it gives facts based on 1:1 initiatives that are currently
in place.
3.) What is/are the research question/questions or
hypothesis/hypotheses?
There are several research questions presented by
this article. This research wants to prove if 1:1 laptop initiatives enhance student
achievement, improve student engagement, and demonstrate fundamental changes in
teaching strategies. Curriculum delivery, classroom management, and enhanced
capabilities among students to collaborate with peers and to conduct
independent research were also research questions presented in the article.
4.) Describe the subject (participants) and the
procedures (methods) used by the researcher(s).
The Berkshire Wireless Learning Initiative is a
three-year pilot program. The program was implemented in five Massachusetts
middle schools where every student and teacher was provided a laptop in 2005.
All classrooms were equipped with Wireless Internet networks. Some classrooms
were also given DLP/LCD projectors. There were also different forms of
professional development provided to teachers in order to offer support when
implementing this new technology into their classrooms and curriculum.
5.) What were the conclusions of the researchers?
Do you agree or disagree with the conclusions? Support your position.
The conclusions of the researchers were that
teacher and students use of technology increased. Teachers started implementing
things such as new novel approaches, which in turn led to student motivation
and engagement. Teachers also found many professional uses for the new
technology such as electronic record keeping, communication with co-workers and
parents, and teacher webpages that included lesson plans and homework
assignments. Students’ ability to conduct independent research and to
collaborate with peers improved, along with the quality of work. I agree with
the conclusions of the researchers because I have seen all of theses things
proven first-hand in my own classroom. My school has a 1:1 laptop initiative,
and we have seen the same conclusions. The laptops encourage student motivation
and engagement, while providing many helpful resources for teachers and parents
as well. The benefits of having the 1:1 laptop initiative have proven to be an
instrumental tool in my classroom and in classrooms across the country.
6.) What suggestions for further research do the
authors suggest? What other suggestions for future research would you suggest?
The article poses the question of “What comes
next?”. How will technology change in the coming years? It suggests that we
begin researching different methods to be used in order to meet the educational
needs of future students. I agree with the idea of researching what is next. We
need to know what to expect from the world of technology, so we can better
understand how to equip students in years to come.
This is a link to a website that features an
article that helps prepare teachers for the implementation of 1:1 laptop
initiatives.
