One-to-One Computing

One-to-One Computing 

 

After rereading chapter 1 and this article I have learned that in the field of education, one-to-one computing means that every learner and teacher has access to a computer at all times one computer, available to one person. The computer could be a personal computer (PC), but is more often a laptop, a netbook, or a handheld computing device. A one to one computing classroom situation is different from that of a computing room visited by learners on a rotational basis. Learners have limited access to technology and can engage with it only at fixed times. The whole idea behind one to one computing is that learners can use the computer anytime, anywhere.

1.      Provide the complete article title and author

One to One Computing: A Summary of the quantitative Results from the Berkshire Wireless Learning Initiative

Authors: Damian Bebell & Rachel Kay

2.      State the intended audience. (What is empirical research and how does it help the classroom?)

The intended audience are students and teachers from five western Massachusetts public and private middle schools.

An empirical research is a research that reports the results of a study that uses data derived from actual observation or experimentation. The empirical research observation and experiment showed that one to one computing helped to improve teachers and students in a few areas, according to Bebell and Kay (2010), “The efficacy of a one-to-one laptop initiative in trans teaching and learning in a traditional middle school setting. Specially, the targeted outcomes of the BWLI included; enhancing student achievement, improving student engagement, improving classroom management, enhancing students’ capabilities to conduct independent research and collaborate with their peers, as well as creating fundamental changes in teaching strategies and curriculum delivery.” (p7-8)   According to author Devaney, (2010) “Schools with one-to-one computing programs had a slightly higher (70%) increase, but I was 85% in schools with one-to-one computing programs that employed certain strategies for success, including electronic formative assessments on a regular basis add frequent collaboration of teachers in professional learning communities.” (p.10)                                                                                                        

3.      What is/are the research question/questions or hypothesis/hypotheses? 

The research questions/hypotheses as was to determine that efficacy of a one-to-one laptop initiative in transforming teaching and learning in traditional middle school setting in the following areas: 1. To enhance student’s achievement; 2. To improv student’s enagement; 3. Fundamental changes in teaching strategies, curriculum delivery, and classroom mangement; and 4, To enhance capabilities among students to conduct independent research, and collaborate with peers.

 4.      Describe the subject (participants) and the procedures (methods) used by the researcher(s)?

There were 633 participants (seenth graders) who started in January of 2006 from seven participating pubic and private schools combined (Conte, Herberg, Reid, St. Joseph, St. Mark, North & Sount of Westfield) from grades 6^th-12^th grade. During the 2007/08 sschool year there were 1700 +/- students participating. The procedures (methods) used according to Bebell & Kay, (2010), “The three year study empoyed teacher surveys, selected teacher interviews, student surveys, student drawings, analysis of existing school records and test scores, as well as classroom observations to document and track the impacts of 1:1 computing on teaching and learning practices across the five experimental settings. Student achievement was examined examined using student level MCAS (Massachusetts Comprehensie Assessment System) test data in the three participating public schools and two comparison schools in a non-equivalent comparison group design study. Lastly, an additonal student writing assessment was undertaken in Spring 2008 whereby 1:1 seventh grade students were randomly assigned to complete an extended wtriting eercise using either their laptop or using traditional paper and pencil.” (p.7)

5.      What were the conclusions of the researchers? Do you agree or disagree with the conclusions? Support your position.

In the conclusion of this research  there were positive educational results (writing,teaching practices, student’s engagement, students research skills and collaboration and achievement improved) from the one-to-one teachesr and students computing program. I like the way Bebell & Kay (2010), stated their outcome. “One of the central project outcomes of the study was the documentation of fundamental changes in teaching, particularly teaching strategies, curriculum delivery, and  classroom management.” (p.17)

I am in agreement with the authors conclusion  that one-to-one laptop initiative computing program for teachers and students can enhance and improve teaching and learning. I like how the authors provided readers with data derived from actual observation and experimentation of how effective one-to-one laptop computing programing had a positive effect in on teachers and students. According to authors Bebell & Kay (2012), “After two or more years’ experience in a 1:1 setting, teachers reported improvements were most concentrated in their student’s interest/engagement in class, motivation, anduality of work. In addition, the majority of teachers epressed that the  program had also served to improve the quality of their students’ work. This observaciton was found across all three types of student groupings.” (p,29)

6.      What suggestions for further research do the authors suggest? What other suggestions for future research would you suggest?

According to authors, Bebell & Kay (2010), “These long-term effects, however, cannot be understood without the quantification and documentation of technology use in the shor term. Again, before any of the proposed benefits of an educational technology can be explored, the research team must be able to document if technology use is actually occuring. While there is a strong desire to examine the impact of technology on student achievement, research suggests that the learning must first be placed in the context of teacher and student technology use. However, through the current pre/post comparison study of teaching and learning practices across BWL schools, it is possible to begin to frame the postential long term impacts resulting for teachers and students from increased exposure to computer-based techologies. Suggested that teachers ans students should be provided with on going resources, and exposure to computer-based technologies.” (p.53)

Most students in the future will have computing devices with them and using them to access the internet or other data which will be part of their daily lives. We won’t be able to control students from having cell phones, computers, etc and shouldn’t. With that said, I suggest that students be allowed to bring their own laptop computers and school provide computers for students whoes are unable to provoide a computer for themselves. I believe this method will take some of the financial burden off of schools purchasing laptops for every student. I believe this would have a great impact on future learning.

 

Please vist the web site listed below of a researched article about one-to-one laptop compting.

http://www.susd12.org/node/4504

Please follow me on Twitter! @LadyturMary
<blockquote class="twitter-tweet"><p><a href="https://twitter.com/BrittLew0712">@BrittLew0712</a>   &#10;One-to-One Computing can be a great for students and teachers if planned and implemented appropriately. <a href="https://twitter.com/search?q=%23ED505UWARAY&amp;src=hash">#ED505UWARAY</a></p>&mdash; Mary Ann Turner (@LadyturMary) <a href="https://twitter.com/LadyturMary/statuses/347192925299552257">June 19, 2013</a></blockquote>
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References

 

Bebell, D. & Kay, R. (2010). One to One Computing: A Summary of the Quantitative Results from the Berkshire Wireless Learning Initiative Journal of Technology, Learning, and Assessment, 9(2). Retrieved [date] from http://www.jtla.org.

 

Devaney, L. (2010, July 26). Study reveals factors in ed-tech success. eSchool  News. /retrieved from            http://www.eschoolnews.com/2010/06/28/survey-reveals-factors-in-ed-tech-success/

 

Roblyer, M.D. & Doering, A.H. (2010). Integrating educational technology into teaching 6^th edition.       Columbus, Ohio: Merrill Prentice Hall. P. 10