2010 Literature Review 1 One to One Computers in Schools
2010 Literature Review
1
One to One Computers in
Schools
Student Achievement
Professional Learning and
Laptop Pedagogy
Leadership and Technology Integration
Technical Support
Conclusions and key implications
2
Student Achievement
It is the way laptops are used in learning that brings about improvements in
achievement.
(Silvernail & Gritter, 2007)
3
Increasingly authors are questioning whether standardised testing is appropriate when assessing 21st Century Skills.
Most standardised tests assess basic skills tests using multiple choice answers. This does not address 21st century skills.(Silvernail, 2005, p.3)
Skills inherent to technology and laptop use do not align with standardised testing (Holcomb, 2009)
Henrico County (USA) is developing assessment tools for 21st Century skills.
4
Increasingly authors are questioning whether standardised testing is appropriate when assessing 21st Century Skills
Most standardised tests assess basic skills tests using multiple choice answers. This does not address 21st century skills.(Silvernail, 2005, p.3)
Skills inherent to technology and laptop use do not align with standardised testing (Holcomb, 2009)
Henrico County (USA) is developing assessment tools for 21st Century skills.
5
Increasingly authors are questioning whether standardised testing is appropriate when assessing 21st Century Skills
Most standardised tests assess basic skills tests using multiple choice answers. This does not address 21st century skills.(Silvernail, 2005, p.3)
Skills inherent to technology and laptop use do not align with standardised testing. (Holcomb, 2009)
Henrico County (USA) is developing assessment tools for 21st Century skills.
6
Increasingly authors are questioning whether standardised testing is appropriate when assessing 21st Century Skills
Most standardised tests assess basic skills tests using multiple choice answers. This does not address 21st century skills.(Silvernail, 2005, p.3)
Skills inherent to technology and laptop use do not align with standardised testing (Holcomb, 2009)
Henrico County (USA) is developing assessment tools for 21st Century skills.
7
Despite these limitations, standardised testing is uncovering improvement in the academic achievements of students in one-to-one laptop programs, as shown in the following studies:
8
laptops did increase the scores of the laptop students over the non-laptop students, particularly in the areas of literacy response and analysis and in writing strategies.(Suhr, Hernandez, Grimes, Warshauer, 2010)
Improvements occurred in the second year after teething problems were overcome (Suhr, Hernandez, Grimes, Warchauer, 2010)
Unprecedented improvement in Maths, English and Science results(Bebell & Kay, 2010)
9
laptops did increase the scores of the laptop students over the non-laptop students, particularly in the areas of literacy response and analysis and in writing strategies(Suhr, Hernandez, Grimes, Warshauer, 2010)
Improvement occurred in the second year after teething problems were overcome (Suhr, Hernandez, Grimes, Warchauer, 2010)
Unprecedented improvement in Maths, English and Science results(Bebell & Kay, 2010)
10
laptops did increase the scores of the laptop students over the non-laptop students, particularly in the areas of literacy response and analysis and in writing strategies(Suhr, Hernandez, Grimes, Warshauer, 2010)
second year after teething problems were overcome (Suhr, Hernandez, Grimes, Warchauer, 2010)
Unprecedented improvement in Maths, English and Science results.(Bebell & Kay, 2010)
11
Maine One-to-One laptop study
Over 16,000 students
In 2000 (the year the program commenced) 29.1% of 8th grade met the Maine Educational Assessment writing proficiency standard.
In 2005 (five years in) 41.4% met this standard
12
Maine One-to-One laptop study
Improved achievement is not consistent
In the same one-to-one laptop school different subjects can perform differently
The same subjects can perform differently in different one-to-one settings
13
Maine One-to-One laptop study
Improved achievement is not consistent
In the same one-to-one laptop school different subjects can perform differently
The same subjects can perform differently in different one-to-one settings
14
Maine One-to-One laptop study
Improved achievement is not consistent
In the same one-to-one laptop school different subjects can perform differently
the same subjects can perform differently in different one-to-one settings
15
Further analysis of Maine results (Silvernail, 2005)
The “best use” group was identified. These students used laptops to draft, perform multiple edits then final product
The “non use” group was also identified – those who never used the laptop for writing
The average student in the “best use” laptop group scored better than approximately 75% of the non-use group
There was no statistical difference between those who took the test online and those who hand–wrote their answers
16
Further analysis of Maine results (Silvernail, 2005)
The “best use” group was identified. These students used laptops to draft, perform multiple edits then final product)
The “non use” group was also identified – those who never used the laptop for writing
The average student in the “best use” laptop group scored better than approximately 75% of the non-use group
There was no statistical difference between those who took the test online and those who hand–wrote their answers
17
Further analysis of Maine results (Silvernail, 2005)
The “best use” group was identified. These students used laptops to draft, perform multiple edits then final product)
The “non use” group was also identified – those who never used the laptop for writing
The average student in the “best use” laptop group scored better than approximately 75% of the non-use group
There was no statistical difference between those who took the test online and those who hand–wrote their answers
18
Further analysis of Maine results (Silvernail, 2005)
The “best use” group was identified. These students used laptops to draft, perform multiple edits then final product)
The “non use” group was also identified – those who never used the laptop for writing
The average student in the “best use” laptop group scored better than approximately 75% of the non-use group
There was no statistical difference between those who took the test online and those who hand–wrote their answers
19
It is critical for schools to understand that simply providing each student with a laptop is not enough. How teachers choose to use the laptop is very important.
(Holcomb, 2009)
20
Professional Learning and
Laptop Pedagogy
“the biggest challenge however is helping teachers to develop the expertise
required to harness the power of the technology”
(Mouza, 2008, p.3)
21
Research is revealing that it is the way the laptops are used in learning that makes the difference.(Holcomb, 2009; Silvernail & Gritter, 2007)
In a study of one-to-one laptop programs running in three technology high schools it was found that the lack of time for professional development, especially for teacher collaboration, was a barrier to effective integration of computers into learning. (Drayton, Falk, Stroud, Hobbs, & Hammerman, 2010)
22
Research is revealing that it is the way the laptops are used in learning that makes the difference(Holcomb, 2009; Silvernail & Gritter, 2007)
In a study of one-to-one laptop programs running in three technology high schools it was found that the lack of time for professional development, especially for teacher collaboration, was a barrier to effective integration of computers into learning. (Drayton, Falk, Stroud, Hobbs, & Hammerman, 2010)
23
Teacher beliefs about pedagogy affect their classroom implementation of laptops.
Drayton et al. (2010) give the example in one high school in which one science teacher believed that focusing on information transfer was the primary focus of teaching while another in the same school believed that discovery was the focus. They found that “inquiry oriented teachers deployed technology to support and expand enquiry; more traditional teachers likewise used the technology according to their values, in conducting a teacher centred classroom”(Drayton et al., 2010, p. 48)
24
Beliefs in pedagogy affect the individual implementation of laptops
Drayton et al. (2010) give the example in one high school in which one science teacher believed that focusing on information transfer was the primary focus of teaching while another in the same school believed that discovery was the focus. They found that “inquiry oriented teachers deployed technology to support and expand enquiry; more traditional teachers likewise used the technology according to their values, in conducting a teacher centred classroom” .(Drayton et al., 2010, p. 48)
25
Initially benchmarked implementation levels of technology in the classrooms.
The study by Drayton et al. (2010) found that teachers who believed in a teacher-centred style of pedagogy use technology in ways which can be seen to be equivalent to the lowest levels of the LoTi scale while those who believed in an inquiry approach utilised the technology to expand inquiry in ways equivalent to higher levels.
26
Level Category
0 Non-use
1 Awareness
2 Exploration
3 Infusion
4A Integration (mechanical)
4B Integration (routine)
5 Expansion
6 Refinement
Inte
grat
ion
an
d In
qu
iry
Initially benchmarked implementation levels of technology in the classrooms
The study by Drayton et al. (2010) found that teachers who believed in a teacher-centred style of pedagogy use technology in ways which can be seen to be equivalent to the lowest levels of the LoTi scale while those who believed in an inquiry approach utilised the technology to expand inquiry in ways equivalent to higher levels.
27
Level Category
0 Non-use
1 Awareness
2 Exploration
3 Infusion
4A Integration (mechanical)
4B Integration (routine)
5 Expansion
6 Refinement
Inte
grat
ion
an
d In
qu
iry
Research indicates the need for a shift from professional learning with a focus on technology proficiency to a focus on laptop pedagogy.
As pedagogical beliefs can determine the level to which the one-to-one laptops are integrated into learning in the classroom, professional learning must include processes by which teachers regularly discuss their pedagogical and educational values. (Drayton et al., 2010)
28
Level Category
0 Non-use
1 Awareness
2 Exploration
3 Infusion
4A Integration (mechanical)
4B Integration (routine)
5 Expansion
6 Refinement
Inte
grat
ion
an
d In
qu
iry
Research indicates the need for a shift from professional learning with a focus on technology proficiency to a focus on laptop pedagogy.
As pedagogical beliefs can determine the level to which the one-to-one laptops are integrated into learning in the classroom, professional learning must include processes by which teachers regularly discuss their pedagogical and educational values. (Drayton et al., 2010)
29
Level Category
0 Non-use
1 Awareness
2 Exploration
3 Infusion
4A Integration (mechanical)
4B Integration (routine)
5 Expansion
6 Refinement
Inte
grat
ion
an
d In
qu
iry
Leadership and technology integration
“Perhaps the most important finding from our analysis is that technology
leadership has greater leverage on desired outcomes than does technology
infrastructure and expenditures”
(Anderson & Dexter, 2005, p. 73)
30
“Schools setting ambitious goals and aiming for excellence seem more likely to use laptops well than ones without ambitious goals and a supportive school culture”(Zucker & Hug, 2007)
These researchers found that higher levels of technology integration were found in schools where leaders set the directions for change and developed supportive policies and collaborative cultures.
31
“Schools setting ambitious goals and aiming for excellence seem more likely to use laptops well than ones without ambitious goals and a supportive school culture”(Zucker & Hug, 2007)
These researchers found that higher levels of technology integration were found in schools where leaders set the directions for change and developed supportive policies and collaborative cultures.
32
Those teachers who were willing to take more risks were found to be more willing to integrate technology and saw student achievement in terms of their more intrinsic motivation and engagement in learning.(Howard, 2009)
The researcher found that the primary area of teacher concern was risk to student achievement. Those less willing to take risks were less willing to integrate technology into their teaching. They saw achievement in terms of quantifiable results such as test scores. Knowledge that one-to-one laptop programs improve student achievement may help them to see this as less risky.
33
Those who were willing to take more risks were found to be more willing to integrate technology and saw student achievement in terms of their more intrinsic motivation and engagement in learning(Howard, 2009)
The researcher found that the primary area of teacher concern was risk to student achievement. Those less willing to take risks were less willing to integrate technology into their teaching. They saw achievement in terms of quantifiable results such as test scores. Knowledge that one-to-one laptop programs improve student achievement may help them to see this as less risky.
34
School culture can either foster collaboration and innovation or stifle them. Where a school culture emphasises accountability and security over taking risks, teachers are driven away from innovation.(Drayton et al., 2010)
Where implementation was left in the hands of the individual teachers in one school, integration was at a lower level than in another school where innovations were tested and shared among teachers.Drayton et al. (2010)
35
School culture can either foster collaboration and innovation or stifle them. Where a school culture emphasises accountability and security over taking risks, teachers are driven away from innovation.(Drayton et al., 2010)
Where implementation was left in the hands of the individual teachers in one school, integration was at a lower level than in another school where innovations were tested and shared among teachers.Drayton et al. (2010)
36
“very few principals have themselves used computers in any meaningful way with children” This led these authors to point strongly to the necessity for distributed leadership of planning for success to occur.Flanagan & Jacobsen, 2003, p. 127
“One key component of a successful implementation of one-to-one laptop computers is leadership in many forms, one of the most important being a Leadership Team” Moulton, 2006, p. 1
37
“very few principals have themselves used computers in any meaningful way with children” This led these authors to point strongly to the necessity for distributed leadership of planning for success to occur.Flanagan & Jacobsen, 2003, p. 127
“One key component of a successful implementation of one-to-one laptop computers is leadership in many forms, one of the most important being a Leadership Team”. Moulton, 2006, p. 1
38
leaders need to be enthusiastic, build a shared vision, keep the focus on that vision, distribute the leadership of the initiative and lead the leadership team, lead the planning, foster a collaborative school culture in which teachers are comfortable to innovate, provide time for collaboration and discussion and provide appropriate and timely professional learning for teachers.
for leaders
39
Technical support
This can bring about great difficulties for teachers when they find themselves not
only working in a change paradigm but also as the computer engineer
Simpson & Payne, 2005
40
Lei (2010) found that extra technical support is a critically important condition for success of such projects.
Importantly, this need for support does not diminish as the laptop program matures (Lei, 2010, Newhouse 2008).
41
Lei (2010) found that extra technical support is a critically important condition for success of such projects
Importantly, this need for support does not diminish as the laptop program matures. (Lei, 2010, Newhouse 2008)
42
Research findings validate decision made and implemented by the DER-NSW program around:
technology support as critical for the success of the programs
charging of laptops at home
wireless access points in every classroom
fast internet access
technical support needs do not diminish as the program matures
43
In one study (Shapley et al., 2010) it was found that student use at home for home learning and homework was the strongest predictor of students reading and mathematics test scores.
44
Conclusions and key
implications
“Higher implementing schools reported that committed leaders, thorough
planning, teacher buy-in, preliminary professional development for teachers,
and a commitment to the transformation of students learning were keys to their
successful implementation and technology immersion”
Shapley et al., 2010
45
One-to-one laptop programs can bring about improvements to student learning.
Improvements in student achievement are related to the way laptops are used in learning
Professional learning is essential for successful integration
Teacher pedagogical beliefs largely determine the degree and type of integration that occurs in the classroom
Professional learning must include processes by which teachers regularly discuss their pedagogical and educational values
46
One-to-one laptop programs can bring about improvements to student learning
Improvements in student achievement are related to the way laptops are used in learning
Professional learning is essential for successful integration
Teacher pedagogical beliefs largely determine the degree and type of integration that occurs in the classroom
Professional learning must include processes by which teachers regularly discuss their pedagogical and educational values
47
One-to-one laptop programs can bring about improvements to student learning
Improvements in student achievement are related to the way laptops are used in learning
Professional learning is essential for successful integration.
Teacher pedagogical beliefs largely determine the degree and type of integration that occurs in the classroom
Professional learning must include processes by which teachers regularly discuss their pedagogical and educational values
48
One-to-one laptop programs can bring about improvements to student learning
Improvements in student achievement are related to the way laptops are used in learning
Professional learning is essential for successful integration
Teacher pedagogical beliefs largely determine the degree and type of integration that occurs in the classroom.
Professional learning must include processes by which teachers regularly discuss their pedagogical and educational values
49
One-to-one laptop programs can bring about improvements to student learning
Improvements in student achievement are related to the way laptops are used in learning
Professional learning is essential for successful integration
Teacher pedagogical beliefs largely determine the degree and type of integration that occurs in the classroom
Professional learning must include processes by which teachers regularly discuss their pedagogical and educational values.
50
Teachers need time for discussion and the sharing of ideas/resources.
Leadership is crucial for successful integration
School leaders must build a shared vision, keep the focus on that vision, lead the planning, provide time for collaboration and discussion and provide appropriate and timely professional learning for teachers
Leaders must foster a collaborative and supportive school culture
Distributed leadership and a whole school approach are most effective
51
Teachers need time for discussion and the sharing of ideas/resources
Leadership is crucial for successful integration.
School leaders must build a shared vision, keep the focus on that vision, lead the planning, provide time for collaboration and discussion and provide appropriate and timely professional learning for teachers
Leaders must foster a collaborative and supportive school culture
Distributed leadership and a whole school approach are most effective
52
Teachers need time for discussion and the sharing of ideas/resources
Leadership is crucial for successful integration
School leaders must build a shared vision, keep the focus on that vision, lead the planning, provide time for collaboration and discussion and provide appropriate and timely professional learning for teachers.
Leaders must foster a collaborative and supportive school culture
Distributed leadership and a whole school approach are most effective
53
Teachers need time for discussion and the sharing of ideas/resources
Leadership is crucial for successful integration
School leaders must build a shared vision, keep the focus on that vision, lead the planning, provide time for collaboration and discussion and provide appropriate and timely professional learning for teachers
Leaders must foster a collaborative and supportive school culture.
Distributed leadership and a whole school approach are most effective
54
Teachers need time for discussion and the sharing of ideas/resources
Leadership is crucial for successful integration
School leaders must build a shared vision, keep the focus on that vision, lead the planning, provide time for collaboration and discussion and provide appropriate and timely professional learning for teachers
Leaders must foster a collaborative and supportive school culture
Distributed leadership and a whole school approach are most effective.
55
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