2010 Literature Review 1 One to One Computers in Schools.

2010 Literature Review

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It is the way laptops are used in learning that brings about improvements in

achievement.

(Silvernail & Gritter, 2007)

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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.

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Increasingly authors are questioning whether standardised testing is appropriate when assessing 21st Century Skills




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Skills inherent to technology and laptop use do not align with standardised testing. (Holcomb, 2009)


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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:

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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)

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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)

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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)

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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

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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

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The same subjects can perform differently in different one-to-one settings

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the same subjects can perform differently in different one-to-one settings

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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

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The “best use” group was identified. These students used laptops to draft, perform multiple edits then final product)




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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)

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“the biggest challenge however is helping teachers to develop the expertise

required to harness the power of the technology”

(Mouza, 2008, p.3)

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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)

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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)

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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)

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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)

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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.

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Level Category

0 Non-use

1 Awareness

2 Exploration

3 Infusion

4A Integration (mechanical)

4B Integration (routine)

5 Expansion

6 Refinement

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.

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Level Category

0 Non-use

1 Awareness

2 Exploration

3 Infusion



5 Expansion

6 Refinement

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)

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Level Category

0 Non-use

1 Awareness

2 Exploration

3 Infusion



5 Expansion

6 Refinement

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)

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Level Category

0 Non-use

1 Awareness

2 Exploration

3 Infusion



5 Expansion

6 Refinement

“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)

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“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.

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“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.

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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.

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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.

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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)

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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)

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“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

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“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

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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.

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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

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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).

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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

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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.

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“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

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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

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One-to-one laptop programs can bring about improvements to student learning





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Professional learning is essential for successful integration.



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Teacher pedagogical beliefs largely determine the degree and type of integration that occurs in the classroom.


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Professional learning must include processes by which teachers regularly discuss their pedagogical and educational values.

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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

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Teachers need time for discussion and the sharing of ideas/resources

Leadership is crucial for successful integration.




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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.



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Leaders must foster a collaborative and supportive school culture.


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Distributed leadership and a whole school approach are most effective.

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2010 Literature Review 1 One to One Computers in Schools.

Documents

century skills

laptop use

skills inherent

laptop programs

non laptop students

basic skills tests

maine onetoone laptop

standardised tests