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Learning in One-to-One Laptop Environments: A Meta-Analysis and Research Synthesis
Abstract
Over the past decade, the number of one-to-one laptop programs in schools has steadily increased. Despite the growth of such programs, there is little consensus about whether they contribute to improved educational outcomes. This article reviews 65 journal articles and 31 doctoral dissertations published from January 2001 to May 2015 to examine the effect of one-to-one laptop programs on teaching and learning in K–12 schools. A meta-analysis of 10 studies examines the impact of laptop programs on students’ academic achievement, finding significantly positive average effect sizes in English, writing, mathematics, and science. In addition, the article summarizes the impact of laptop programs on more general teaching and learning processes and perceptions as reported in these studies, again noting generally positive findings.
... Educators may use technology to create interactive and stimulating learning experiences for students by advancing the stages of replacement, augmentation, modification, and redefinition (Puentedura, 2006) Several case studies and research findings have demonstrated that the SAMR paradigm has a significant impact on student engagement and motivation (Hamilton, Rosenberg, & Akcaoglu, 2016). Technology integration boosts intrinsic motivation and promotes a higher degree of student engagement in the learning process through active learning, customization, and creative possibilities (Zheng, Warschauer, Lin, & Chang, 2016). Challenges, including technical literacy, reluctance to change, and time restrictions, emphasize the need for continuous professional development and support for educators (Ertmer et.al., 2012). ...
... It is necessary to explore the generalizability of its effectiveness across different educational contexts to confirm its relevance and usefulness in multiple settings (Ertmer et.al., 2012). Longitudinal studies are required to evaluate the long-term effects of the SAMR model on students' learning outcomes (Zheng, Warschauer, Lin, & Chang, 2016). The use of self-reported and qualitative measurements to evaluate the model's effectiveness emphasizes the need for established and verified quantitative assessment instruments. ...
... The use of self-reported and qualitative measurements to evaluate the model's effectiveness emphasizes the need for established and verified quantitative assessment instruments. The efficacy of the SAMR model depends on the competency levels and training requirements of educators, thus highlighting the need for customized professional development programs (Zheng, Warschauer, Lin, & Chang, 2016). Future research should explore the effectiveness of the SAMR model in various disciplines; its impact on student learning; teachers' perceptions and practices of technology integration; its potential to address equity and access issues; and how emerging technologies can be integrated within the SAMR framework. ...
The SMAR Model of teaching and technology integration are compared in this research study with an emphasis on how they affect motivation and engagement among students in classrooms. In the context of the SMAR Model, the review investigates the theoretical underpinnings of technology integration and how it could encourage student motivation and engagement. It emphasizes the value of technology in education, the many forms of technology used, the variables affecting effective integration, and its effects on student motivation and engagement. The review also recommends areas for further research and emphasizes how closely the SMAR Model's integration of technology and student motivation and engagement are related. A significant positive relationship between the SMAR Model's integration of technology and improved student motivation and engagement has been found in the literature, particularly in the stages where technology is used to create interactive, dynamic, and personalized learning experiences. With an emphasis on boosting student engagement and motivation, the study provides educators and instructional designers with useful insights and ideas for successfully integrating technology inside the SMAR Model. It also looks at issues and things to think about while putting technology integration into practice. The review's conclusion highlights the potential for technology integration within the SMAR Model to increase student engagement and motivation, highlighting the necessity for creative technology usage to provide engaging and inspiring learning environments.
... Bien que certaines recherches exposent des effets mitigés de la demande d'aide soutenue par les technologies, rares sont celles qui ont étudié l'intégration des technologies en classe et l'effet de cette intégration sur la qualité de la demande d'aide. Pourtant, ces contextes de classe ont le potentiel de développer chez les apprenants les compétences technologiques nécessaires à l'usage des ressources en ligne (Depover et al., 2007;Karsenti et Collin, 2013a;Zheng et al., 2016). D'ailleurs, la recherche la plus influente sur le sujet reste celle de Kitsantas et Chow (2007). ...
... En particulier, le contexte de la classe-portable s'implante dans plusieurs écoles au Québec et dans le monde. Des recensions des écrits successives sur le sujet soulèvent l'effet positif de ces contextes de classe sur l'accès aux technologies, sur l'acquisition des compétences technologiques, sur le développement des méthodes de travail et sur la relation entre l'enseignant et ses élèves (Fleischer, 2012;Penuel, 2006;Zheng et al., 2016). ...
... Ces caractéristiques favorisent la mise en place d'activités centrées sur l'élève et d'activités collaboratives comme le dénotent les plus récentes recensions des écrits (Fleischer, 2012;Zheng et al., 2016). Ces approches d'enseignement amènent les élèves à faire davantage usage des technologies, à développer de meilleures méthodes de travail et à acquérir des compétences technologiques (Karsenti et 6 Collin, 2013a). ...
Many students prefer to abandon rather than seek help during their homework. However, seeking support is recognized as an effective learning strategy to complete assignments. Technology-supported classroom could have a beneficial impact on this strategy and, therefore, on homework completion. This article aims to compare students from a one-to-one laptop program to others studying in a traditional classroom environment on their 1) help-seeking strategies and 2) homework completion frequency. Quantitative analyses tend to confirm the initial hypothesis. However, they reveal the necessity to sensitize students regarding the appropriate use of technological tools to ensure their beneficial impact on learning.
... Digital multitasking, can have costs for early cognitive and brain development (Courage et al., 2015) and, in older children, increase distractibility (Courage et al., 2015) and disengagement (Liau et al., 2015). But positive impacts on self-regulation have also been documented in classrooms where digital tool use is linked with greater engagement and increased agency (Clark et al., 2016;Jabbar and Felecia, 2015;Karich et al., 2014;Zheng et al., 2016). ...
... Similarly, digital tools have affordances for promoting self-regulation (Heisawn and Hmelo-Silver, 2016;Lorena et al., 2017). Their use in classrooms has been are associated with greater engagement and increased agency, using measures of time on task (persistence) and task motivation (Clark et al., 2016;Jabbar and Felecia, 2015;Karich et al., 2014;Zheng et al., 2016). However, it is unclear whether ubiquitous adoption has a generalised effect on self-regulation or executive functioning (Karich et al., 2014). ...
... Importantly, this study extends previous research on associations between digital tool use and increased engagement or agency amongst students, based on observational measures and survey data (Zheng et al., 2016), to self-ratings of components of self-regulation. The previous research claims that the tools have affordances for increased agency and by extension self-regulation, coming from the capability to take control of and manage learning through archival, curation and creation functions (Clark et al., 2016;Jabbar and Felecia, 2015;Karich et al., 2014;Zheng et al., 2016). ...
It is assumed that digital tools with ubiquitous classroom use have affordances for student agency and a range of social skills. However, few studies have explored the generalised impact of everyday digital classrooms on self-regulation and empathy, perspective taking and prosocial skills. Ten and 11 year old students’ ( n = 115) ratings of self-regulation, social skills and personality were examined in relationship to school-wide practices and instructional foci in two groups of schools ( n = 9) involved in a digital innovation serving low-SES culturally diverse communities. In an early adopting group, students had received a high dosage of three or 4 years of 1:1 digital pedagogy, and in a later adopting group of schools, students had received a low dosage of only 6 months . This natural experiment revealed a context specific effect where high dosage students rated their regulation in digital contexts higher, but not in more general non-digital contexts. However, personality scores particularly those related to self-regulation, were higher for the high dosage students. There were no differences in social skills. The differences were related to the strong focus in the digital innovation on aspects of self-regulation. There was less focus on social skills in the digital innovation. More deliberate teacher augmentation and instructional designs for social skills may be required to capitalise on the affordances of digital tools. School-wide practices, while necessary may not be sufficient to enable the generalisation of skills without this deliberate teacher focus.
... 1 There is also a rather large number of studies that have used less credible strategies to isolate causal effects. For a discussion of this literature, see, e.g., Islam and Grönlund (2016), Zheng et al. (2016), and Hull and Duch (2019). 2 Another study that focuses on primary school is Cristia et al. (2017), who examine the impacts of 1:1 in poor regions in Peru. However, the context in this study is very different from the context of most economically advanced countries today. ...
... In addition, these programs are usually intended to enhance learning in general. There are several mechanisms through which ICT may improve student performance (see, e.g., Bulman and Fairlie 2016;Haelermans 2017;Islam and Grönlund 2016;Hull and Duch 2019;Zheng et al. 2016): ...
... Few would argue that computers should be disregarded in education, but there are potential downsides that must be acknowledged (see, e.g., Bulman and Fairlie 2016;Haelermans 2017;Islam and Grönlund 2016;Hull and Duch 2019;Zheng et al. 2016). Most notably, 1:1 programs require considerable investments in computers, infrastructure, teacher training, and technical support. ...
... We also undertake an exploratory analysis to assess the heterogeneity of effects along two key dimensions: Firstly, it is often argued that investments in digital technology may foster greater equality in student performance across socio-economic backgrounds, by ensuring that all students have access to computers (e.g. Swedish Government, 2017;Zheng et al., 2016). However, many of the benefits of using technology in teaching are potentially valuable for all students. ...
... will contribute to greater equality between students of different socioeconomic background by ensuring that all students have access to computers (e.g., Zheng et al., 2016). Although this argument often focuses on ICT skills and access to technology per se, policy-makers sometimes express hope that more technology in education will also lead to greater equality in educational outcomes (e.g., Swedish Government, 2017). ...
The shift to remote teaching during the COVID-19 pandemic accelerated the use of digital technology in education. Many schools today provide personal computers not only to older students, but also in primary school. There is little credible evidence of the effects of one-to-one (1:1) computer programs among younger students. We investigate how 1:1 technology impacts student performance in primary school in Sweden. Using an event study design, and data from an expansion that took place before the pandemic, we examine effects of 1:1 technology on national standardized test results in math, Swedish, and English in grade 6. We find no important effects on student performance on average.
... To identify the causes of potential differences in effect sizes across the samples, we conducted moderator analyses. The moderating variables were classified into six main categories based on prior studies (Bai et al., 2020;Cameron & Pierce, 2002;Cameron et al., 2001;Chen et al., 2018;Landers et al., 2014;Zheng et al., 2016), namely, participant characteristics (school level and geography), course characteristics (sample size, study design, and intervention duration), control level (student equivalence and instructor equivalence), number of game elements, and the type of reward and reward contingency implemented: ...
... (2) Course characteristics. Aimed at analyzing whether there were any differences across course subjects and whether the durations and sample sizes of the experimental interventions influenced the final effect size (Chen et al., 2018;Zheng et al., 2016). To ensure a precise analysis, we used a sample size coding scheme adapted from Chen et al. (2018) and a time coding scheme from Bai et al. (2020) (see Table 3). ...
Although many studies in recent years have examined the use of gamification as a motivational strategy in education, evidence regarding its effects on intrinsic motivation is inconsistent. To make the case for or against the adoption of gamification in education, this study examines its effects on students’ intrinsic motivation and the underlying motivational factors: perceived competence, autonomy, and relatedness. In this review, we analyzed the results of studies comparing gamified learning with non-gamified learning published between 2011 and 2022. The results of our meta-analysis of 35 independent interventions (involving 2500 participants) indicated an overall significant but small effect size favoring gamified learning over learning without gamification (Hedges’ g = 0.257, 95% CI [0.043, 0.471], p = .019) with no evidence of publication bias. Gamification also exerted a positive and significant effect on the students’ perceptions of autonomy (Hedges’ g = 0.638, 95% CI [0.139, 1.136], p = .012) and relatedness (Hedges’ g = 1.776, 95% CI [0.737, 2.814], p = .001), but minimal impact on competence (Hedges’ g = 0.277, 95% CI [0.001, 0.553], p = .049). To further investigate the possible reasons for the small impact on intrinsic motivation, a systematic review of 31 studies was conducted. The findings revealed two major challenges encountered in the adoption of gamification to increase students’ intrinsic motivation: students’ lack of perceived competence and lack of perceived autonomy in gamified classes.
... Digital devices (such as computers, laptops, or tablets) are often regarded as learning tools within educational contexts. K-12 schools may implement a one device per child program so that students learn how to quickly and easily access information, gain technological literacy, and stay excited and motivated in school and about learning [11,[17][18][19][20][21]. Despite the overwhelmingly positive motivations for school device implementation, research on school-issued devices focused on learning outcomes in schools has shown mixed results in terms of how it impacts learning. ...
... Kressin concluded that technology helped teachers experiment with learning and helped students gain ownership of their learning. Additional research showed significant improvements in learning and academic achievement in subjects such as science, math, and writing [20][21][22]. However, other studies have found that students made no such improvements. ...
With many U.S. schools adopting 1-to-1 school device programs, research on the potential impacts of this device usage at home is critical. In this study, we examined elementary school parents’ perceptions of their child’s use of their school-issued device for academic skill-building and entertainment at home. We then examined the associations between these different types of use and children’s learning, behavior, and parent-child conflict over the device use. Overall, we found that children’s use of school devices at home for building academic skills was predictive of positive impacts on learning and child behaviors and less frequent parent-child conflict over use. In contrast, children’s use of school devices for entertainment purposes was associated with negative impacts on learning and child behaviors and more frequent parent-child conflict over use. Additionally, although most parents received some training or resources, many parents felt that device training from schools was insufficient, and parent perceptions of insufficient training were related to less use of the device for academic purposes and greater parent-child conflict. Considering this duality, we offer suggestions for training by schools, which training emphasizes effective child use of school-issued devices within the home.
... The changes that pushed the universities all across the world to implement online learning choices for faculty and students (UNESCO, 2020). As a result, digital technology began to be used in one-to-one (1:1) lecture and classroom hall settings, with one smartphone, tablet or laptop for each student (Zheng et al., 2016). As a result of this shift in how education is offered, educators are under a lot of pressure because their primary responsibility is to combine technological advancements with skill development (Elshaer & Huang, 2023). ...
... This posits the idea that rather than focusing on the danger of smartphones as such, it is important to focus on the way these devices are managed personally, at school and in the family. Indeed, some studies have demonstrated that when they are used for teaching with clear educational objectives, mobile internet tools may be a valid support for learning in various school subjects (Haßler et al., 2016;Sung et al., 2016;Zheng et al., 2016). Media sociology has also focused less on the dangers of early smartphone use and more on how people use them (Vincent & Haddon, 2017). ...
Smartphones are the principal instrument for internet access among adolescents and pre-adolescents in many industrialized countries. However, research on the long-term correlates of age at first access to these devices concerning life outcomes is scarce. This study contributes to the literature by collecting data from 3,247 Italian students in grade 10. Through OLS and logistic regressions, we investigate socio-demographics’ role in predicting the age of first smartphone access and the associations between the age of access and selected life outcomes. The moderating effect of socio-demographics on such relationships is also investigated through multiple-interaction models. Results suggest that females and students from less-educated families are more likely to receive smartphones earlier. Early smartphone access is negatively associated with adolescents’ well-functioning. Finally, deferring access reduces the gender gap in language proficiency, digital skills and life satisfaction.
... We adopted a criteria-based approach for our systematic review of studies of technology-enhanced vocabulary learning published from January 1, 2011 to August 31, 2023, a period during which research of this type grew in popularity (e.g., Wu et al., 2012). Potentially eligible articles were extracted iteratively from the Web of Science, PsycInfo, and the Educational Resources Information Center (ERIC) databases, all of which are commonly used in meta-analyses and research syntheses (Zheng et al., 2016). To ensure that our review was credible, reliable, and adhered to rigorous academic standards, we chose to focus solely on peer-reviewed articles, and excluded gray literature such as conference papers, reports, and theses. ...
Some meta-analyses have confirmed the efficacy of technology-enhanced vocabulary learning. However, they have not delved into the specific ways in which technology-based activities facilitate vocabulary acquisition, or into first-language vocabulary learning. We conducted a systematic review that retrieved 1,221 journal articles published between 2011 and 2023, of which 40 met our inclusion criteria. Most of the sampled studies focused on teaching receptive vocabulary knowledge and vocabulary breadth. All utilized cognitive strategies. Their common design features included noticing and receptive or productive retrieval, and most implicitly drew upon dual-coding theory. Our findings highlight the need for a balanced approach to vocabulary learning, encompassing both vocabulary breadth and depth, as well as receptive and productive knowledge. They also suggest that affective and social learning strategies should be promoted alongside the cognitive ones that are currently dominant. Additionally, our identification of commonly and rarely used design features can guide curriculum designers to develop more effective tools. Lastly, we argue that the design of technology-enhanced learning should be theory-driven.
... ICT not only engages and motivates students to actively participate, but it also facilitates the creation and implementation of activities that help students overcome their LD through the use of multimodal texts, videos, interactive activities, sound, captivating images, diverse quizzes, and educational videogames (Irwin et al., 2022). Particularly, in educational environments with sufficient facilities to support oneto-one initiatives, where each student is provided with a personal device and access to technology, both students and teachers benefit significantly (Irwin et al., 2022;Zheng et al., 2016). The diversity of activities and tasks made possible by ICT, software programs, and devices can have a positive impact on the learning experience of students, especially those with DD who may find traditional educational methods uninteresting or even intimidating. ...
The worldwide prevalence of students diagnosed with specific learning difficulties (SLD) has increased over the past few decades. Education systems strive to include students with SLD in general classrooms through the implementation of various educational methods and adjustments to the teaching process, although often with limited learning outcomes. This chapter focuses on developmental dyslexia (DD) and explores its primary characteristics while delving into the attitudes, misconceptions, and lack of training among teachers, as their approach significantly impacts the education of students with DD. By describing the key attributes of DD and identifying the resulting learning challenges for students, the chapter puts forth suggested teaching methods and practices based on the current literature. These approaches encompass differentiated instruction, implicit learning, the use of Information and Communication Technologies, multisensory teaching, and student-centered group work.
... Scholars in our field have a rich history of studying the ways that technology improves learning and performance in various educational contexts, as evidenced in a number of recent meta-analyses on various technologies (see Hassler et al., 2016;Merchant et al., 2014;Zheng et al., 2016). While this perspective is an undeniable part of our field's identity, it is also a narrow one. ...
... Serafini (2018) found that having students share personal stories or narrate events using platforms like Storybird or Storyjumper can enhance their speaking skills while fostering creativity. Similarly, (Zheng et al.,2016) asserted that organizing live webinars or inviting guest speakers through web conferencing can provide students with exposure to real-life English communication. Furthermore, as discussed by Reinder and Wattana (2014), creating podcasts or participating in speaking challenges on platforms like SoundCloud or Anchor can improve students' fluency and pronunciation. ...
The purpose of this study was to investigate the effectiveness of online speaking tasks (OST) on the English communication ability of Thai EFL undergraduates. The study further examined students’ perspectives toward online oral presentation tasks. A questionnaire translated into the participants’ native language was utilized and distributed to collect data during the pandemic. The data were analyzed and interpreted using descriptive statistics, t-tests, and exploratory factor analysis (EFA). Four hundred and eighty-two students from Prince of Songkla University and Walailak University participated in this study. The study reveals that the use of technology is key to improving students’ English communication skills. Discourse analysis further showed that oral presentation tasks helped students improve their English communication skills. Pronunciation activity was the most difficult task students faced. It is strongly recommended that online learning through technology could be incorporated to complement the in-person learning environment.
... Alongside positive experiences, the support the teachers received was also crucial, as reflected in the model. Zheng et al. [67] found that teacher support, including ongoing feedback and coaching, was more likely to be associated with integrating ICT into teaching. All of these factors instilled confidence in the teachers regarding technology usage and their willingness to employ ICT in their teaching. ...
What helps teachers overcome technological barriers to Information and Communications Technology (ICT) implementation in their subject domains? Can a disciplinary professional development model help reduce these disciplinary barriers? To answer these questions, this mixed-methods case study examines the change in digital ICT implementation and its barriers among secondary school first language teachers after the utilization of a holistic model for disciplinary professional development (language, science, etc.). Ninety-two first language teachers participated in a professional development program that included a unique instructor profile, theoretical and practical training, technical support, and ongoing individual and school-wide didactic and pedagogical support. The teachers’ experiences and changes in their personal general experience during their professional development were then assessed via interviews and open-ended questionnaires. The findings indicate that the unique professional development model largely removed the teachers’ disciplinary barriers. Specifically, during their professional development, the teachers changed their perceptions of the purposes of ICT in first language teaching in general and teaching writing in particular, indicating that they realized that ICT promotes their discipline and is not merely a tool for lesson diversification or intrigue. Furthermore, they recognized that ICT is not an option but an integral part of teaching in the 21st century.
... Digital technology can promote self-regulation and social skills (Comi et al., 2017;Jeong & Hmelo-Silver, 2016). Digital technology can also motivate a high level of student involvement and increase student discipline in doing assignments (Clark et al., 2016;Jabbar & Felicia, 2015;Zheng et al., 2016). However, it is still not clear whether the adoption of digital technology has a general effect on SRL or only impacts components such as motivating or attracting attention. ...
This paper investigates the impact of using a mobile learning game on students’ self-regulated learning (SRL). This research study uses a research and development approach by adapting the 4D model (defined, designed, developed, and disseminated). Data analysis was carried out using descriptive statistics. This study explored 120 students from 2 schools in Surakarta, Indonesia. Data collection was carried out using questionnaires and interviews to see the effectiveness of the mobile learning game on SRL. This research shows that the application of the mobile learning game is quite effective as a learning medium and supports distance learning. The results indicate that the mobile learning game positively promotes SRL and has a significant increase in each indicator of SRL. The game provides a different atmosphere in learning so that students are enthusiastic when participating in learning with games. This study contributes to the concept of self-regulated studying with games. Keywords: Games; game-based learning; mobile learning game; self-regulated learning.
... I nvestments in education that are tied to computer technology in classrooms have increased recently (Gray & Lewis, 2021;Smith, 2016). Due to these initiatives, one computer per student is now virtually universally used (The White House, 2021; U.S. Department of Education, 2016; Zheng et al., 2016). The use of computers in the classroom enhances teaching and learning. ...
Self-regulated learning (SRL) and metacognitive processes are important in education because they contribute to effective learning and improved academic performance. Metacognitive SRL may be facilitated by the implementation of computer technology. This qualitative study examined the presence and use of metacognitive SLR processes among elementary school students as they completed computer- and paper-based reading assignments. Students
in two after-school programs were recruited from a public school district in a southeastern region of the United States (U.S.). The participants consisted of 52 elementary students in Grades 2-5. Students participated in two, counterbalanced, conditions that involved computer- and paper-based reading assignments. Observations and semistructured interviews were conducted. The results indicated
that students were more likely to apply metacognitive SRL skills when reading on paper than reading on a computer. Overall, students showed signs of planning
more in the paper than in the computer condition but student behaviors and responses differed between grades. Monitoring practices appeared in both the computer- and the paper-based reading assignment, with monitoring connected with background knowledge in Grades 2 and 3 but reading content in Grades 4 and 5. Control processes such as retrying and representing graphically were more
common in the computer- than in the paper-based reading across all grades. Students used their score in a reading assignment as an evaluation tool to assess performance in the computer- and paper-based reading condition. These
findings suggest that the utilization of prior information, integration of multimedia and verbal signals, and comfort level with the reading medium all influenced students' SRL decision-making.
... The promise in this sense was to facilitate and expand access (particularly to those disadvantaged) to a variety of economic, social and cultural spaces through the use of digital technologies (Warschauer and Ames, 2010). The initiative was criticised from the beginning (Zheng et al. 2016) and of course, not all these top-down initiatives had the same result even though their hasty closings and their lack of sustainability were the most common (Cobo and Rivera-Vargas 2018). Regardless of this, different voices (Cristia et al. 2017) recognise that, along with these initiatives, two important transformations took place: ...
Myths are universal narratives linked to objects, shaping social and personal identities. Technologies generate modern myths, influencing choices and impacting our lives. The present study focuses on EdTech myths. From a qualitative methodological approach based on codesign, five relevant EdTech myths are identified. Subsequently, the analysis was carried out from (1) a hermeneutic approach, based on the authors' experience in the field of EdTech, and (2) a review and contrast of relevant scientific literature. The results explain, firstly, why these myths arise and persist in EdTech; secondly, the study can help to demystify them. In general, EdTech myths impoverish digital technology-mediated education because they consider it from an extensively reductionist perspective, especially from EdTech capitalism. This is why we need to pay more attention to EdTech myths, to set up an educational agenda leading to action categories and the critical transformation of the education-technology relationship. ARTICLE HISTORY
... Curriculum design and content adaptation are also central to the digital transformation of Syrian higher education. Integrating technology into course design can enhance the learning experience and promote the development of digital skills among students (Zheng et al., 2016). Collaborating with international partners can help ensure the educational content is up-to-date, relevant, and aligned with global best practices. ...
Armed conflict is an evolution in reverse that significantly damages infrastructure, displaces students and faculty, and limits access to resources, necessitating innovative solutions. This research uses Syria as a case study to investigate the potential of a digital transformation strategy to revitalize the higher education system in war-ravaged regions. It proposes a digital transformation framework utilizing a mixed-method approach, including literature reviews, expert interviews, and case analysis, to identify critical challenges faced by Syrian higher education institutions. The framework focuses on developing digital infrastructure, capacity building for educators , e-learning platforms, digital content, and public-private partnerships that increase education access, foster collaboration, enable remote learning and enhance global competitiveness in war-torn areas. The e-learning platforms component explores the potential of Massive Open Online Courses (MOOCs), Learning Management Systems (LMS), and blended learning approaches to enhance the quality and accessibility of higher education. The digital content component highlights the importance of open educational resources, digital libraries , and virtual labs to support learning. Finally, the capacity building component addresses the need for training and upskilling educators and administrators to implement digital solutions effectively. The proposed framework is a roadmap for policymakers, educators, and international organizations to develop and implement digital solutions supporting long-term recovery and growth in conflict-affected areas.
... However, the number of studies on the relationship between pre-service teachers' professional competencies and 21st-century skills is limited. Some studies have shown that pre-service teachers' training in 21st-century skills helps them be more successful in teaching (Halverson & Sheridan, 2014;Zheng, Warschauer). In addition, prospective teachers' acquisition of 21st-century skills is essential and has been studied extensively (Bedir, 2019;Karakoyun & Lindberg, 2020;UNESCO, 2015;Urbani et al., 2017). ...
This study aimed to determine the impact of teacher candidates' 21st-century skills on their professional competence by controlling for gender, grade level, and income status. Three hundred eighty teacher candidates from different classes and departments were selected to participate in the study. The data obtained using the Multidimensional 21st-Century Skills and Professional Competence Scales were analyzed using the structural equation modeling method. The results indicate that teacher candidates' 21st-century skills positively affect their professional competence when controlling for gender, grade level, and income status. The findings emphasize the importance of pre-service teachers for their future careers to have 21st-century skills such as information and technology literacy, critical thinking and problem-solving, entrepreneurship and innovation, social responsibility and leadership, and career consciousness. It has been concluded that teacher training programs should be designed to support teacher candidates in acquiring 21st-century skills and developing their professional competencies.
... The changes that pushed the universities all across the world to implement online learning choices for faculty and students (UNESCO, 2020). As a result, digital technology began to be used in one-to-one (1:1) lecture and classroom hall settings, with one smartphone, tablet or laptop for each student (Zheng et al., 2016). As a result of this shift in how education is offered, educators are under a lot of pressure because their primary responsibility is to combine technological advancements with skill development (Elshaer & Huang, 2023). ...
... Professional development covers teachers' ability in using innovation in their teaching practices (Zhiyong et al., 2020). Zheng et al (2016) propose lack of knowledge and insufficient skills to be teachers' concern in using laptops for teaching. Teachers should therefore possess skills and knowledge to have better students' outcomes. ...
This study intends to find out teachers’ belief systems, its’ relevant factors and teachers’ creativity which may influence the use of technology for teaching of English at undergraduate level in Islamabad, Pakistan. The study highlights certain problems faced by teachers under belief system and the relevant factors in their implementation of Information and Communication Technology (ICT) for teaching of English inside classrooms. Data was collected through a questionnaire questionnaire based on Decomposed Theory of Planned Behavior (DTPB) from 31 ESL teachers teaching at different colleges in the capital of Pakistan [Islamabad] to know their perceptions, opinions and ideas regarding barriers confronted by them in the implementation of technology for teaching English as Second Language (ESL). Data is analyzed with the help of SPSS 22. The findings of the study revealed internal and external barriers such as beliefs, attitudes, behaviors, subjective norms, professional development, resources, and cross culturalism faced by teachers for incorporating innovation and creativity in their teaching practices through the use of technology in Pakistan. The study concludes with recommendations and suggestions for further research.
... I observed that regardless of the availability of technology and internet connectivity in schools and social programs, students from low-income households were not receiving the same level of support and guidance in using technology for learning. While online resources can benefit all students with their openness and richness, those who lacked the skills and knowledge needed to effectively use technology for learning may fall behind their peers, resulting in lower academic achievement and limited future opportunities (Zheng et al., 2016). The COVID-19 pandemic further exposed these challenges (Aissaoui, 2021). ...
We are at the cusp of a new technological era as artificial intelligence (AI) has a growing potential to transform our educational landscape and social work practice. Advancements in AI will surpass $300 billion by 2026 and are forecasted to grow by 26.5 percent between 2022 and 2026 (Berger, 2023). AI-powered tools represent the latest stage in technology, with ChatGPT being one of many that uses machine learning algorithms to interpret and generate human-like language (Janiesch et al., 2021). The emergence of other technologies such as voice mimicking and interactive programs that enable users to interact with intelligent systems and receive personalized responses highlight the limitless potential of AI (Verma, 2023).
The development of AI technology has undoubtedly raised ethical and moral concerns about its use (Nelson, 2023). We should all be concerned about bias in the data, reproduction of the structural inequities in which the systems are trained, the partiality of algorithms, client privacy violations, and the displacement of relational interactions (Hodgson et al., 2022). Yet growing calls to leverage AI’s capacities and embrace its potential as an effective educational and social work tool have merit (Marquart & Goldkind, 2023; Roose, 2023; Singer et al., 2023). The harnessing of technology for the social good has been one of the Grand Challenges for Social Work in the 21st century, and we are called to expand on the new opportunities technology offers to create greater impact on society’s problems (Grand Challenges for Social Work, 2021). The evolution of technology has always created new possibilities for human connection and expression, offering innovative ways for the exchange of thoughts and ideas. However, advances in this technology also present a set of socioemotional and equity challenges that must be confronted in our work with young people (Palfrey & Gasser, 2010).
... I nvestments in education that are tied to computer technology in classrooms have increased recently (Gray & Lewis, 2021;Smith, 2016). Due to these initiatives, one computer per student is now virtually universally used (The White House, 2021; U.S. Department of Education, 2016; Zheng et al., 2016). The use of computers in the classroom enhances teaching and learning. ...
The purpose of this study was to investigate metacognitive self-regulated learning
(SRL) differences in computer- and paper-based reading assignments across
elementary students. Students in two after-school programs in a southeastern U.S.
public school district were recruited. The final sample consisted of 48 students
in Grades 2–5 who participated in two counterbalanced conditions involving a
computer- and a paper-based reading assignment. The study employed a 2 x 4
(condition-by-grade) mixed-model analysis of variance (ANOVA) and followup
tests to examine metacognitive SRL differences between conditions and
grades. The results indicate that elementary students used various metacognitive
SRL skills across both conditions. The mixed-model ANOVA results show a
significant interaction in control processes in paper-based reading for students
in fifth grade, a significant main effect of condition in evaluation practices in
computer-based reading for all grades, and a significant main effect of condition
in conditional knowledge in the paper reading assignment for all grades. The
results suggest that students can benefit from focused instruction to apply
metacognitive SRL skills between the two reading formats.
... According to research, e-learning allows students to learn at their own pace whenever and wherever they choose, promoting flexible learning and reducing expenses, labor costs, and time [34,35]. Also, it has been found that students reinforce their understanding of the material by repeating it as many as they like by their learning pace and style [36]. By taking on their learning responsibilities, students perceive themselves as being more involved in the learning process [37]. ...
Online learning was created as a result of the huge industry disruption that occurred in March of 2020. Online education presented unique difficulties for learning in an entirely virtual setting with a concentration on psychomotor skill development, calling into doubt its efficacy. Finding a practical replacement for lab-based hands-on activities and group or team-based learning experiences was extremely difficult for technology education. This study compares the COVID-19 time to the pre-COVID period to assess how effective online teaching and learning experiences were in technology-based education. Just 20 randomized controlled trial publications, out of which 15 studies were used in the meta-analysis, were included in the review after an electronic search of the literature. Using Review Manager 5.3 to examine the data, Cochrane’s 2 test and I2 were used to determine heterogeneity. The meta-analysis shows a very reliable sensitivity analysis and a substantial pooled effect size of (SMD = 4.49 @ 95%, CI = 2.37 – 3.63 @ p.00001) from the test scores in favor of the experimental group. The results of the included studies’ sub-item achievement test results reveal a statistically positive difference in every category of welding skill tested. Studies demonstrating the effectiveness of online pedagogy in the covid era are the source of the current statistics. These results point to the need for additional investigation into the development of psychomotor skills in other technology education courses.
... Some evidence points to the need for teachers to first develop their own cross-curriculum skills before they can effectively teach them to others (Karatas & Arpaci, 2021;Teo et al., 2021). Additionally, technical support and continued professional development contribute to teachers' successful implementation of innovative technologies and their ability to support students' skill development (Zheng, et al., 2016). While new-to-professional teachers are often prepared using the latest teaching methods for cross-curriculum skills, in-service teachers may have fewer opportunities to obtain and test strategies for innovative professional development. ...
Teacher self-efficacy (TSE) is related to teachers’ job satisfaction, retention, motivation to improve, and work-related stress. Using data from the 2018 Teaching and Learning International Survey (TALIS), we investigated the impact of innovative campus culture and preparation for teaching cross-curriculum skills on TSE. Data indicated that working at innovative campuses had small effects on TSE in classroom management (β = .12), instruction (β = .06), and student engagement (β = .17). Teachers’ preparation to teach cross-curriculum skills had small to medium effects on TSE in classroom management (β = .20), instruction (β = .34), and student engagement (β = .30).
... From the rest of the articles, 28 different ways of doing it were identified, although it should be mentioned that several of them have similarities or very close relationships with others. Figure 4 shows those that exceeded 1.5% of the total identified, among which are: with 12,2%, the assessment change to formative (Sahlberg, 2011), with 11,6% the collaborative and social environments (Kale & Goh, 2014), 9,1% for research and inquiry-based learning (Wright & Lee, 2014), 8,5% for gamification and gaming (Kingsley & Grabner-Hagen, 2015;Gerber & Scott, 2011) as well as online communities of practice (Dede, 2000;Wright & Lee, 2014), 7,9% for social networking (Black, 2009), 5,5% for Mobile learning (Zheng et al., 2016), 3,0% for goal-oriented learning (Anderman, Sinatra & Gray, 2012), interactive web content (van Laar et al., 2017) and situated learning (Pazey et al., 2016) , 2,4% for challenge-based experiential learning (Parker et al., 2013), cross-discipline learning (Saavedra & Opfer, 2012), learning analytics (Gobert et al., 2015), STEM learning environments (Eguchi, 2016;Jang, 2016;Unfried et al., 2015;Sahin, Gulacar & Stuessy, 2015) and 1,8% for robotics (Eguchi, 2016). The rest of the results show a lower participation in relation to the total, among which are: with 1.2% the authentic learning (Putnam et al., 2016), entrepreneurship (Zhao, 2015), flipped classroom (Hodges & Weber, 2015) and self-directed learning (Bullock, 2013). ...
The development of the so-called 21st century skills is currently mentioned as one of the key objectives that education systems must achieve throughout the world, so that citizens as a whole can adapt adequately to the labor market and in general, to the future society. The purpose of this review is, given the explosive and growing interest in this topic, to identify the various definitions of the skills of the 21st century and then to recognize the relationships that can be found between these skills and STEAM learning environments, which recently have been proposed as suitable scenarios for developing them. The study was developed as a systematic literature review based on abstracting and in-depth reading of 153 scientific articles published in journals indexed in Scopus and Scielo. The results of the study suggest that, in order to guide the development of 21st century skills, it is convenient to consider when designing STEAM learning environments, issues such as the change in the assessment towards a more formative experience, the inclusion of collaborative and social environments, the use of research-based learning strategies and gamification and games, among others. Keywords: 21st century skills, STEAM learning environments, gamification, formative assessment, research-based learning. Resumen El desarrollo de las habilidades del siglo XXI se menciona actualmente como uno de los objetivos clave que deben alcanzar los sistemas educativos en todo el mundo, para que los ciudadanos en su conjunto puedan adaptarse adecuadamente al mercado laboral y en general, a la sociedad del futuro. El propósito de esta revisión es, dado el explosivo y creciente interés en este tema, identificar las diversas definiciones de las llamadas habilidades del siglo XXI para luego reconocer las relaciones que se puedan encontrar entre estas habilidades y los entornos de aprendizaje STEAM, los cuales recientemente han sido propuestos como escenarios capaces de desarrollarlas. El estudio se desarrolló como una revisión sistemática de literatura a partir de procesos de abstracting y lectura en profundidad de 153 artículos científicos publicados en revistas indexadas en Scopus y Scielo. Los resultados del estudio sugieren que, para conducir el desarrollo de las habilidades del siglo XXI, conviene tener en cuenta al momento de diseñar entornos de aprendizaje STEAM, asuntos como el cambio en la evaluación hacia una experiencia más formativa, la inclusión de ambientes colaborativos y sociales, la aplicación de RED. Revista de Educación a Distancia. Núm. 66, Vol. 21. Artíc. 9, 30-Nov-2021 DOI: http://dx.doi.org/10.6018/red.470461 21st-century skills and STEAM learning environments: a review. Wilson Krüger y Andrés Chiappe. Página 2 de 22 estrategias de aprendizaje basadas en la investigación y la gamificación y el juego, entre otras. Palabras clave: Habilidades del siglo XXI, entornos de aprendizaje STEAM, gamificación, evaluación formativa, aprendizaje basado en investigación.
... For the adaptation of mobile devices in science education, the device-student ratio becomes a topic worthy of discussion. Former research has found that the 1:1 ratio had benefits on students' learning gains they could experience seamless resource acquisition anytime and anywhere (e.g., Wong & Looi, 2011;Zheng et al., 2016). Meanwhile, researchers in the mobile learning field call for a new understanding of devicestudent ratios (Wang et al., 2020b), such as the comparison of 1:1 and 1:m ratios in concept mapping teamwork (Lin et al., 2012) and scientific inquiry learning (Wang et al., 2020b). ...
With the advancement of informational and portable technologies, virtual manipulatives based on tablets are applied to support students’ learning in science education. However, research on the impact of tablet-student ratios on individual knowledge acquisition and cognitive load in collaborative inquiry learning has not been addressed in detail yet. The purpose of this study is to examine the influence of tablet-student ratios (1:1 or 1:m) and external script availability (with or without) on students’ knowledge acquisition and cognitive load in collaborative inquiry learning when using virtual manipulatives. A three-round quasi-experiment was conducted across 3 months with 130 fifth graders from four classes learning three scientific inquiry themes. The four classes, class A (1:1 group with external script condition) with 31 students, class B (1:m group with external script condition) with 34 students, class C (1:1 group without external script condition) with 33 students, and class D (1:m group without external script condition) with 32 students, constitute four technology affordance conditions. The research conducted a pretest, posttest, and repeated-measures ANOVA to explore the effects of technology affordances on students’ knowledge acquisition and cognitive load of collaborative learning. Results show that technology affordances have impacts on students’ knowledge acquisition and cognitive load during collaborative inquiry activities. Moreover, the impacts changed over time. This study has practical implications for the instructional design of mobile device-supported collaborative inquiry activities.
... In addition, access to digital devices, Internet connections, and technology training can vary drastically from individual to individual and school to school. One-to-one initiatives that provide take-home devices for all students and teachers have been associated with achievement gains in core academic subjects (e.g., language arts, math, science, social studies) when that technology is integrated into a larger program of social and academic support in the learning community (Zheng et al., 2016), which suggests that just having access to digital devices is not enough. In two meta-analyses, technology-enhanced literacy instruction (Cheung & Slavin, 2012) and mathematics instruction (Cheung & Slavin, 2013) were more strongly related to academic growth than computer-delivered instruction alone, which emphasizes the fact that technology can be a tool to improve learning outcomes, but the mere presence of technology in the learning space does not guarantee improved educational outcomes. ...
In a rapidly changing world, it can be hard to know where to invest resources in K-12 education to prepare students for the future. Educators are pulled in many different directions as they try to address course content, local curriculum, state standards, and accountability testing in a very limited amount of instructional time. Integrating creativity, innovation, and entrepreneurship (CIE) education into the K-12 school day is a promising approach that can give students from all cultural, linguistic, and economic backgrounds access to advanced learning opportunities that are enhanced by technology. Yet many educators believe that any focus on CIE distracts from the standards- and test-focused criteria against which their effectiveness is judged. This chapter describes how the strategic use of technology provides teachers with room to run as they apply principles of CIE education across the curriculum, providing students with opportunities to develop creative process skills, innovate within areas of interest, and prepare for the challenges of rapidly changing postsecondary education and career paths. Combining technology and CIE learning experiences can help K-12 educators pursue both equity and excellence.KeywordsCreativityInnovationEntrepreneurshipEquityExcellence gapsIntegrated technology
The current study aimed to evaluate whether supportive school culture mediate the relationship between affectionate leadership styles of school principals and teachers’ endeavor. In this study, the researcher selected the 200 public elementary school teachers in Matanao District II, Division of Davao del Sur as the respondents of the study. Stratified random sampling technique was utilized in the selection of the respondents. Non-experimental quantitative research design using descriptive- correlational method was employed. The data collected were subjected on the following statistical tools: Mean, Pearson Moment Product Correlation, and Path Analysis using Mediation Approach. Findings revealed that affectionate leadership styles of school principals, teachers’ endeavor, and supportive school culture in Matanao District II, Division of Davao del Sur were described as extensive. Further, correlation analysis demonstrated that there is significant relationship among affectionate leadership styles of school principals, teachers’ endeavor, and supportive school culture in Matanao District II, Division of Davao del Sur were described as extensive. Evidently, Path Analysis using Mediation Approach proved that supportive school culture partially mediate the relationship between affectionate leadership styles of school principals and teachers’ endeavor in Matanao District II in Davao del Sur. The study, therefore, conducted for further utilization of findings through publication in reputable research journal.
The aim of this scoping review is to systematically investigate the framing of European empirical research on digitalization for teaching and learning in the classroom within primary and secondary school (K-12/K-13). We believe it is crucial to gain insight in the framing of the knowledge production taking place in the fast-evolving field of educational digitalization. The framing will influence the research results and conclusions published as well as potentially impact on how policy and practices of educational digitalization evolve. Our findings reveal that the studies of educational digitalization are spread relatively thin over a wide variety of academic journals and fields, where journals within the edtech field dominate in numbers. The dominant technological framing could indicate research driven by technological perspectives rather than pedagogical interests. The research is unevenly geographically distributed. There is a lack of European comparative studies as well as studies framing digitalization as something else than a tool for making learning more effective.
This chapter examines the challenges faced by students in the twenty-first century with a specific focus on Zimbabwean universities. It explores the changing landscape of education and the skills required for success in the digital age. The chapter highlights the need for a new approach to learning and teaching that incorporates the use of technology and fosters critical thinking, creativity, and collaboration. It also discusses the role of culture and society in shaping students’ skill development and proposes strategies for addressing skill gaps.
The use of mobile technology in physics education has become more prevalent, but more data about its effect on student academic performance needs to be collected. This meta-analysis examines the effects of mobile learning on student achievement in physics and any moderating factors. The study collected 36 primary studies from various scientific databases (Scopus, ERIC, DOAJ, Google Scholar) that met the inclusion criteria. The findings indicate that using mobile technology has a significant effect on student performance in physics compared to without mobile learning. Moderator analysis revealed differences in the effects of mobile learning on physics learning outcomes based on sample size, academic level, gender composition, learning media type, learning model type, learning outcome type, and measurement instrument type. However, no effect difference was observed in country status, publication year, sampling technique, and physics content. No publication bias was found in this study. Overall, the study suggests that mobile learning has a strong positive effect on student achievement in physics. Keywords: learning achievement, meta-analysis, mobile learning, physics learning
Learning analytics has been a topic of great interest to researchers and practitioners over the past decade. The challenge, however, is translating rich data into practice. Moreover, learning analytics in inclusive elementary school settings has been little studied. This article discusses using learning analytics in elementary school STEAM education, focusing on outer space content to address this gap. We adopted a collaborative approach in preservice teacher training with in-service teachers and researchers in the university practice school setting. Fifty-two 11–13-year-old students from the Finnish school context participated in this study. We used a process-oriented approach with sequence and process mining for data analysis. The results showed little to no difference between students with and without pedagogical support. Technologies such as learning analytics in various learning management systems can present both opportunities and challenges for students with support needs. However, this study’s results challenge the assumption that students with support needs in inclusive settings are less able to work independently and find coherent learning strategies in digital learning environments.
Technology advancements in education have fuelled worldwide digital technology agendas, providing students with skills necessary for success in the twenty-first century, including digital literacy and the ability to communicate effectively, think critically, work effectively in teams, and generate original ideas. With just about 7 years left, achieving SDG4 has become the hallmark of many educational systems. Objective 4.7 calls for opportunities to ensure all learners acquire the knowledge and skills to promote sustainable development. Adapting different technological tools has become prominent in our quest for maximizing meaningful student engagement and active participation in the teaching-learning process. This chapter provides a position orientation of computer-assisted instruction (CAI) in mathematics education with cognizance of its benefits, challenges, and opportunities. We begin with a position on CAI’s meaning, objectives, features, and mode of delivery. Theoretically, we discuss some technology integration frameworks used in a CAI environment and contribute to the debate on using CAI in mathematics. Through a review of meta-analysis studies, we offer evidence of the positive effect of CAI on students’ mathematics learning outcomes.
Though the relationship between mobile learning and academic achievement has increasingly gained attention by some researchers, the meta-analysis studies have yet to definitively conclude the overall impact of mobile learning on academic achievement. In order to synthesize the findings of 22 meta-analyses that are directly pertinent to the research question, encompassing papers that have been published, we examine to what extent publication year, subject category, and grade level moderate the influences of mobile learning on academic achievement as well as the moderating effect of methodological quality of first-order meta-analyses. There is the positive overall effect with significance (g = .665 p < .001, 95% CI = .443–.887) of mobile learning on students’ academic achievement compared to traditional learning. Moreover, the results confirmed that meta-analyses published in 2019–2020 had a significantly larger effect size than the ones published in 2014–2018, and the results were stable regardless of subject category, grade level, and methodological quality of first-order meta-analyses. Finally, insight and limitations were discussed.
The influence of electronic screens on the health of children and adolescents and their education is not well understood. In this prospectively registered umbrella review (PROSPERO identifier CRD42017076051), we harmonized effects from 102 meta-analyses (2,451 primary studies; 1,937,501 participants) of screen time and outcomes. In total, 43 effects from 32 meta-analyses met our criteria for statistical certainty. Meta-analyses of associations between screen use and outcomes showed small-to-moderate effects (range: r = –0.14 to 0.33). In education, results were mixed; for example, screen use was negatively associated with literacy (r = –0.14, 95% confidence interval (CI) = –0.20 to –0.09, P ≤ 0.001, k = 38, N = 18,318), but this effect was positive when parents watched with their children (r = 0.15, 95% CI = 0.02 to 0.28, P = 0.028, k = 12, N = 6,083). In health, we found evidence for several small negative associations; for example, social media was associated with depression (r = 0.12, 95% CI = 0.05 to 0.19, P ≤ 0.001, k = 12, N = 93,740). Limitations of our review include the limited number of studies for each outcome, medium-to-high risk of bias in 95 out of 102 included meta-analyses and high heterogeneity (17 out of 22 in education and 20 out of 21 in health with I² > 50%). We recommend that caregivers and policymakers carefully weigh the evidence for potential harms and benefits of specific types of screen use.
With the goal of having students graduate with 21 century skills, there is a gap on who are the ambassador of the integration of digital skills. This is where language lecturers can be seen as role models of digital skills. Yet, there is a deficiency in studies looking at ESL lecturers' use of technology in terms of pedagogical use. Taking in the lens of Krumsvik's Teachers' Digital Competence Model, the purpose of the qualitative study is to explore the practice of Pedagogical Digital Competence (PDC) among English as Second Language (ESL) lecturers through 14 in-depth interviews analyzed by Nvivo 12 software to define the themes and codes that emerged. The results revealed the lecturers' use of ICT in the mastery of digital tools utilized for support their teaching, technological challenges faced during the implementation of said skills, as well as the cognizance of ethics in navigating the online world. It is interesting to note that the ESL lecturers highlighted policies restricting usage of technology in terms of formal assessments. The findings are highly relevant to bridging the gap in the growing literature of Malaysian ESL Lecturer's PDC.
Qualitative research on information and communication technology (ICT) covers a wide terrain, from studies examining the skills needed for reading, consuming, and producing information online to the communication practices taking place within social media and virtual environments. Persistent questions emerge about how the overlapping layers of Internet access, socioeconomic level, geographic location, educational background, privilege, position, and power might converge to create more opportunities for equitable participation in the online consumption, production, and sharing of knowledge. The methods provided by qualitative research provide the necessary analytical tools and theoretical frameworks to explore these emerging issues. This entry begins with an overview of three current areas of qualitative research on ICT and is then followed by a discussion of the methodological challenges of ICT research. Finally, new demands on qualitative researchers are explored.
Smart education refers to the use of technology to enhance and transform the traditional education system. The aim of this systematic review is to explore the impact of smart education on learning outcomes. A narrative synthesis was employed. The data was analysed using the documentary method and content analysis via systematic review. NVivo, a qualitative data analysis software, was also used for interpretation and analysis. Smart education plays a critical role in this digital age. It has a positive impact on student engagement, motivation, and achievement. However, the effectiveness of smart education varies depending on the context and the technology used. Smart education is vital in the digital era as it has the potential to transform the traditional education system and provide students with a personalised learning experience. Programme executives, directors, and teachers are encouraged to create and implement strategies that meet the learning needs and expectations of students and improve their academic performance through the use of smart education. By doing so, they can provide a personalised learning experience that enhances student engagement, motivation, and achievement. Additionally, carefully considering the context and technology used in implementing smart education can lead to successful integration into the curriculum.
This article reports the first group-based intervention study in the UK of using speech to-text (STT) technology to improve the writing of children with special educational needs and disabilities (SEND). Over a period of five years, thirty children took part in total from three settings; a mainstream school, a special school and a special unit of a different mainstream school. All children had Education, Health and Care Plans because of their difficulties in spoken and written communication. Children were trained to use the Dragon STT system, and used it on set tasks for 16-18 weeks. Handwritten text and self-esteem were assessed before and after the intervention, and screen-written text at the end. The results showed that this approach had boosted the quantity and quality of handwritten text, with post-test screen-written text significantly better than handwritten at post-test. The self-esteem instrument also showed positive and statistically significant results. The findings support the feasibility of using STT to support children with writing difficulties. All the data were gathered before the Covid-19 pandemic; the implications of this, and of the innovative research design, are discussed.
This article analyzes the changes experienced in the digital divide as a result of the implementation of a one-laptop-per-child national policy. The program has been implemented in Uruguay since 2007, and it is known as the "Plan CEIBAL." It is an adaptation of the One Laptop per Child (OLPC) project devised by the Massachusetts Institute of Technology (MIT). Two sources of information have been used: The annual household survey called Encuesta Continua de Hogares (ECH), prepared by the Instituto Nacional de Estadística (INE) of Uruguay, and interviews conducted among relevant local ofªcers and adult persons from households equipped with Plan CEIBAL laptops. It was concluded that Plan CEIBAL has helped to narrow the digital divide in terms of access to computers and Internet connectivity from education centers. Furthermore , additional changes have been veriªed regarding other aspects of the digital divide relating to the acquisition and use of computers for human development purposes typical of one-laptop-per-child schemes.
Research on and with digital technologies is everywhere today. This timely, authoritative Handbook explores the issues of rapid technological development, social change, and the ubiquity of computing technologies which have become an integrated part of people's everyday lives.
This is a comprehensive, up-to-date resource for the twenty-first century. It addresses the key aspects of research within the digital technology field and provides a clear framework for readers wanting to navigate the changeable currents of digital innovation.
Main themes include: Introduction to the field of contemporary digital technology research; New digital technologies: key characteristics and considerations; Research perspectives for digital technologies: theory and analysis; Environments and tools for digital research; Research challenges
Aimed at a social science audience, it will be of particular value for postgraduate students, researchers and ...
The impact of a one-to-one computing initiative at a Midwestern urban middle school was examined through phenomenological research techniques focusing on the voices of eighth grade students and their teachers. Analysis of transcripts from pre-and post-implementation interviews of 47 students and eight teachers yielded patterns of responses to illuminate how one-to-one computing changed students’ learning experiences and teachers’ instructional practices. Key themes that emerged were changes in teacher pedagogy, effect on student learning experiences, impact on classroom behavior and management, potential for improved communications, and suggestions to address professional development needs. The students demonstrated their learning in varied and creative ways through the use of computer-based lessons. However, the altered format presented new demands on teachers as a delivery model. Although some students were distracted by gaming and chatting opportunities, learning benefits were reported for students of varied ability levels. This study builds on the theoretical framework supporting the role and use of technology to foster learning and to prepare students for a global economy. The focus on student and teacher voices provided the opportunity to explore a new perspective and engage middle school students, teachers, and administrators in school change efforts.
The research reported in this article explores and discusses students' use of laptops in a 1:1 setting. A problem experienced by teachers is that the laptops are possible distractors and tempt students to engage in use that is not in line with the teacher's idea of what would be suitable in relation to the current assignment. Three annual surveys in combination with interviews and classroom observations were carried out in two Swedish secondary schools during a phase of the implementation of 1:1-laptops. The results show how that there is not a reciprocal correlation between sanctioned laptop use and unsanctioned laptop use. The findings also show that the students' unsanctioned use of laptops was relatively high, but stable throughout the duration of the three years. Furthermore, results show that the number of students who do not game or chat at all has increased every year. The findings have implications for the discussions concerning the use of personal laptops in secondary schools.
This study examines the achievement outcomes accompanying the implementation of a Grade 3 laptop or so-called ubiquitous computing program in a Quebec school district. CAT-3 reading, language, and mathematics batteries were administered at the end of Grade 2 and again at the end of Grade 3, after the first year of computer implementation. Overall gain was found in all three content areas, but was differential when compared with the norms of the CAT-3. Additionally, some evidence suggested a differential gain for lower and middle-level learners during the school year. Teachers were administered an instrument called the Technology Implementation Questionnaire (TIQ) that assessed the purposes and extent of technology integration. Negative correlations were found in reading achievement gain for items associated with the higher use of communicative, evaluative, and creative uses of computers. Open-ended teacher responses indicated the need for more professional support for instructional implementations of computing.
Résumé: Cette étude examine les performances accompagnant l’implantation d’un programme d’ordinateurs portables en 3 ième année du primaire, aussi appelé programme d’ubiquité computationnelle, dans une école d’un district scolaire du Québec. Des batteries de tests, CAT-3 en lecture, en langue et en mathématiques ont été administrées à la fin de la deuxième année du primaire et une autre fois à la fin de la troisième année du primaire, après un an d’implantation des ordinateurs. Un gain fut observé dans les trois matières, mais était différencié lorsque comparé aux normes du CAT-3. De plus, un gain différencié fut mis en évidence pour les apprenants de niveau inférieur et moyen durant l’année scolaire. Les enseignants ont rempli le Technology Implementation Questionnaire (TIQ) qui mesure le but et l’étendue de l’intégration technologique. Des corrélations négatives ont été trouvées en gains au niveau de la lecture pour les items associés à l’utilisation de haut niveau des ordinateurs, en communication, en évaluation et en création.
Objectives
The primary objective of the study was to investigate the relationship between ubiquitous laptop use and academic achievement. It was hypothesized that students with ubiquitous laptops would score on average higher on standardized tests than those without such computers.
Methods
Data were obtained from two sources. First, demographic and computer usage information was obtained through face-to-face interviews of 4th and 5th grade students enrolled in an ethnically diverse elementary school in Southern California. Student achievement and related data were obtained from existing school records. An unmatched case-control group design was implemented. Descriptive, bivariate, and multivariate techniques were performed on the data.
Results
Overall English/Language Arts and Mathematics scores for the entire sample were 359 and 396 respectively in 2008. Students who were given 24/7 laptop computers, however, had higher scores in English/Language Arts ( M = 392.7, SD = 34.98) than students without laptops ( M = 338.54, SD = 39.69). In Mathematics, students with laptops had a mean of 448.1 ( M = 448.1, SD = 56.83), whereas those without laptops had an average of 365.05 ( M = 365.05, SD = 52.64). Independent sample t-tests showed that these differences between cases and controls were statistically significant.
Conclusions
Results showed that, in general, ubiquitous laptop computers improve student performance in English Language/Arts, Mathematics, and Science. These findings contradict other studies that have shown that 24/7 laptops have no effect on student achievement. It is suggested that policy makers continue judicious use of technology in the education curriculum.
Many schools are initiating projects that place laptop computers into the hands of each student and teacher in the school. These projects entail a great deal of planning and investment by all involved. The teachers in these schools are faced with significant challenges as they prepare for teaching in classrooms where every student has a computer. Using the Concerns-Based Adoption Model of change, this study investigated the concerns of teachers in the early stages of a one-to-one laptop initiative. The results of the study indicate that teachers fall into two relatively well-defined categories in terms of their concerns regarding the innovation. The majority of teachers have genuine concerns about how the introduction of laptop computers into the school environment will impact them personally. A lesser number have concerns about how they will be able to best use the laptops to meet the needs of the students. Implications for professional development include differentiating training based on teacher concerns, ensuring teachers have a voice in the process and are well-informed of decisions pertaining to the adoption, and implementation of the innovation.
This article presents findings from an investigation of the overall effec-tiveness of Michigan's Freedom to Learn (FTL) One-to-One initiative. The major goal of the FTL initiative was to help students to gain 21st century knowledge and skills while increasing their learning and achievement through the integration of over 20,000 laptop computers with comprehensive teacher professional development. This study used a mixed-methods descriptive and quasi-experimental design. Data were collected with validated observation and survey instruments. The findings reveal greater use of research-based best practices in FTL classrooms and greater teacher confidence to integrate tech-nology as compared to normative data. FTL students performed as well as control students yet demonstrated greater 21st century knowledge and skills.
Over the last decade, the number of one-to-one laptop programs in U.S. schools has steadily increased. Though technology advocates believe that such programs can assist student writing, there has been little systematic evidence for this claim, and even less focused on technology use by at-risk learners. This study examined the effect of daily access to laptops on the writing outcomes and processes of 2,158 upper elementary students in two school districts, and the effect among diverse students. In a California
district, students showed improved English language arts achievement in both a partial laptop program year and a full laptop program year. In a Colorado district, overall writing test score gains were not statistically significant; however in both districts, at-risk student groups (i.e., Hispanics and low-income learners) showed significant gains. In addition, survey results, interviews, and observations indicate that at-risk learners used the laptops more frequently than their counterparts at school for a variety of learning purposes. This study suggests that well-planned use of laptops and digital media can help diverse learners improve their literacy processes and outcomes.
This year-long, quasi-experimental study investigated the impact of the use of netbook computers and interactive science software on fifth-grade students’ science learning processes, academic achievement, and interest in further science, technology, engineering, and mathematics (STEM) study within a linguistically diverse school district in California. Analysis of students’ state standardized science test scores indicated that the program helped close gaps in scientific achievement between at-risk learners (i.e., English learners, Hispanics, and free/reduced-lunch recipients) and their counterparts. Teacher and student interviews and classroom observations suggested that computer-supported visual representations and interactions supported diverse learners’ scientific understanding and inquiry and enabled more individualized and differentiated instruction. Finally, interviews revealed that the program had a positive impact on students’ motivation in science and on their interest in pursuing science-related careers. This study suggests that technology-facilitated science instruction is beneficial for improving at-risk students’ science achievement, scaffolding students’ scientific understanding, and strengthening students’ motivation to pursue STEM-related careers.
The purpose of this paper is to explore the relationship of subject areas to teachers' technology integration. Educational technology research has often identified “culture clashes” to explain differences in technology use between subject areas. These clashes are frequently attributed to core features, values and beliefs held in the subject area cultures, but there has been little research analyzing the relationship between subject areas and integration. Using a validated path model as a conceptual framework, this paper presents an analysis of the relationship between three subject areas (English, Mathematics, Science) and known factors of teacher beliefs and readiness to use technology in teaching, which directly impact on secondary-level teachers' technology integration, over three years. Findings show that time and subject areas are both associated with teachers' readiness, but only subject areas are associated with teachers' beliefs. Implications for practice and future research are discussed.
As schools start investigating and investing in the idea of 1:1 iPads and tablets, are there
any lessons that can be learnt from recent 1:1 laptop deployments? In Australia, since 2008,
1:1 laptops have been introduced into every secondary school. This study reports on a
survey designed to investigate frequency and type of laptop use, and the alignment of
teacher and student perceptions of that use. Data was obtained from 14 secondary schools
from the Catholic Education Office Sydney, involving responses from 1245 Grade 10
science students and 47 science teachers. As part of the analysis, bubble graphs are used to
visually represent a teacher's alignment/misalignment with their students' self-reported
practices. Results show student and teacher perceptions of use were usually relatively
aligned though sometimes very contrasting. The alignment was measured with the use of a
'Misalignment Index'. Three distinct types of teacher/student alignment or misalignment
emerge from a graphical analysis of the data. Of the teachers and students sampled, some
30% of teachers were highly aligned, 55% had medium alignment and 15% were badly
misaligned with their respective students. Potential uses of the Misalignment Index and
analysis tools are discussed.
This article explores the effects of the Time To Know program, a comprehensive technology-rich learning environment, on low socio-economic status (SES) students' learning achievements in Mathematics, Hebrew, and English as a Foreign Language (EFL) in Israel. The study is based on the assumption that one of the possible solutions for bridging the social gap can be achieved through narrowing the digital divide, particularly by bringing a 1:1 computing social-constructivist learning environment to the low-SES students. The subjects were 49 fifth-grade students from low-SES who joined a Time To Know program in Israel and 42 fifth-grade students who learned in a traditional setting. Findings indicated that learning with the Time To Know program significantly enhanced students' Mathematics, Hebrew, and EFL achievements. In addition, the findings showed that, as a result of learning in the Time To Know environment, the knowledge and skills gap between the low SES students was significantly narrowed. This article is based on data collected in an evaluation study conducted by Manny-Ikan, and Berger-Tikochonski, (2010).
This study provides a comprehensive look at a constructivist one-to-one computing
program’s effects on teaching and learning practices as well as student
learning achievements. The study participants were 476 fourth and fifth grade
students and their teachers from four elementary schools from a school district
in the Dallas, Texas, area. Findings indicated consistent and highly positive findings
of the efficacy of a constructivist one-to-one computing program in terms of
student math and reading achievement, differentiation in teaching and learning,
higher student attendance, and decreased disciplinary actions, suggesting a range
of possible educational benefits that can be achieved through a comprehensive
one-to-one computing educational environment.
The One Laptop per Child (OLPC) program has sought to transform education by developing and distributing to low-income children around the world an inexpensive computer with an innovative interface and applications. This article investigates the implementation of OLPC in Birmingham, Alabama, where some 15,000 of the group's XO laptops were distributed to all first- through fifth-grade public school students and their teachers. Surveys were collected from a representative sample of children before and after they received their laptops, supplemented by observations and interviews in a Birmingham school. The use of the XOs by teachers and schools, the ways social and technical infrastructure affected program implementation, and the types of XO use by students are examined. The disappointing results of the Birmingham program, which has been discontinued, are analyzed in relationship to OLPC's technocentric approach, the organization's principle of child ownership, and the design elements of the XO hardware and software.
ABSTRACT This article examines,the implementation,of a one-to-one laptop program in three diverse schools in California. The program,was carried out in one largely Hispanic low socio-economic junior high, one largely Asian Asian- American high-SES K-8 school, and in the gifted program in a medium- SES elementary school. Interviews, observations, surveys, and analysis of student work indicated that the program helped facilitate writing-intensive, information-rich, multimodal, and student-centered instruction. Analysis of test scores in English and mathematics,indicate that laptop students failed to keep up with non-laptop students in the first year of implementation,but made,strong gains in the second year of implementation. Explanations for these outcomes,are discussed. Technology has been seen as a major means of improving U.S. education since
Researchers and evaluators have been attempting to document the impact of ubiquitous or 1:1 computing on students, teachers, schools, and communities. However, the most recent reviews of research on 1:1 computing initiatives reflect a dearth of rigorous studies and emphasize the need for well-designed, scientifically based research to measure the impact of 1:1 learning on student achievement. This study investigates the effect of 1:1 laptop to student ratios on math and science achievement in at-risk middle school students. The researchers used a pretest-posttest control-group design. The findings are based on between-groups analysis of covariance (ANCOVA) of longitudinal data comparing standardized achievement test scores. The researchers compared the test scores of students randomly assigned to 1:1 laptop classrooms with the test scores of students in classrooms without 1:1 laptops in the same middle school. Students were exposed to the treatment for two years and the authors used the students as the unit of analysis. Pre-existing achievement scores for each student were included as a covariate to statistically equate groups previous to analysis. Results showed significant post-intervention program effects for science achievement. Furthermore, there was a gender effect in science achievement, with boys significantly outperforming girls in the same 1:1 laptop classroom. In contrast, no significant program effects for math achievement were obtained. The results suggest that 1:1 laptop instruction can increase student achievement under certain conditions. This study has implications for policymakers, instructional designers, and educators who are currently implementing a 1:1 laptop program or considering such an implementation. The authors suggest the need for further research to help determine the efficacy of 1:1 laptop instruction and the implementation conditions necessary for increased student achievement in this context.
This study investigates students' use of one-to-one laptops for various activities and the impact of one-to-one computing on student learning and school culture. Based on data collected from surveys and interviews of teachers, students, and parents in a Midwestern middle school over one academic year, this study answers the following major questions: 1) How did students use their laptops? 2) What impact did the one-to-one laptop program have on student learning and school culture? 3) What were the perceptions of and concerns over one-to-one computing? A sound understanding of these issues is increasingly important as more and more schools are joining in this one-to-one computing initiative and more money is being invested. Results revealed that students used their laptops for various tasks related to learning, communication, expression, and exploration. Students gained significantly in their technology proficiency. The one-to-one laptops have provided great opportunities and resources for teaching and learning, but also raised issues such as student discipline problems, concerns on digital literacy, and fear of over-dependency on information technology.
This study explores configurations of laptop use in a one-to-one environment. Guided by methodologies of the Concerns-Based Adoption Model of change, an Innovation Configuration Map (description of the multiple ways an innovation is implemented) of a 1:1 laptop program at a middle school was developed and analyzed. Three distinct configurations showed a range in fidelity of laptop integration at the school. A second finding showed a range of off-task behaviors as part of each configuration. We chose to more deeply explore if a relationship between the individual configurations and student off-task behaviors existed. We found that increased access to laptop computers does not always equate to increased student engagement. Implications of this study extend to teachers, school administrators, and teacher educators.
Cuban (1986; 2000) has argued that computers are largely incompatible with the requirements of teaching, and that, for the most part, teachers will continue to reject their use as instruments of student work during class. Using data from a nationally representative survey of 4th through 12th grade teachers, this paper demonstrates that although Cuban correctly characterizes frequent use of computers in academic subject classes as a teaching practice of a small and distinct minority, certain conditions make a big difference in the likelihood of a teacher having her students use computers frequently during class time. In particular, academic subject-matter teachers who have at least five computers present in their classroom, who have at least average levels of technical expertise in their use, and who are in the top quartile on a reliable and extensive measure of constructivist teaching philosophy are very likely to have students make regular use of computers during class. More than 3/4 of such teachers have students use word processing programs regularly during class and a majority are regular users of at least one other type of software besides skill-based games. In addition, other factors-such as an orientation towards depth rather than breadth in their teaching(perhaps caused by limited pressures to cover large amounts of content) and block scheduling structures that provide for long class periods-are also associated with greater use of computers by students during class. Finally, the paper provides evidence that certain approaches to using computers result in students taking greater initiative in using computers outside of class time-approaches consistent with a constructivist teaching philosophy, rather than a standards- based, accountability-oriented approach to teaching. Thus, despite their clear minority status as a primary resource in academic subject classroom teaching, computers are playing a major role in at least one major direction of current instructional reform efforts.
As various means of computer mediated communication (CMC) have been incorporated within language classrooms over the past two decades, it has become important to critically understand whether, to which extent, and under what contextual factors, a particular type of CMC is more effective than other modes of communication. This study examined the magnitude of the effect of text-based synchronous computer-mediated communication (SCMC) on second language acquisition (SLA). By searching the studies published between 1990 and 2012, this meta-analysis explored 10 experimental and quasi-experimental journal articles and doctoral dissertations and reports their overall effect on SLA, and the contextual factors that influence the between-study variation. A small but positive overall effect (m = ·33) indicates that text-based SCMC could make a larger difference on SLA than other means of communication. Findings further suggested that intermediate learners may benefit more from SCMC tasks if they are grouped into pairs or small groups and participate in SCMC interactions on a weekly basis. In terms of suggestions for future research, authors should provide more description about the SCMC task in order to confirm or disconfirm the factors that are associated with effectiveness of second language (L2) learning in technology-mediated language learning contexts. © 2013, ISSN 1094-350.1
This study explored an initiative that created a pervasive learning environment in a middle school in South Korea and examined its impact on student academic achievement and learning engagement. Forty students received a laptop to use for class projects, online collaboration, and lesson reviews over a 3-year period. To measure the effect of laptop use, data were collected from surveys, test scores, interviews with students, and teacher reflections. The findings indicate that students demonstrated greater learning engagement, but no significant difference was found in test scores between students who had been given laptops and those who had not. Moreover, student engagement decreased as the novelty effect waned, while the number of students who used laptops inappropriately (e.g., playing online games during class) increased as the project progressed. Detailed explanations for this lack of influence on learning and decreased engagement are provided.
This article examines how laptop computing technology, teacher professional development, and systematic support resulted in changed teaching practices and increased student achievement in 47 K-12 schools in 11 Florida school districts. The overview of a large-scale study documents the type and magnitude of change in student-centered teaching, technology tool-based teaching, and student learning that were observed in 440 classrooms over the course of a school year. By employing multiple observations in all schools, document analysis, interviews, and teacher inquiry, an account of the conditions, processes, and consequences (Hall, 1995) of laptop computing was generated. Based on the analysis of data, laptop computing had a positive impact across districts, particularly in regard to changes in teaching practices. Increases in student achievement were also demonstrated across districts. This study calls attention to systemic issues associated with successful laptop implementation and provides implications for statewide laptop programs.
This study measures changes in teaching practices that occurred during a school year that included laptop implementation and professional development. The changes were documented through direct observations of more than 400 classrooms in more than 50 K–12 schools in 11 Florida districts. Trained observers used two valid observation instruments to measure teaching practices and technology use. The Mantel-Haentzel procedure was used to infer statistical differences between fall and spring observations. Observed percentages, means, standard deviations and effect sizes are provided. Results suggest laptop implementation and professional development can lead to increased student-centered teaching, increased tool-based teaching, and increased meaningful use of technology. This research suggests that laptop implementation coupled with professional development may have an immediate impact on instructional practices.
This study examined the implementation and outcomes of a laptop program initiative in a predominantly low-income, minority school. Both quantitative and qualitative data were collected, analyzed, and compared with students in non-laptop classrooms within the same school. Results of the study revealed that in the hands of well prepared teachers, laptops enabled disadvantaged students to engage in powerful learning experiences. Although quantitative data did not reveal significant differences in student attitudes towards computers and school between laptop and comparison students, qualitative data indicated that laptop integration created enhanced motivation and engagement with schoolwork, influenced classroom interactions, and empowered students. Such behaviors were not evident among comparison students. Furthermore, qualitative data indicated that the laptop program produced academic gains in writing and mathematics within the laptop group. Results of the study have implications for policy makers, researchers, and practitioners, especially those interested in bridging the digital divide in education.
This unique and ground-breaking book is the result of 15 years research and synthesises over 800 meta-analyses on the influences on achievement in school-aged students. It builds a story about the power of teachers, feedback, and a model of learning and understanding. The research involves many millions of students and represents the largest ever evidence based research into what actually works in schools to improve learning. Areas covered include the influence of the student, home, school, curricula, teacher, and teaching strategies. A model of teaching and learning is developed based on the notion of visible teaching and visible learning. A major message is that what works best for students is similar to what works best for teachers - an attention to setting challenging learning intentions, being clear about what success means, and an attention to learning strategies for developing conceptual understanding about what teachers and students know and understand. Although the current evidence based fad has turned into a debate about test scores, this book is about using evidence to build and defend a model of teaching and learning. A major contribution is a fascinating benchmark/dashboard for comparing many innovations in teaching and schools.
Our study capitalized on a unique natural experiment rather than a researcher-designed, randomized experiment whereby, thanks to the Australian Government's Digital Education Revolution, half of grade 9 students in 2008 received laptops and half did not. Consequently in late 2011, when these students sat for their grade 12 external examinations based on the same curriculum implemented across the state of New South Wales, half of them had been schooled with 1:1 laptops for over three years, and half without. With school principals and district administrators asking the question ‘what will these laptops do to our examination results?' this dichotomous scenario presented us with a unique opportunity to find out. The aim of this study was to evaluate if having 1:1 laptops was a predictor of success in the sciences in the external examinations. The science students (N = 967) from 12 high schools in Sydney, Australia were studied. Using socio-demographic, school and examination data, multiple regression analyses were performed to measure the impact of the 1:1 laptop provision and other variables on student attainment in biology, chemistry and physics. We found that being schooled with 1:1 laptops had statistically significant and positive standardized regression coefficients with student attainment, with a medium effect size in physics (0.38), and small effect sizes in biology (0.26) and chemistry (0.23). Upon further investigation, exploring data provided by student and teacher questionnaires, we found that the greater effect size in physics corresponded with greater use of simulations and spreadsheets by students and teachers.
IntroductionIndividual studiesThe summary effectHeterogeneity of effect sizesSummary points
Examines why computers are used less often in classrooms than in other organizations; suggests that technological innovations have never been central to national school improvement movements, and that the dominant cultural belief about teaching, learning, and proper knowledge and about the way schools are organized for instruction inhibits computer use. (Source: ERIC) Main Article Today, computers and telecommunications are a fact of life as basic as electricity. They have altered the daily work of large businesses and industry. Yet why is it that with all the talk of school reform and information technologies over the last decade, computers are used far less on a daily basis in classrooms than in other organizations? The question often generates swift objections. What about the $19.6 million Quince Orchard High School in Montgomery County (Maryland), where there are 288 computers for 1,100 students? Or the Juan Linn School in Victoria (Texas), where a computerized integrated learning system (ILS) provides instruction to 500 students and records daily their work? What about the thousands of elementary and secondary school teachers who have students work together on computers to write, tally figures, draw, and think? Are there not many experiments under way such as Apple's Classroom of Tomorrow, micro-computer laboratories, and exciting software that tutors students in academic subjects and skills? The answer to all of these questions is that such instances do exist but they are scattered and atypical among the 80,000-plus public schools across the nation, where over 2 million teachers teach over 40 million students.(n1) So why is instructional use of information technologies (computers, television, multimedia machines and software, etc.) still the exception and not the rule in American schools? The answers to this question are important in assessing claims of policymakers who argue that such technologies can fundamentally reshape schooling and entrepreneurs seeking profits in the schooling market who offer a vision of classrooms where students work three or more hours a day on computers. I will argue that the familiar excuses used to explain the snail-likepace of technological progress (insufficient money to buy machines, teacher resistance, little administrative support, and inadequate preparation for those becoming teachers) are plausible but ultimately superficial. Such explanations assume that schools are just like other places facing technological innovation. If sufficient money, support, and preparation are mobilized, computerization of classrooms will occur. I argue that there are fundamental reasons within schools as institutions that make them substantially different from businesses, industries, and other organizations.
To better understand the growing trend of 1:1 learning, researchers conducted an evaluation of a laptop initiative in 18 North Carolina high schools. The goal of the study was to provide information about the value of the initiative to enhance student learning, as well as to identify challenges to the successful implementation of 1:1 programs, strategies for meeting those challenges, and services and supports needed to enable successful programs throughout the state. This paper focuses on ways in which the initiative enhanced the learning experiences of students with disabilities in areas such as communication, reading ability, assessment, organisation and confidence. Data sources include teacher, student and administrator focus groups, which enable scholars to gain an array of insight regarding technology initiatives and students with special needs. Implications for educators and administrators are discussed.
Studies of one-to-one programs consistently report lower use of laptops in mathematics classrooms compared to other subjects but do not elaborate reasons for these observations. This mixed-method study investigated the experiences and beliefs of 28 mathematics teachers at five secondary schools during the second year of the New South Wales Digital Education Revolution laptop program. While some mathematics teachers planned for students to use their laptops up to once a week, most reported less frequent use in the classroom. Teachers were grouped into categories “Non Adopters,” “Cautious Adopters,” and “Early Adopters” according to reported classroom use of laptops, then analysed for differences in confidence, knowledge, and beliefs relating to technology for teaching and learning mathematics. A prevalent belief limiting laptop use is that students authentically learn mathematics only using pen and paper. Cautious Adopters and Non Adopters expressed beliefs that laptops exacerbate classroom management problems, especially for lower-achieving students. In the context of ability-streamed classes these beliefs effectively ruled out use of laptops for entire classrooms.
This quasi-experimental investigation considers the second year of implementation of wireless laptops (1:1 ratio) in three 6th grade mathematics classrooms in one school compared to non-laptop classrooms (5:1 ratio) in seven other schools in the district. Comprehensive mathematics software from CompassLearning delivered via the internet was structured by the teacher to align to state standards and replaced the print-based textbook. The seven non-laptop schools accessed the same software using desktop computers in the classroom and lab. In the laptop classrooms, students moved at their own pace, students assumed responsibility for their own learning, the teacher's role shifted substantially towards one-on-one interaction with each student, there was increased record-keeping to monitor student's progress, and the teacher was more willing to give responsibility for learning to the student. Analysis of achievement data showed that the laptop students significantly out-scored the non-laptop students on the four Quarterly Benchmark examinations (effect sizes ranged from 0.47 to 0.90), but not on the state examination, though the laptop school's relative rank in the district improved. The relationship between required benchmark testing and state tests is discussed and recommendations for future implementation are provided.
This study investigated teacher experiences that emerged as a result of the introduction of wireless technology that placed personal laptops in the hands of every student in their classrooms. Five themes emerged as major factors during the transition to the effective use of ubiquitous technology in the classroom and its positive effects on teachers, including administrative expectations, knowledge acquisition, methods of teaching, teacher/student relationships, and teacher/teacher relationships.
Low-cost laptop programs attempt to address gaps in access to computers in developing countries. However, the translation of computing access from intention to actuality is mediated by many situational factors. This research presents a case study of how access to a set of laptops donated to a school for socially disadvantaged children in India was shaped by social, logistical, economic and value considerations. Findings illustrate how principles of equity driving the program clashed with limited resources to produce conditions that constrained student agency. Additionally, external dependencies for laptops, knowledge and support restricted the school’s ability to provide computing access, and set up uncomfortable internal inequalities within the school. Access increased for just one class of students, and even they only used the laptops for limited time periods, in pairs, and under direct supervision. Seven important access considerations related to equity, resources and agency are identified to support strategic planning of future laptop programs.
Increasing numbers of states, districts, and schools provide every student with a computing device; for example, the middle schools in Maine maintain wireless Internet access and the students receive laptops. Research can provide policymakers with better evidence of the benefits and costs of 1:1 computing and establish which factors make 1:1 computing more or less effective. To think about the research that is most needed, a framework is discussed focusing on critical features of 1:1 initiatives (e.g., the technology used), interactions and intermediate outcomes (e.g., impacts on teaching and instruction), and ultimate outcomes (e.g., impacts on students and their learning). Some especially high priorities for research on 1:1 computing are identified and discussed, including: investigating the impacts on student achievement, especially for low-achieving students; understanding better the costs of 1:1 computing; and documenting the implementation and impacts of large-scale 1:1 initiatives.
This multi-site case study examined literacy practices in 10 U.S. schools with one-to-one computing programs where all students had access to laptop computers throughout the school day. Important changes noted in the processes, sources, and products of literacy were along the lines often touted by educational reformers but seldom realized in schools. For example, reading instruction featured more scaffolding and epistemic engagement, whereas student writing became more iterative; more public, visible, and collaborative; more purposeful and authentic; and more diverse in genre. Students also gained important technology-related literacies such as those that involve analysing information or producing multimedia. However, laptop programs were not found to improve test scores or erase academic achievement gaps between students with low and high socioeconomic status. Both the benefits and limitations of laptop programs are discussed in this article.
Based on survey data and interview data collected over four academic years, this longitudinal study examined how a ubiquitous computing project evolved along with the changes in teachers, students, the human infrastructure, and technology infrastructure in the school. This study also investigated what conditions were necessary for successful ubiquitous computing and how these conditions changed at different stages of implementation. The results revealed that over the four academic years, this ubiquitous computing project had changed from a bold innovation to an integral component of everyday teaching and learning. Students’ use of the technology gradually matured, focusing more on learning-related activities. There were different issues and challenges regarding ubiquitous computing at different stages of implementation, and thus required continuous adjustment in the management and support system accordingly. Suggestions for practices and future research on ubiquitous computing are provided.
This article reports on preliminary findings from an. ongoing study of teaching and learning in. a ubiquitous computing classroom.. The research employed mixed methods and multiple measures to document changes in teaching and learning that result when teachers and students have access to a variety of digital, devices wherever and whenever they need them. It identifies ways in which ubiquitous computing environments can. support both individual and social construction of knowledge, and the role that unique representations of knowledge supported by a variety of ready-at-hand digital devices can. play in such support.
In the study of the Technology Immersion model, high-need middle schools were "immersed" in technology by providing laptops for each teacher and student, instructional and learning resources, professional development, and technical and pedagogical support. This article reports third-year findings for the teacher component of the theory-driven evaluation. Using hierarchical linear modeling (HLM) to analyze longitudinal survey data, we found that Technology Immersion has a statistically significant effect on teachers' growth rate for technology knowledge and skills, ideological affiliations with technology integration and learner-centered instruction, and the frequency of class activities involving technology. Treatment teachers' technical proficiency and their school's innovative culture, ongoing professional development, and parent/community support predicted teachers' higher classroom immersion. The authors discuss the viability of the Technology Immersion model and implications for technology integration in classrooms.