Conditions, Processes and Consequences of 1:1 Computing in K-12 Classrooms: The Impact on Teaching Practices and Student Achievement
Cathy Cavanaugh, Kara Dawson, University of Florida, United States ; Albert Ritzhaupt, University of North Florida, United States
Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This paper examines how 1:1 computing technology, teacher professional development, and systemic support were used to change teaching practices and influence student achievement in 47 K-12 schools in 11 Florida districts. With the school as the unit of analysis, the study documents 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, surveys and teacher inquiry, an account of the conditions, processes and consequences (Hall, 1995) of 1:1 computing was generated. Based on the analysis of data, 1:1 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 1:1 implementation and provides implications for statewide 1:1 funding.
Cavanaugh, C., Dawson, K. & Ritzhaupt, A. (2008). Conditions, Processes and Consequences of 1:1 Computing in K-12 Classrooms: The Impact on Teaching Practices and Student Achievement. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 1956-1963). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE).