Results & Lessons Learned from 1:1 Laptop Initiatives: A Collective Review
TLRPTIL Volume 53, Number 6, ISSN 8756-3894
Over the last ten years, the emergence of 1:1 programs has grown increasingly in popularity. More and more schools are implementing 1:1 programs as a means for increasing student achievement and performance. In fact, few modern educational initiatives have been as widespread and costly as the integration of laptop initiatives into education. As a result, a new vision in education has emerged as more and more schools across the country are now providing their teachers and students with laptops. In a 2006 eSchool News report, it was estimated that by 2007 nearly 25% of school districts in the United States would implement some form of a 1:1 computing. Currently, 1:1 initiatives exist in a wide variety of settings in Georgia, Florida, Kansas, Louisiana, Maine, Massachusetts, Michigan, Missouri, New Hampshire, Pennsylvania, and South Dakota. The impact of 1:1 learning on student measures and outcomes has been examined and studied from several different angles, from looking at absentee rates to interest and motivation to achievement scores. This article highlights research findings relating to student and teacher outcomes and 1:1 laptop initiatives and presents lessons learned from 1:1 initiatives.
Holcomb, L.B. (2009). Results & Lessons Learned from 1:1 Laptop Initiatives: A Collective Review. TechTrends: Linking Research and Practice to Improve Learning, 53(6), 49-55. Retrieved March 26, 2019 from https://www.learntechlib.org/p/166814/.
Does Math Achievement h’APP’en when iPads and Game-Based Learning are Incorporated into Fifth-Grade Mathematics Instruction?
Jennie M. Carr, Bridgewater College, United States
Journal of Information Technology Education: Research Vol. 11, No. 1 (Jan 01, 2012) pp. 269–286
Phillip Alexander Towndrow & Fareed Wan, National Institute of Education, Nanyang Technological University, Singapore
Journal of Technology and Teacher Education Vol. 20, No. 3 (July 2012) pp. 331–355
Steve Rhine, Willamette University, United States; Mark Bailey, Pacific University, United States
Journal of Technology and Teacher Education Vol. 19, No. 4 (October 2011) pp. 423–447
Sean Lancaster & Andrew Topper, Grand Valley State University, United States
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 1553–1555
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.