1:1 Laptop Initiatives

8/13/2019 1:1 Laptop Initiatives

1/14

1:1 Laptop Initiatives

Impact and Implications: UMUC 2012

Harry Costner

Photo by Tiger Pixel :creative commons flickr.com/photos/tigerpixel


2/14

2

Abstract

21st Century technology advancements have ushered in a major paradigm shift in the

way we interact, access information and learn. Schools around the world are working hard to

adapt to this connected, fast changing, and global landscape.

It is clear that schools must now not only deliver traditional core curriculum knowledge,

but also impart vital 21st Century skills in a relevant, real world, and connected way. In a

connected world, the future of learning is on demand.

One exciting way many states, counties, and school systems are attempting to achieve

this model is through 1:1 laptop initiatives. These programs give each student access to a laptop

and the Internet every day, all day at school. Some laptop programs offer 24/7 access allowing

students to take the computers home.

The purpose of this paper is threefold: a) to explain why 1:1 laptop programs can be an

important step for schools interested in developing successful and engaged 21st Century learners.

b) to take a look at the scholarly data on the impact of 1:1 programs on student attitudes, 21st

century skills, and traditional standardized testing. c) to illustrate the issues and challenges

schools should consider when developing 1:1 laptop initiatives.

(Keywords: 1:1 computing, 1:1 laptops, 21st Century skills, one-to-one computing)


3/14

3

Why 1:1?

There has been much scholarly research, documentation, lively educational debate, and

stakeholder discussion on the importance of giving all students regular, reliable and personalized

access to a computer and the Internet every day. Senior fellow and executive director of the

George Lucas Educational Foundation Milton Chen even goes as far as writing in his book,

Education Nation, None of our hopes for education- for closing the achievement gap, for

getting students to college, for educating a modern workforce of teachers- will be realized until

every student, teacher and administrator has a computer and access to the Internet. One-to-one

access is now the digital civil right of every student to fully participate in his or her own

education. (Chen 2010) 1:1 access for all students is the first piece in the complex puzzle of a

21st Century information age education. Laptops provide connectivity. Connectivity provides

opportunity. Opportunity provides the potential for success.

The OLPC (One laptop per Child) global movement has provided some important big

ideas on this topic. Kofi Annan speaking on OLPCs behalf wrote, This is not just a matter of

giving a laptop to each child, as if bestowing on them some magical charm. The magic lies

within -- within each child, within each scientist, scholar, or just plain citizen in the making. This

initiative is meant to bring it forth into the light of day." (OLPC Wiki 2012) We must begin to

reform and modernize education with an eye on globalization and technology. Preparing our

students to meet and solve complex global challenges is vital to our future. OLPC states this

very simply, No one can predict the world our children will inherit. The best preparation for

children is to develop the passion for learning and the ability to learn how to learn. The root

cause of the rapid change, digital technology, also provides a solution. When every child has a

connected laptop, they have in their hands the key to full development and participation. Limits


4/14

4

are erased as they can learn to work with others around the world, to access high-quality, modern

materials, to engage their passions and develop their expertise. (OLPC 2012)

Spires, Oliver and Corn of North Carolina State have recently been conducting some

important research on how 1:1 computing environments expand student learning ecologies,

create future ready students, and create the blueprint for contributing global citizens. (Spires,

Oliver, & Corn 2012) Connectivity with 24/7 access changes where, when, how, and from whom

children learn. Learning ecologies such as home, the classroom, and community, that were once

separate and difficult to integrate now become open territories for discussion, peer review,

community involvement, and real world learning opportunities. With synchronous apps such as

Skype, students have access to experts on a global scale. There has also recently been a

groundswell of Internet sites encouraging student collaboration on a global scale using problem

based, constructivist modalities. One such exciting program is called the GLOBE program. This

program has created a worldwide community of students, teachers, scientists and citizens

working together to better understand, sustain and improve Earth's environment at local, regional

and global scales. (GLOBE 2012)

I recently asked Henrico County middle school librarian Shannon Hyman about the most

important student benefit in a 1:1 computing environment. What she said fits very well with this

global learning ecology concept. Ms. Hyman wrote, The most important benefit of our 1:1

laptop initiative is the level platform we have to allow for equal access to information and to

develop digital li teracy. As librarians, we empower students and staff to be effective curators,

organizers, evaluators and creators of digital information because these are the skills essential

to succeed academically and in life. Through our laptop initiative, our learning community


5/14

5

becomes a social experience by extending learning beyond the walls of the classroom and

inviting global discussion. (S. Hyman, personal communication, November 17, 2012).

In addition to big ideas on the importance of developing 1:1 computing environments,

there are many concrete educational and economic improvements that supporters and early

adopters present. These educational concepts show up as common themes in proposals for

developing 1:1 schools as well as in the promotional literature of existing 1:1 schools. Maine

has been a leader in this field since 2004. Then Governor Angus King felt that offering a 1:1

environment to Maine students was a key to economic competitiveness. In 2004 he stated, For

more than 100 years, Maine has always been in the bottom third of statesin prosperity, income,

education, and opportunity for our kids. In my 30 years of working on Maine economic issues,

no idea has had as much potential for leapfrogging the other states and putting Maine in a

position of national leadership as this onegiving our students portable, Internet-ready

computers as a basic tool for learning (Bonifaz & Zucker 2004)

Another important potential outcome of 1:1 is the closure of the digital divide between

wealthy and poor families. Bette Manchester, one of the key architects of the Maine initiative

writes, if people are really serious about school reform and leveling the playing field, raising the

bar for all kids, these tools can really support change. (Bonifaz & Zucker 2004) Many

programs including the small laptop program at our school have also developed partnerships

with the ISPs offering Internet at a substantial discount. In our case in Arlington VA, Comcast

offers Internet to participating families for $10.00 per month.

Many educational leaders point to the National Educational Technology Plan of 2010.

They key text from the executive summary is as follows, the 21st century learning model is a

comprehensive infrastructure for learning that provides every student, educator, and level of our


6/14

6

education system with the resources they need when and where they are needed. Our model of an

infrastructure for learning is always on, available to students, educators, and administrators

regardless of their location or the time of day. (NETP 2010) This is a clear mandate on the

importance of moving toward a robust 1:1, 24/7, collaborative, learning environment.

One important outcome that my school has noticed as we move closer to a 1:1

environment is a reduction in paper, ink, toner, and related supplies. A huge part of our schools

budget has traditionally been allocated for paper, ink and toner. As all teachers and many classes

have constant access to computers, the need to print has been drastically been reduced. This is

both a financial and environmental positive.

Lynette Gorder in her research on South Dakotas One-to-one Classroom Connections

Project, writes that South Dakota feels that programs of this nature, increase student motivation

and overall teacher and student productivity. (Gorder 2007) South Dakota also believes that

their program will improve relationships between students and teachers, and help increase

students ability to work independently. (Gorder 2007)

Evidence of Impact

In these uncertain economic times, schools are very hesitant to make drastic budget

expansions without solid evidence for increased learning outcomes. The financial commitment

necessary to deploy a 1:1 computing environment is large. Not only must computers be

purchased, but network infrastructure must be updated, costly professional development must be

rolled out, and extra technical service capabilities must be initiated. At this point in 2012, many

scholarly empirical studies have been conducted quantify the direct impact 1:1 environments

have on student attitudes, 21st Century skill sets, and standardized testing. This section


7/14

7

examines the data from studies on existing 1:1 programs in Maine, Michigan, Henrico County

VA, and Alberta Canada.

Although the numerous scholarly studies on the direct impact of 1:1 computing vary in

size, scope, and focus, some general trends have appeared. Data specifically linking laptops to

increased student achievement measured by standardized testing has been difficult to deliver.

Dave Silvernail of the Maine initiative says, The benefits are difficult to quantify, So many

other things are going on in schools, its difficult to classify what makes the difference. The

laptop is a tool, just like a pencil. (Morell 2012) When the data looks favorable, critics cite

increased trends in all environments. When data outcomes are unfavorable, scholars make

references to inadequate professional development for teachers, or make comparisons to subject

areas that more difficult to integrate computers, such as mathematics. The following paragraphs

will illustrate selected statistical highlights on four chosen programs.

The data on Maines Learning Technology Initiative yields mixed results. Studies were

conducted using the Maine Education Assessments.(MEA) They found that the students at the

demonstration schools (pilot laptop schools) scored significantly higher in science, math, and

social studies than did students at the comparison schools. In addition, Silvernail and Gritter

(2007) found a statistically significant improvement in students scores on the writing section of

the MEA between 2000, two years before the implementation of the Maine Learning Technology

Initiative, and 2005, when many schools were in their third year of laptop use. (Argueta Et al.

2011) These statistical gains now seem to have leveled off and many of the gains can be shown

to fit national improvement trends. Furthermore, according to the National Assessment of

Educational Progress, Between 2002 and 2011, the percentage of Maines eighth-graders


8/14

8

scoring at or above proficient on the national reading test barely changed, rising from 38 to 39

percent. (Morell 2012)

As in most 1:1 studies, the largest positive gain is student attitudes and work habits. Dr.

Tina Barrios in her Laptops for Learning final report to Florida education leaders, cites the

original Silvernail Maine student survey from 2004. This survey included over 12,000 students.

70% of students reported that laptops improve the quality of my work. 70% of students also

reported I do more work when I use my laptop. And 70% stated that laptops make school more

interesting. (Barrios 2004) It is clear that in Maine students really like this program and how it

is being implemented.

Studies on Henrico County, Virginia also net mixed results. Once again schools and

students showed great gains early on in the program. The chart below is taken from Dr. Barrios

report in 2004. It shows the percentage of high school students passing the Virginia SOL tests

the year before and after the laptop program.

(Barrio 2004)


9/14

9

Can these gains be specifically attributed to laptops? I am not sure. Studies done later in 2008 at

Henrico do show further gains in science history and reading, however, there was a negative

relationship between laptop use and Algebra I and II scores over three years (Argueta Et al.

2011) After a longer period was examined, Henrico teachers and administrators felt that the

laptops had not made a difference in students grades, quality of work, and written expression,

nor had they made a difference in the achievement of failing students or in bridging the

performance gap. (Argueta Et al. 2011) This is a difficult conclusion. All schools must find

ways to address the achievement gap and failing or drop out rates. Student and teachers attitudes

toward technology integration improved as well as increased time spent on problem-based and

collaborative work. As noted in the earlier comment from Henrico County, schools feel that the

laptops are an integral part of a successful 21st Century global education.

Another high profile 1:1 initiative was created in Michigan. It is called the Freedom to

Learn Initiative. In 2012 Lowtherreleased a comprehensive study on the overall effectiveness

of the FTL program. This program deployed over 20,000 laptops and included extensive teacher

professional development. Evaluations from this study reveal an increase in student centered 21st

Century skill lessons, a significant increase in teacher and student confidence in using

technology, and strong desire to continue the program. Most students stated that laptops

improved their learning and study skills and made them more interested in learning. (Lowther

Et al. 2012) The most discouraging aspect of this survey is that although students from FTL

schools had high interest, motivation, and belief in the benefits of using laptops, the examination

of student performance did not show positive impact of laptops on

students state test scores. (Lowther Et al. 2012)


10/14

10

The final report that I researched comes from theEmerge One-to-One Learning Initiative

in Alberta Canada. The Stakeholder Technology Branch of the University of Calgary conducted

the study. This study was in stark contrast to the American studies in that the Canadian

government was interested in looking at big ideas and a holistic assessment approach. This study

was not charged with quantifying laptop effect of standardized test scores. This study was

broken into broad categories such as vision, infrastructure, 21st Century learning environments,

educator proficiency, and overall educational results. I think it is extremely valuable to look at

the total picture with these new programs. Is the Network able to handle the new load? Are the

teachers ready willing and able to assess and deliver 21st Century skills and lessons? This is also

the first study that teachers seemed to authentically assess their own and their students beginning

skills and technology knowledge. Many pre-assessments showed teachers and students at a

novice or early learning level with technology integration and problem based learning pedagogy.

Another interesting aspect of this study is the admission that, the assessment of students 21st

Century Learning has been identified as a critical component of laptop sustainability, yet remains

an unmet challenge for Emerge jurisdictions. (University of Calgary 2009) One specific

positive outcome was that student engagement as assessed by student surveys and outside

observations increased after the Emerge Initiative.

Concluding this look at direct impact of 1:1 environments, it is clear that trends have

emerged. Students like working on laptops. Teachers feel more confident in delivering 21st

Century, problem based, collaborative assignments after receiving effective professional

development. Laptops have become successful in engaging students and make learning more

fun. Laptops do not help students in poor academic standing. Studies on laptops effect on


11/14

11

standardized testing is inconclusive to non-existent. Due to rising and unforeseen costs, it is

difficult to maintain laptop programs over long periods of time.

Issues to Consider

One advantage to not being an earlier adopter is the ability to learn from other schools

challenges, problems, and successes. Schools, scholars, and ground floor technology visionaries

have been excellent in documenting and sharing important tips to consider when developing 1:1

programs. Creating a lasting and successful 1:1 program takes meticulous planning, extensive

training, proactive relationship building, and unending patience.

The first thing to remember according to Andrew Marcinek is that a computer is only a

device. In the planning stages, it is crucial to define the goals of the program and align them with

school and system wide goals. Mr. Marcinek writes. The device is simply a device. It is not

coming to take over your classroom, nor is it replacing your quality teaching. Teachers must

welcome the device like their predecessors welcomed the chalkboard, the calculator and the CD-

ROM. They must understand that this device will give their students a better opportunity to

share, connect, and seek out information. (Marcinek 2011)

Secondly, according to the research of Scheckelhoff and Murakami, a stakeholder team

made up of teachers, administrators, students, parents, community members, and IT experts

must be created. Involving all constituent groups helps ensure buy-in. (Scheckelhoff &

Murakami 2010) Bonifaz and Zucker add that this team must meet regularly to ensure all

aspects of the laptop program are moving at a similar pace. (Bonifaz & Zucker 2004)

All of the studies agree on the need for extensive technology professional development

for teachers and administrative staff. Outcomes and goals can often be traced to the quality and

quantity of PD. Flexibility in this training is also important. The Henrico superintendent


12/14

12

remarked, technology changes at the speed of light and so do the training needs of teachers.

(Bonifaz & Zucker 2004) Scheckelhoff and Murakami even suggest that teachers be given the

laptops in advance of students to develop strong comfort and proficiency levels.

Funding 1:1 programs can be challenging year to year with a fluctuating economy and

political atmosphere. It is vital that a solid five-year budget be set from the outset. It is also

important to seek revenue from multiple sources including community, states, corporations,

grants, and even the federal government. Many programs have opted to lease computers rather

than purchase hardware. This has been a way to lock in costs and diminish unforeseen

expenditures.

In the end, it is important to remember that large-scale 1:1 programs take patience and

flexibility. There is no exact recipe to follow. Each school and technology team must work out

the best situation for their students and unique school. The Maine studies show that real change

is gradual, and success comes from solving complex problems and staying focused on what is

best for the students. Continuous and honest monitoring, assessment, feedback and evaluations

are necessary to stay on track. This will help avoid pitfalls and dispel detractors. With all

stakeholders committed to the goals and 21st Century vision of the 1:1 initiative, long-term

success is possible. My favorite quote comes from Erik Gundersen ofNew Jerseys Pascack

Valley Regional High School District. He writes, you cant go ahead and try to convince

people that this will improve test scores, thats not what this is about, said Gundersen. Its

about engaging students and creating authentic experiences for them. (Dillion 2011) Keeping

the focus on students is the key to making 1:1 environments a reality and preparing our students

to meet the complex challenges of a technology rich global society.


13/14

13

References:

Argueta, R., Huff. J., Tingen, J., & Corn, J.O., (2011). 1:1 laptop initiatives: A summary

of research findings across six states.Friday Institute for Educational Innovation,North Carolina State University.

Barrios, T. (2004).Benefits. Retrieved from http://etc.usf.edu/l4l/benefits.html

Bonifaz, A, & Zucker, A., (2004). Lessons learned about providing laptops for all

students.Education Development Center. NEIR TEC.

Chen, M.,(2010)Education nation: Six leading edges of innovation in schools. San

Francisco: Jossy Bass.

Dillion, N.(2011).New jersey district shows how to create a successful 1-1 laptop

initiative.Retrieved from http://schoolboardnews.nsba.org/2011/05/n-j-district-shows-

how-to-create-a-successful-1-to-1-laptop-initiative

Globe Program, (2012). Retrieved from http://www.globe.gov/

Gorder, L.M., (2007) Creating classrooms of the future: Connecting classrooms with one-

to-one computing. The Delta Kappa Gamma Bulletin. Summer Edition 19-38.

Lowther, D.L, Inan, F.A., Ross, S.M.,Strahl, D.J. (2012).Do one-to-one initiatives bridgethe way to 21stcentury knowledge and skills?Journal of Educational ComputingResearch. 46(1) 1-30.

Marcinek, A. (2011).Five steps for implementing a successful 1:1 environment.Retrieved from http://www.edutopia.org/blog/1%3A1-environment-andrew-marcinek

Metiri Group and The University of Calgary. (2009).Emerge one-to-one laptoplearning initiative: year one report. Alberta Canada: Stakeholder Technology Branch.

Morell, R., (2012)Kings laptops leveled playing field, but academic benefits hard toassess. Retrieved from http://pinetreewatchdog.org/2012/10/31/kings-laptops-leveled-

playing-field-but-academic-benefits-hard-to-assess/

One Laptop Per Child. (2012)Education. Retrieved http://onelaptop.org/about/education

The OLPC Wiki. (2012) Retrieved from http://wiki.laptop.org/go/The_OLPC_Wiki


14/14

14

Scheckelhoff, T.H., & Murakami, C., (2010) 1 to 1 laptop program: Planning for success.Retrieved from http://www.techlearning.com/curriculum/0035/1-to-1-laptop-program-planning-for-success/47208

Spires, H. A., Oliver, K., Corn, J. (2012). The new learning ecology of one-to-one

computing environments: Preparing teachers for shifting dynamics and relationships.

Journal of Digital Learning in Teacher Education. 28(2) 63-72.

Stager, G., (2012, April). One to one computing and teacher growth. The International

Educator 19 -28.

Unites States Department of Education. (2010).National educational technology plan

2010 executive summary. Washington, DC: U.S. Government Printing Office.

Weston, M.E., & Bain, A.,(2010). The end of techno-critique: The naked truth about 1:1

laptop initiatives and educational change. The Journal of Technology, Learning and

Assessment. 9(6)5-25.

1:1 Laptop Initiatives

Documents

Transcript of 1:1 Laptop Initiatives