EXPLORATION OF HIGH SCHOOL GRADUATES’

EXPERIENCES IN A ONE-TO-ONE LAPTOP

PROGRAM: A QUALITATIVE

PHENOMENOLOGICAL STUDY

Vicky Creasy

Background of the Problem

• Nearly twenty five percent of school districts in America have invested millions of dollars for one-to-one laptop programs (Borja, 2006).

Background of the Problem

• Larson (2009) vied that students today are digitally connected at all times, and they thrive on this type of digitally connected environment.  Because of this, schools seek ways to improve their offerings to their students (Livingston, 2009).  

Background of the Problem

• Many educators have found one-to-one laptop programs as a successful way to achieve these goals (Bebell, 2010).  Greaves (2012) explained that researching the programs and their effectiveness allows schools to attain the best results from laptop and mobile device programs.

Background of the Problem

• Research about one-to-one laptop programs has traditionally focused on four recurring themes: the impact the laptop program has on technology skills, student attendance, student test scores, and graduation rates (Fried, 2008; Greaves, 2012, Lowther, 2006)..

Background of the Problem• Consequently, a more focused

research project about student experiences potentially benefits administrators and the community (Papa, 2011). Additionally, the student’s perception of their own educational growth is essential to judging whether the success of programs is enough for continued investments in one-to-one initiatives (Zadoya, 2004).  

Review of Literature

• When reviewing the literature available, five measurements of a successful laptop program appeared: student graduation rates, GPA (Grade Point Average), student test scores, student attendance rates, and student technology skills or proficiency. GPA and student test scores were combined into one category, as they appeared together in research studies reviewed.

Review of Literature

• However, first, I found it appropriate to detail the largest scale research study independently and then to examine the largest and earliest one-to-one laptop program separately

Prior Research

• ISTE (International Society for Technology in Education) founded the largest study conducted on one-to-one laptop programs (Greaves, 2012)

• Researched over 1000 schools and 997 laptop programs

• Research was called Project RED• Findings were published in a book

called Project RED: Revolutionizing Education

Prior Research

Next, an in-depth look at one of the first large scale one-to-one programs (The Maine Learning Technology Initiative) gave a unique perspective of how a program gets started and the funding and support necessary. The program was begun by the governor of the state and provided laptops to 29,000 7th and 8th graders across the state (Lane,2003)

Purpose

• The purpose of this qualitative, phenomenological research study was to explore high school graduates’ experiences as a participant in a one-to-one laptop program.

Research Questions

• The following research questions guided this study:

• What were the benefits of participation in a high school one-to-one laptop program?

Research Questions

• What were the challenges encountered during participation in a high school one-to-one laptop program?

• What influence has participation in a high school one-to-one laptop program had on personal college experiences?

Qualitative Reasoning

• It was appropriate to use qualitative methods for this study, because the researcher was interested in uncovering and understanding the perceptions, actual lived experiences, and personally constructed meanings as described by the high school graduates (Creswell, 2007).

Qualitative Reasoning

• Prior phenomenological studies were reviewed in the literature and found to be the most effective way to expose the experiences of students that were involved in a three year one-to-one laptop program (Robinson, 2012).

Significance of the Study

• Schools and school districts around the world are considering whether to take on the task of developing a laptop initiative (Borja, 2006).  There has yet to be enough research and data to show whether the programs are worth the investment of time, resources, money, and staff (Greaves, 2012).  

Significance of the Study• This study will give one way to

assess whether these programs are beneficial by exploring high school graduates’ experiences as a participant in a high school one-to-one laptop program for a minimum of three years.  This is significant as it will supply other school districts data with which to begin their decision making process about whether to begin a program in their school.   

The Participants

• a purposive sampling of high school graduates from a large private school in Southern Louisiana where a one-to-one laptop program had been implemented for the six years prior to the study.

• Ten students were interviewed and included in the study.

The Participants

• Each participant was a minimum of 18 years of age and had participated in the laptop program while in high school grades 9 through 12 for a minimum of at least three years.

Data Collection

• The primary data collection method used for this study was an individual face-to-face interview between the researcher and the participating high school graduate.

Results

• Overwhelming positive experience with the laptop program

• Technology skills of the graduates increased and allowed them to overcome most of the challenges presented during participation in the program

• Felt better prepared for college due to participation in the program and possession of a laptop for exploration and learning activities

Research Question 1

• What were the benefits of participation in a high school one to-one laptop program? The graduates had varied experiences with technology and computers prior to participating in the laptop program.

Research Question 1

• Students in a laptop program can quickly overcome any differences in their background experience with technology. This supported Finn’s (2004) study that showed one-to-one laptop programs are able to transcend the digital divide.

Research Question 1

• The graduates gained confidence in using and troubleshooting issues on the laptops. According to Friedman (2005), troubleshooting skills have been extremely important for students in college and as professionals in careers.

Research Question 1

• The high school graduates all mentioned different technology skills that were gained through participation in the high school one-to-one laptop program. This supported Arugetta’s (2011) research which concluded that one-to-one laptop programs increased technology skills in students.

Research Question 1

• The graduates felt they performed better on the ACT due to participation in the laptop program. Having a software program on each laptop for daily use allowed for opportunities to practice and to improve vocabulary skills.

Research Question 1

• Utilizing a software program similar MathXL for all subjects could allow for an increase in student learning. Lei’s (2008) research of middle school students in a one-to-one laptop program reported similar math increases when using a comparable program.

Research Question 2

• What were the challenges encountered during participation in a high school one-to-one laptop program? Graduates reported few challenges. Most challenges mentioned were met with positive attitudes by the graduates. The two greatest challenges reported were issues with teachers and issues with technology.

Research Question 2

• Graduates were able to determine that teachers felt fearful of the new laptops placed in their classrooms. The teachers that feared failure in front of students did not use the laptops as much as other teachers. This supports Livingston’s (2006) description of teacher pushback and fear of the unknown aspects of new laptop programs.

Research Question 2

• Graduates mentioned in the interviews that when teachers embraced the laptop program and assigned exciting and challenging projects for the participants to complete, they enjoyed the experiences. Thus, it can be concluded that teachers may need more training to combat teacher pushback (Livingston, 2006), and more information about the actual costs of the program to contest negative feelings (Morrell, 2012).

Research Question 2

• Disruptive practices could have been solved by better preparing students and making them aware of expectations of behavior with an Acceptable Use Policy that was enforced. This supported Lowther, Ross, and Morrison’s (2003) study that showed that teachers realized what was most important and navigated toward valuable practices and rejected non-productive practices which failed to support student learning.

Research Question 2

• All teachers with access to students in a one-to-one laptop program should have the same access to laptops and internet in order for students to receive the greatest benefit from the program.

Research Question 2

• In order to provide the best program possible for students, a technology department with adequate staff and training is necessary to support students in a program. Tackling issues quickly and efficiently leads to students that are more confident with their laptops and more likely to use them for education. Ash (2010) derived the same conclusions.

Research Question 2

• Restrictions should only be placed on laptops when absolutely necessary. Rutledge (2007) noted students are more likely to enjoy creative work and utilizing laptops in different environments when they are less restricted.

Research Question 2

• While students were able to overcome most of the technology issues caused by the actual hardware, it is important to note that having the best infrastructure possible will allow for increased productivity by students (Rutledge, 2007).

Research Question 3

• What influence has participation in a high school one-to-one laptop program had on personal college experiences? Graduates reported positive experiences in college as a result of high school participation in the laptop program. The graduates learned skills with the laptops that prepared them better for college.

Research Question 3

• Overall, the graduates felt more prepared for college as a result of participating in the laptop program.

Research Question 3

• Familiarity of software programs created a sense of ease for the graduates as they entered college. Borja (2006) referred to similar skill improvements.

Research Question 3

• Changes in careers as a consequence of the one-to-one laptop program created major alterations in these college student’s lives. Friedman (2005) argued that America needs to produce more technical laborers. Having students choose these career paths as a result of participating in a laptop program implicates how a successful laptop program can lead to change.

Implications For Practice

• Educators should provide training and professional development for teachers so that they are prepared and ready for implementing curriculum in a one-to-one laptop environment.

Implications For Practice

• To best engage the students, educators need to include project-based learning opportunities for students that allow for the learning of as many new software programs as possible.

Implications For Practice

• Educators in schools and districts must offer excellent technology support and staff that encourages students to learn to solve their own problems as often as possible. The staff should efficiently and quickly solve issues that are beyond the student’s skillset. The technology staff should be friendly and inviting so that students are encouraged to ask for assistance instead of being fearful of discipline.

Implications For Practice

• To remove inconsistencies of expectations, educators need to provide students with an Acceptable Use Policy that outlines specific laptop guidelines. Then, the school administration must be as consistent as possible with following the AUP and allowing students to feel in control of their learning environment.

Implications For Practice

• To produce the highest possible standardized test scores for students, educators should provide access to a high quality ACT or SAT practice program for students to utilize daily in preparation for the standardized test.

Implications For Practice

• Computer restrictions should be as limited as possible to allow students to feel able to use their laptops for everything necessary for school and other learning opportunities.

Implications For Practice

• To promote exploration with the laptops, educators should offer students the opportunity to personalize the laptop device and encourage students to learn about the equipment.

Implications For Practice

• Educators should create a collegial environment in schools where teachers are able to ask students for help with technology without fear of losing their position in the classroom.

Implications For Practice

• All instructors on campus should be issued the same laptop and internet access if they will be teaching any students. Part time teachers or tutors that teach courses to students should not be excluded, as this hinders the student learning process.

References

•Annan-Coultas, D. L. (2012). Laptops as instructional tools: Student perceptions. Tech Trends, 56(5), 34-41.•Argueta, R., Ed.D, Huff, J., Tingen, J., & Corn, J. O. (2011). Laptop initiatives: Summary of research across six states. Friday Institute White Paper Series, 4.•Bebell, D., & Kay, R. (2010). One to one computing: A summary of the quantitative results from the Berkshire wireless learning initiative. Journal of Technology, , and Assessment, 9(2).•Beck-Hill, D. (2012). Intertwining digital content and a one-to-one laptop environment in teaching and learning: Lessons from the time to know program. JRTE, 44(3), 225-241.•Borja, R. R. (2006). Researchers weigh benefits of one computer per lap. Education Week, 5(6).•Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research, (4th ed.).  Boston, MA: Pearson.

•Fried, C. B. (2008). In-class laptop use and its effects on student learning. Computers and Education, 50, 906-914.

References

•Greaves, T. W., Hayes, J., Wilson, L., Gielniak, M., & Peterson, E. L. (2012). Revolutionizing education through technology: The Project RED roadmap for transformation. Eugene, Or.: International Society for Technology in Education.• Larson, L., Miller, T., & Ribble, M. (2009). 5 considerations for digital age leaders.

Learning & Leading With Technology, 37(4), 12-14.• Lei, J., & Zhao, Y. (2008). One-To-One computing: What does it bring to schools?

Journal of Educational Computing Research, 39(2), 97-122.• Livingston, P. (2009). 1-to-1 learning: Laptop programs that work. Eugene, OR:

International Society for Technology in Education..• Lowther, D., Ross, S., & Morrison, G. (2006). When each one has one: the influence of

teaching strategies and student achievement using laptops in the classroom. Educational Technology Research and Development, 51(3), 23-44.

•  Mouza, C. (2008). Learning with laptops: Implementation and outcomes in an urban, under-privileged school. JRTE, 44(4), 447-472.

References

• Muir, M., Knezek, G., & Christensen, R. (2004, November). The power of one-to-one: Early findings from the Maine Learning Technology Initiative. Learning

& Leading. • Papa, R. (2011). Technology leadership for school improvement. Thousand Oaks: Sage

Publications.• Penuel, W. (2006). Implementation and effects of one-to-one computing initiatives: A

research synthesis. JRTE, 38(3), 329-348.• Robinson, S., & Stubberud, H. S. (2012). Student preference for educational materials:

Old meets new. Academy of Educational Leadership, 16, 99-198.• Wilson, L., Geilniak, M. (2012). One-to-one solutions: where are we today? A white

paper by One-to-One Institute. AT&T.• Zadoya, I. (2004). Urban students cross the digital divide through

laptop leasing program. Education, 122(2), 262-268.