Building a culture of data use
Collaboration and Research in International Schools
Collecting and Using Research to Inform 1:1 Computing Programs and Practices
Leveraging Research and Evaluation to Inform your School’s Technology Program
Concerns, Considerations, and New Ideas for Data Collection and Research in Educational Technology Studies
It’s not about the games or educational apps
In this April 2013 Slate article, author Lisa Guernsey examines how students at Zurich International School are using iPads for creating and expressing their ideas.
In this March 2013 EdWeek article, author Amanda M. Fairbanks describes the risks and pay-offs for schools as they plan, implement, and evaluate 1-to-1 student computing programs.
This 2010 special edition of the Journal of Technology and Assessment (Vol. 9) presented four empirical studies of K–12 1:1 computing programs and one review of key themes in the conversation about 1:1 computing among advocates and critics.
This journal edition provided a forum for researchers to present empirical evidence on the effectiveness of 1:1 computing models for improving teacher and student outcomes, and to discuss the methodological challenges and solutions for assessing the effectiveness of these technology-rich educational settings.
In the summary article below, editors Bebell and O’Dwyer provide an introduction to JTLA 1:1 special edition, and synthesize results and themes across the studies:
Bebell, D. & O’Dwyer, L. (2010). Educational Outcomes and Research from 1:1 Computing Settings.
The individual 1:1 research studies included:
Bebell, D. & Kay, R. (2010). One to One Computing: A Summary of the Quantitative Results from the Berkshire Wireless Learning Initiative.
Drayton, B., Falk, J.K., Stroud, R., Hobbs, K., & Hammerman, J. (2010). After Installation: Ubiquitous Computing and High School Science in Three Experienced, High-Technology Schools.
Shapley, K.S., Sheehan, D., Maloney, C., & Caranikas-Walker, F. (2010). Evaluating the Implementation Fidelity of Technology Immersion and its Relationship with Student Achievement.
Suhr, K.A., Hernandez, D.A., Grimes, D., & Warschauer, M. (2010). Laptops and Fourth-Grade Literacy: Assisting the Jump over the Fourth-Grade Slump.
Weston, M.E. & Bain, A. (2010). The End of Techno-Critique: The Naked Truth about 1:1 Laptop Initiatives and Educational Change.
Freelance journalist Audrey Watters summarizes the first look at the results of Auburn, Maine’s 2011-2012 study:
Through the integration of 1:1 student and teacher laptops as well as additional digital tools (such as interactive white boards) in a pilot classroom, a 13-month research and evaluation study was conducted to examine how such digital resources impacted teaching and learning in a traditional middle school environment.
This study examined how classroom practices changed when technology is increased so that every student has full access to a computer in their classroom (1:1 student to computer ratio).
To fully address this question, researchers compared 1:1 classrooms to the district’s shared laptop cart model and examined the changes in student products, interactions amongst students, and interactions with their teachers.
This federally funded study examined student and teacher technology practices in nearly 200 schools over three years to examine the relationships among district and school-level supports for instructional technologies, classroom uses, and impacts on students and learning.
Among the many questions addressed in the USEIT study were: How much influence do district leadership, shared vision, provision of resources, and technical support have on the ways in which and extent to which teachers use technology for instructional purposes? How do different approaches to professional development impact instructional uses of technology? In classrooms in which technology is used regularly for instruction, what impacts does technology have on student learning?