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Journal of Research on Technology in Education 447

JRTE,40(4),447–472

LearningwithLaptops:ImplementationandOutcomesinan

Urban,Under-PrivilegedSchoolChrystallaMouza

University of Delaware

AbstractThis study examined the implementation and outcomes of a laptop program initiative in a predominantly low-income, minority school. Both quantitative and qualitative data were collected, analyzed, and compared with students in non-laptop classrooms within the same school. Results of the study revealed that in the hands of well prepared teachers, laptops enabled disadvantaged students to engage in powerful learning experiences. Although quantitative data did not reveal significant differences in student attitudes towards computers and school between laptop and comparison students, qualitative data indicated that laptop integration created enhanced motivation and engagement with schoolwork, influenced classroom interac-tions, and empowered students. Such behaviors were not evident among comparison students. Furthermore, qualitative data indicated that the laptop program produced academic gains in writing and mathematics within the laptop group. Results of the study have implications for policy makers, researchers, and practitioners, especially those interested in bridging the digital divide in education. (Keywords: laptops, ubiquitous computing, quasi-experiment, urban-elementary students, digital divide.)

INTRODUCTIONCurrentlegislativemandates,suchastheNoChildLeftBehind(NCLB)Act,

haveincreasedthedemandonschooldistrictstoprovideeverychildwithac-cesstohigh-qualityeducationandclosetheachievementgap.TheEnhancingEducationthroughTechnologyprogramoftheNCLB,inparticular,seekstoleveragethepoweroftechnologyinallareasofK–12educationinwaysthatimpactthequalityofteachingandlearning(U.S.DepartmentofEducation,2001).Despitethisambitiousgoal,ithasbeendemonstratedthatstudentswhocomefromlow-incomeminoritybackgroundsoftensufferfrompooraccessandutilizationoftechnologywhileconfrontedwithinferiorqualitylearningoppor-tunities(Donahue,Finnegan,Lutkus,Allen,&Campbell,2001;NTIA,1999).Infact,internationalassessmentsrevealthatschoolsintheUnitedStates(U.S.)arethemostunequalintheindustrializedworldintermsofspending,curricu-lumofferings,teachingquality,andoutcomes(Darling-Hammond,2006).Asaresult,low-incomeminoritystudentsoftenhavelimitedaccesstointellectuallychallengingcurriculummaterialandinstruction(Darling-Hammond,2004).

Inresponsetotheseinequities,andwithassistancefromtheprivatesector,severalschooldistrictsintheU.S.havecommittedthemselvestolaptoptech-nologyprogramsasameanstoimproveaccesstodigitalresources,increaseop-portunitiesforbetterqualityinstruction,andpreparestudentsforthedemands

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ofthemodernworkplace.Yet,researchintotheeducationalusesandstudentoutcomesoflaptopprogramsisstillinitsinfancy.Inarecentexaminationofstudiesanalyzingtheimplementationandeffectsoflaptopinitiativesinmul-tiplecountries,Penuel(2006)foundonly30studiesthatusedrigorousresearchprocedures,withthemajorityofthosestudiesfocusingonmiddle/highschoolstudentsinaffluentschools.Clearly,thereisaneedformoreresearchonthebenefitsoflaptopprogramsforteachingandlearningandtheirpotentialtobridgethedigitalanddidacticdividethatcurrentlyexists(Fulton&Sibley,2003).Specifically,thereisaneedtostudythenewlearningenvironmentscre-atedbythepresenceoflaptopsanddeterminetheconditionsunderwhichposi-tiveeffectsonlearningoutcomesmaybeachieved(VanHover,Berson,Bolick,&Swan,2006).

Thepurposeofthisstudyistoinvestigatetheimplementationandoutcomesofalaptopprograminapredominantlylow-incomeminorityschool.Specifi-cally,thestudyexaminesthewaysinwhichtwoprimarygradeteachersinte-gratedlaptopsintheirinstructionalpracticesandtheimpactofsuchintegrationonstudenteducationalexperiencescomparedtonon-laptoppeersinthesameschool.Threeprimaryquestionsguidedthisresearch:

1. Duringaone-yearperiod(2002–2003),inwhatwaysdidteachersandstu-dentsutilizelaptopcomputersintheirclassroomstoachieveinstructionalgoals?

2. Howdidaccesstolaptopsinfluencestudentattitudestowardcomputersandschoolcomparedtotheirnon-laptoppeers?

3. Howdidstudentuseoflaptopcomputerssupportlearningprocesses?1

THEORETICALFRAMEWORkDigitalDivideandLaptopInitiatives

ThereisurgencyintheU.S.toimprovethequalityofeducation,closetheachievementgap,andequipstudentswith21stcenturyknowledgeandskills(Ladson-Billings,2006;Partnershipfor21stCenturySkills,2003).Gener-ally,21stcenturyskillsareidentifiedasinformationandcommunicationskills,thinkingandproblem-solvingskills,andinterpersonalandself-directionalskills(Partnershipfor21stCenturySkills,2003).Toachievethesegoals,studentsmustbegiven21stcenturytoolsthatsimulateauthenticworkenvironments.Theyalsoneedtolearnacademiccontentthroughreal-worldexamples.Recentdataindicatedthatgreatstrideshavebeenmadetoprovideschoolswith21stcenturytools(e.g.,computersandInternetconnections)thatcanhelpteach-erscreatemoreauthenticlearningenvironmentsforstudents(Wells&Lewis,

1Thisstudydidnotexaminedifferencesinstudentachievementbetweenlaptopandcom-parisonclassroomsasmeasuredbytestscores.Existingresearchindicatesthatitisexceedinglydifficulttolinkfulltimeaccesstolaptopstotheoutcomesofstandardizedtestscurrentlyinuse,particularlyduringthefirstyearofalaptopinitiative(Muir,Knezek,&Christensen,2004;Rockman,2000,2003).Themainreasonbehindthisdifficultyisthemismatchbe-tweenthecontentofstandardizedteststhatoftenincludelower-levelskillsandthetypeofhigher-orderskillssupportedbylaptops(Roschelle,Pea,Hoadley,Gordin,&Means,2000).


2006).In2005,theratioofstudentstoinstructionalcomputerswithInternetaccessinpublicschoolswas3.8:1comparedto12.1:1in1998.Despitetheseimprovements,schoolswithlowerlevelofminorityenrollmentstillhavefewerstudentspercomputerthanschoolswithhigherminorityenrollment(Wells&Lewis,2006).

Inadditiontolimitedaccesstotechnologyinschool,low-incomeminorityhouseholdsarealsotheleastlikelytobeonline.Itwasestimatedthatapproxi-mately68%oflow-incomeWhitehouseholdsdidnothaveaccesstotheInter-net,comparedto75%ofAfricanAmericanand74%ofHispaniclow-incomehouseholds(Pew,2000).Thisdisparityinhomeaccesstotechnologyfurtherlimitstheopportunitiesoflow-incomeminoritystudentstopracticeessentiallearningskillsandexperienceacademicsuccess.AccordingtoFultonandSibley(2003),justasthepresenceofbooksandreadingmaterialathomecanimpactthereadingreadinessofachild,theavailabilityofcomputersandInternetac-cessathomecanalsoinfluenceachild’stechnologyliteracyreadiness.

Inanefforttobridgethedigitaldivide,severaldistrictshaveembarkedintheimplementationoflaptopprograms.Providingeverystudentwithalaptop,whichcanalsobetakenhome,canhaveatremendousimpactonstudentswhoarecurrentlyleftoutfromtheworldoftechnology.Accesstolaptopcomputerscanchangebothhowandwhatstudentslearn,withinaswellasoutsideschoolboundaries(Roschelleetal.,2000).Useofcomputerscanenhancehowchil-drenlearnbysupportingfourfundamentalcharacteristicsoflearning:(a)activeengagement,(b)participationingroups,(c)frequentinteractionandfeedback,and(d)connectionstoreal-worldcontexts(Roschelleetal.,2000).Useofcom-puterscanalsochangewhatstudentslearnbyprovidingexposuretoideasandexperiencesthatotherwisewouldbeinaccessible.Suchopportunitiesarepartic-ularlyusefulindevelopingthehigher-orderskillsofcriticalthinking,analysis,andinquirythatarenecessaryforsuccessinthe21stcentury(Rockman,2003).

Theoverarchingobjectiveofthisstudyistoinvestigatetheimplementationofalaptopprograminapredominantlylow-incomeminorityschoolanditspotentialtobridgethedigitalanddidacticdividebyprovidingstudentswithen-richedlearningexperiencesbothwithinandoutsideschoolborders.

StudentLearningandLaptopInitiativesCognitiveresearchemphasizestheimportanceofstudentintrinsicmotivation

inthelearningprocess(Ryan&Deci,2000).Studentswithhigherintrinsicmotivationhaveexhibitedhigherachievement,morefavorableperceptionsoftheiracademiccompetence,andloweracademicanxiety(Gottfried,1990;Gottfried&Gottfried,1996).Manyofthetasksthatteacherswanttheirstu-dentstoperform,however,arenotinherentlyinterestingorenjoyable(Ryan&Deci,2000).Asaresult,asupportiveschoolenvironmentthatgivesstudentschoicesinselectinglearningtasksandopportunitiesforself-directedlearningcancatalyzegreaterintrinsicmotivationanddesiretolearn(Ryan&Grolnick,1986).Incontrast,acontrollingenvironmentcanforestallstudentmotivationandlearningdesire.

Existingresearchindicatesthatuseoflaptopshasthepotentialtocreatesup-portiveschoolenvironmentsthatcanfosterstudentresponsibility,competence,


andautonomyinrelationshiptotechnologyandlearning,therebyleadingtoincreasedmotivationandgreateracademicaspirations(Light,McDermott,&Honey,2002;Newhouse&Rennie,2001;Zucker&McGhee,2005).Find-ingsfromProject Hiller,alaptopinitiativeforurbanhigh-schoolstudents,dem-onstratedthatubiquitousaccesstotechnologyalteredclassroominteractions,fosteredasenseofautonomyandownershipoflearning,andcreatedastudent-centeredenvironmentthatfacilitatedthedevelopmentofmotivationandaca-demicengagement(Lightetal.,2002).

Inaddition,initialfindingsfromone-to-oneinitiativeshaveindicatedpositiveoutcomesonstudentlearning.Ubiquitousaccesstocomputershasshowntohelpstudentsacquireincreasedcomfortlevelwitharangeofsoftwareapplica-tionsandtheabilitytoapplytechnologytoaccess,manipulate,andorganizeinformation(Lowther,Ross,&Morrison,2003;Rockman,2003).Ithasalsoshowntoimprovestudentwritingskillsandfosterincreasedconfidenceandself-efficacy(Penuel,2006;Russell,Bebell,&Higgins,2004).

Buildinguponearlierwork,thisstudyfurtherinvestigatestheimpactofalaptopinitiativeonurban elementarystudentattitudestowardscomputersandschool.Italsoexamineswaysinwhichaccessandutilizationoflaptopscanben-efitstudentlearningprocesses.Instillinganinterestinschoolandlearninghasimplicationsforfutureschoolsuccess(Gottfried,1990).

TeacherProfessionalDevelopmentandLaptopInitiativesProvidinglaptopcomputerssothateverystudentcanhaveaccesstodigital

resourcesisimportantforbridgingthedigitaldivide.Thebiggestchallenge,however,ishelpingteachersdeveloptheexpertiserequiredtoharnessthepoweroftechnology.Thechallengegoesbeyondthelackofteachers’technologyskillsandinvolvescriticalissuesrelatedtoteachers’pedagogyandbeliefstowardstechnology(Garthwait&Weller,2005;Windschitl&Sahl,2002).

Designingqualitycomputer-basedlessonsthataddressmandatedcontentandstandardsisverydemandingonteachers(Lowtheretal.,2003).Asaresult,teachersoftenusetechnologywithintheirexistingpractice.Inlow-incomemi-norityschools,inparticular,teachersaremorelikelytohavestudentsusecom-putersforroutineskillspracticeandarelesslikelytohavestudentsusecomput-erstomakepresentations,doanalyticwork,reviseandpublishtext,orengageinexploratoryandproblem-solvingactivities(Becker,2001).Tocreaterealimprovements,teachersneedtousetechnologytosupportknowledge-buildinganddiscourseratherthanreinforcetraditionalwaysofteachingwherestudentsactprimarilyasreceiversofinformation(Donahueetal.,2001).Theyalsoneedtoshifttonewpedagogicalstrategieswheretheybecomefacilitatorsoflearning.

Agrowingbodyofliteratureindicatesthataccesstolaptopcomputerscanchangetheteachingandlearningdynamicsintheclassroom.Initialfindingsindicatethataccesstolaptopsfacilitatestheimplementationofinquiry-basedmethodsasopposedtomemorizationandpractice,aswellasmoreinterdisci-plinaryapproachesthatvaluecooperativelearning(Fairman,2004).Further-more,ubiquitouscomputingcanactasacatalystthatcouldfacilitatemovementtowardsconstructivistpractices,whereteachersactprimarilyascoaches(Rock-

Journal of Research on Technology in Education 45�

man,2000).Nevertheless,suchchangesdonothappenautomatically.Teachersneedaccesstohigh-qualityprofessionaldevelopmentsinceuseoftechnologyinthisscaleisneitherintuitivenorautomatic.

Thisstudyinvestigatesthewaysinwhichtwoprimaryteacherswhopartici-patedinaresearch-basedprofessionaldevelopmentprogramintegratedlaptopsintheirinstructionalpracticeatanurban,under-privilegedschool.Italsoin-vestigatesclassroominteractions,suchastheinteractionsbetweenteachersandstudents,andamongstudentsthemselves,asaresultoflaptopintegration.

CONTEXTOFTHESTUDYThelaptopinitiativeemployedinthisstudywaspartoftheMicrosoft Anytime,

Anywhere, Learningprogram.Schoolsandparentsparticipatinginthispro-gramleasetheirnotebooksfromToshibaresellers.Hardwareandsoftwarearediscounted,asareserviceandinsurancecontracts.Theschoolwherethestudytookplacewasoneof52otherparticipatingpilotschoolslocatedinanurbanNewYorkCity(NYC)schooldistrict.Theschoolwasserving1,277studentsingradesK–5.Approximately94%ofthestudentswereHispanicwhoqualifiedforfreelunch.Thegoaloftheprogramwastohelpbridgethedigitaldividebyprovidingdisadvantagedstudentswithincreasedaccesstotechnologyandim-provedlearningexperiences.

Atotalofthreeclassroomsparticipatedintheschool’slaptopprogram—onefromeachgradelevelingradesthreetofive.Participatingstudentshadleasedtheirnotebooksandwererequiredtopay$100forinsurancecosts2.Unlikeoth-erinitiativesinwhichstudentsreceivedstateoftheartequipment,studentsinthisstudyreceivedrefurbishedlaptops.Moreover,laptopswerenotnetworkedorconnectedtoprintersbecausetheschoollackedtheappropriateinfrastruc-ture.StudentshadInternetaccessandprintingcapabilitiesthroughtwodesk-topcomputerslocatedintheirclassrooms.TheseareimportantconsiderationswhentryingtoassesstheoutcomesofalaptopprogrambecauseconvenientaccesstotheInternetprovidesincrementaladvantagescomparedtocomputerenvironmentslackingInternetaccess(Penuel,2006).

METHODSStudyDesignandParticipants

Thisstudyemployedaquasi-experimentaldesigntoinvestigatethebenefitsoflaptopsonstudentacademicexperiencescomparedtonon-laptoppeersinthesameschool.Classroomswerenotrandomlyassigned.Threelaptopclass-roomswereinitiallyselectedbytheschool’stechnologycoordinatorbasedonthefollowingcriteria:(a)theclassroomteacherhadparticipatedinsubstantialprofessionaldevelopmentontheuseoftechnology;(b)theclassroomteacherhaddemonstratedpriorevidenceofintegratingtechnology(i.e.,desktopcom-puters);and(c)theclassroomteacherwaswillingtoparticipateintheprogram.Controlclassroomswereselectedbytheresearchertoincludecomparablestu-dentpopulations.

2Theschoolcontributedthisamountforstudentswhocouldnotaffordit.

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Thestudyincludedtwoofthelaptopclassrooms—thethirdgradeclass(22students)andthefourthgradeclass(28students)3.Foreachlaptopclass,onecomparablenon-laptopclassatthesamegradelevelinthesameschoolwasse-lected4.Comparisonclasseshadonlytwocomputersavailable,whichwasthetypicalnumberintheschoolandwerecarefullymatchedtoincludestudentswhodemonstratedachievementlevelssimilartothoseofstudentsinlaptopclasses.Theparticularschoolwasprimarilyorganizedinhomogeneousratherthanmixedabilityclassrooms.Asaresult,someclassesincludedonlystudentswhoexceededormetlearningstandardsinlanguagearts(i.e.,listening,reading,andwriting)andmathematicalskillswhileotherclassesincludedonlystudentswhopartiallymetlearningstandardsorwerestrugglingtoachieveabasiclevelofproficiency.Furthermore,theschoolhadbilingualclassesinwhichinstruc-tionwasdeliveredbothinEnglishandinSpanish5.

Todeterminestudentplacement,theschoolreliedonresultsfromlocaldi-agnosticassessmentsandotherteachermeasuresofstudentachievement.Boththethirdandfourthgradelaptopclasseswereconsideredadvancedclassesintheschool,wherebyallstudentsexceededormetgradelevellearningstandardsinlanguageartsandmathematics.Asaresult,thematchedcomparisonclassesselectedwerealsoadvancedclassesintheschool,whereallstudentsexhibitedgradelevelproficiencyinlanguageartsandmathematics.Todetermineappro-priatematchedcomparisonclasses,theresearchersoughttheinputoftheschooladministratorswhonominatedthirdandfourthgradeadvancedclassesintheschool.Alllaptopandcomparisonclassesweremonolingualclasses(i.e.,in-structionwasonlyprovidedinEnglish)inwhichstudentscamefromthesamesocio-economicandethnicbackground.

Afinalmeasureconsideredinselectingcomparisonclassroomswasteachercredentialsandprofessionaldevelopmentontheuseoftechnology.Allteach-ershadabachelorsandamaster’sdegreewithintheeducationfield.Moreover,bothlaptop(BetsyandLisa)andcomparison(JohnandTony)teachershadpre-viouslyparticipatedinayearlong,research-basedprofessionaldevelopmentpro-gram(2000–2001)ontheuseoftechnologyofferedbyaleadinguniversity.Thepurposeoftheprogramwastoenhanceteachers’technologicalcompetenceandunderstandingoftechnologyintegrationintoclassroominstruction,particularlywithinastudent-centeredframework.Genderwasnotconsideredwhenselect-ingteacherparticipantsbecauseofthesmallsampleofpotentialparticipants.Asaresult,bothlaptopteacherswerefemalesandbothcomparisonteachersweremales.Althoughthereisnoevidencethatthisinfluencedthefindingsofthestudy,itrepresentsalimitationofthiswork.

3Thefifthgradeclasswasnotincludedbecauseitwouldhaverequiredtheuseofdifferentdatacollectioninstruments,therebymakingitdifficulttocomparestudentresultsacrossgrades.Specifically,theYoungChildren’sComputerInventory(YCCI)wasused,whichismostappropriateforgradesK–4.

4Eachcomparisonclassincluded25students.5Theschoolhadeightthird-gradeclassroomsandsevenfourth-gradeclassrooms.


DataCollectionQualitativeandquantitativedatafrombothlaptopandnon-laptopclass-

roomswerecollectedthroughoutthe2002–2003academicyear.Datasourcesincludedclassroomobservations,teacherinterviews,studentquestionnaires,andstudentfocusgroups.

Classroom Observations:Eachlaptopclassroomwasobservedonsevendiffer-entoccasions.Comparisonclassroomswereobservedtwice.Allobservationswereconductedbytheauthor.Observationsrangedfrom90minutestothreehoursandfocusedonbothpedagogyandlaptop(ordesktop)usage,suchas:(a)thetypeofhardwareandsoftwareused;(b)theroleoftheteacher;(c)theroleofthestudents;(d)thetypesofactivitiesemployed(e.g.,cooperativelearning,directinstruction,etc.);and(e)theinteractionamongstudents,andbetweentheteacherandthestudents.Detailedfieldnoteswerekeptforeveryobserva-tionandrelevantartifactswerecollected(e.g.,teacherlessonplans,studentmultimediapresentations,etc.).

Teacher Interviews:Bothlaptopandcomparisonteacherswereinterviewedtwice—atthebeginningandattheendoftheyear.Allinterviewswerecon-ductedbytheauthor.Interviewswerepartiallystructuredandelicitedinfor-mationon:(a)teacherbeliefswithregardtotheuseoftechnologyinteachingandlearning(e.g.,Whatdoyouthinkistheroleoftechnologyineducation?);(b)instructionalpractices(e.g.,Inwhatwaysdoyouutilizecomputersinyourclassroom?);and(c)impactoftechnologyonstudentlearning(e.g.,Inwhatwaysdoyouthinkimplementationoflaptopcomputersinfluencesstudentlearning,motivationtolearn,andattitudestowardsschool?).Eachinterviewwasapproximatelyfortyminuteslong.Allinterviewswereaudio-tapedandtranscribed.

Student Questionnaires:QuantitativedatawerecollectedthroughtheYoungChildren’sComputerInventory(YCCI;Knezek,Christensen,Miyashita,&Ropp,2000).TheYCCIisa52-item,3-pointscaleLikertinstrumentformea-suringelementaryschoolchildren’sattitudesacrosssevenmajorindices:(a)ComputerImportance(perceivedvalueorsignificanceofknowingaboutcom-puters);(b)ComputerEnjoyment(pleasurederivedfromusingcomputers);(c)Motivation/Persistence(effortandperseverance);(d)StudyHabits(waysofpursuingacademicexercises);(e)Empathy(caringaboutothers);(f )CreativeTendencies(inclinationstowardfindinguniquesolutionstoproblems);and(g)AttitudestowardSchool(perceivedvalueofschooleducation)6.TheYCCIwasdevelopedacrossmultiplestudiesovera10-yearperiod(1991-2001).Inallstudies,individualscaleinternalconsistencyreliabilities(Cronbach’sAlpha)rangedfrom.66to.85forelementaryschoolstudents(Christensen,Knezek,&Overall,2005).

Atotalof100studentscompletedtheinstrumentduringthemonthsofAprilandMay2003—50laptopand50comparisonstudents.Alldataweregatheredinasmallgroupsettingtoensurethecollectionofusablesurveys.Eachstudent

6Althoughthisresearchwasnotinterestedinmeasuringempathy,studentscompletedallscalesofYCCItoavoidinfluencingthevalidityandreliabilityoftheinstrument.


inthegroupwasgivenasheetlistingonlytheresponsechoices.Theauthorandaresearchassistantreadthesurveyitemstothestudentsandprovidedanynec-essaryexplanations.Thepersonnotreadingmonitoredstudentscloselytomakesuretheyweremarkingtheiranswertoeachiteminthecorrespondinglocation.All100questionnaireswerefullycompletedandyieldedusabledata.

Student Focus Groups:Additionalqualitativedatawerecollectedfromatotalof32studentsduringeightfocusgroups(fourstudentspergroup).Twogroupsofstudentsfromeachclasswereselectedtoparticipate—onehigh-achievinggroupandonelower-achievinggroup.High-achievingstudentsweredefinedasthosewhoclearlymetorexceeded(demonstratedadvanced proficiency)theirrespectivegradelevellearningstandardsinlanguageartsandmathematicsbasedonlocalassessmentsandotherteachermeasuresofstudentachievement(e.g.,writingsamples,quizzes,etc.).Lower-achievingstudentsweredefinedasthosewhominimallymet(demonstratedproficiency)theirrespectivegradelevellearn-ingstandardsinlanguageartsandmathematicsbasedonthesameassessments.Allfocusgroupparticipantswereidentifiedbytheirclassroomteacherswhohadadequateopportunitiesthroughouttheyeartoassessstudentproficiencyofgradelevellearningstandards.

Focusgroupquestionsweretargetedtowardfivemajortopics:(a)computerimportance(i.e.,Doyouthinkisimportanttoknowaboutcomputers?Whyorwhynot?);(b)computerenjoyment(i.e.,Whatdoyoulike/dislikeaboutcomputers?);(c)computerusageathome(i.e.,Howdoyouuseyourcomputerathome?);(d)student-studentandstudent-teacherinteractions(i.e.,Doyoueverworkwithotherstudentsinyourclass?Ifso,inwhatways?Haveyouevertaughtsomethingtootherstudentsinyourclass?Haveyouevertaughttheteachersomething?);and(e)motivationtowardschoolandlearning(i.e.,Howdoyoulikecomingtoschool?).Eachfocusgrouplastedapproximately40minutes.Allfocusgroupswerevideo-taped.Inallfocusgroupstheresearcherallowedenoughtimeforeachquestionandencouragedallindividualstovoicetheirideas.Transcriptexaminationrevealedthatalmostallstudentsrespondedtoallquestionsandmultipleperspectivesweregenerated.

DataAnalysisDatafromclassroomobservationsandteacherinterviewswerefirsttran-

scribed.Subsequently,theresearcherandagraduateassistantrepeatedlyreadthetranscriptsandidentifiedexcerptsthatdiscussedteacherbeliefsandprac-ticestowardtechnology.Excerptsonteacherbeliefsincludedstatementsrelatedtotheroleoftechnologyintheschoolcurriculumaswellasbenefitsanddraw-backsofcomputersforstudentlearning.Excerptsrelatedtopracticeincludedstatementsonthewaysinwhichstudentsutilizedcomputersforinstructionaltasks.Asanalysisofeachindividualteacherwascompleted,datawerecom-paredwiththoseoftheotherteacherstoidentifysimilaritiesanddifferencesamonglaptopandcomparisonteachers(Miles&Huberman,1994).Classroomartifactsandexcerptsfromstudentfocusgroupswereusedtotriangulatefind-ings(Maxwell,1996).Disagreementswereonlyminimalandwereallresolvedthroughconsensus.


DatafromstudentquestionnaireswereanalyzedusingstatisticalmethodsandtheSPSSsoftwarepackage7.Studentfocusgroupswerefirsttranscribedandanalyzedusingagroundedtheoryapproach(Glaser&Strauss,1967)tolookforemergentpatternsaswellasforcommonalitiesanddifferencesacrossstudentresponses.Initially,theresearcherandthreegraduatestudents,whohadnotbeenpartofconceptualizingthestudy,repeatedlyreadandopen-codedportionsofthetranscripts.Basedonthisanalysisaninitialcodingschemewasdeveloped.Thisinitialcodingschemewassubsequentlyappliedtoadditionaldataandseveralrevisionsweremade.Thefinalcodingschemeincludedthefol-lowingcategories:(a)studentbeliefsaboutcomputers,(b)studentenjoymentfromusingcomputers,(c)studentusesoftechnologyathome,(d)motivationandattitudestowardsschool,(e)benefitsfromusingcomputers,(f )classroominteractionswithteachersandpeers,and(g)studentempowerment.There-searcherandtwoofthegraduateassistantsappliedthefinalcodingschemeinalleightfocusgrouptranscripts.Disagreementswereresolvedandaconsistentinter-ratercodingwasachieved.

FINDINGSFindingsofthestudyarepresentedinthissectionorganizedbyresearch

question.Inwhatwaysdidteachersandstudentsutilizelaptopsintheirclassrooms

toachieveinstructionalgoals?ResultsfromobservationsandinterviewsindicatedthatBetsyandLisa,the

laptopteachers,usedtechnologytocreatemeaningfullearningactivitiesthatengagedstudentsincomplex,authentictasks.Technologywasusedaspartofamodelthatemphasizedproject-basedlearningandconstructionofknowledgeratherthanrecitationordrillandpractice.

Throughouttheyear,Lisathethirdgradeteacherwasabletoimplementavarietyofsustainedprojectsthatintegratedlaptopcomputers.Inlanguagearts,studentsusedTimeLiner8tocreateinteractivetimelinesthatfeaturedthebiographiesofauthorsstudiedinclass(e.g.,TomiedePaola).Theyalsousedmultimediatocreateelectronicstorybooksmodeledafterfairytalesreadinclassandpublishreportsthatweresupplementedwiththeirownillustrations.Inmathematics,theyworkedincooperativegroupsusingspreadsheetstogatherandanalyzedatacollectedfromconductingclassroompolls.Theseactivitieswereessentialformasteringelementsofgraphing,arequiredcurriculumunit.Finally,inscience,theyfrequentlyusedtheInternettolookupinformationandInspiration9toorganizetheirunderstandingintoconceptmaps.Conceptmaps

7Afulldescriptionofthequantitativedataanalysisispresentedlaterinthe“ResultsfromStudentQuestionnaires.”8Timeliner(TomSnyderProductions)isasoftwarepackagethatallowsstudentstotacklechallengingcontentandconceptsbyvisuallyorganizinginformationonatimelineornum-berline.9Inspiration(Inspiration,Inc.)isasoftwarepackagethatallowsstudentstocreategraphicorganizerstovisuallyrepresentconceptsandrelationships.


revealedstudents’thinkingandhelpedLisaidentifymisconceptionsandplanappropriateinstructionalactivities.

Toaccommodateuseoftechnology,Lisareworkedherdailyscheduleandusedblocksoftimetoworkonprojectsthatintegratedlaptops.Assheex-plained,shealsoimplementedmuchmorecooperativeworkthaninherpastpractices.Intheclassroom,sheoftenactedastheguide-on-the-side;sheprovidedindividualsupport,facilitatedsharingamongstudents(Figure1),andencour-agedexplorationthroughtheuseoftechnology.

InBetsy’sfourthgradeclass,learningwasalsoprimarilystructuredaroundsustainedprojectsthatutilizedlaptopstopromoteproblemsolvingandknowl-edgeconstructionwithinameaningfulcontext.Studentshadopportunitiestochoosetopicsbasedontheirowninterests,collaboratewiththeirpeers,andas-sumedifferentroles.Theyalsohadopportunitiestoraisequestions,gatherandanalyzesciencedatafromtheirlocalschoolyardusingspreadsheets,andcreatelearningmaterialfortheirpeersintheformofelectronicnewsletters.Intheprocess,studentswereforcedtoexplainanddefendtheirideasthusdevelopingabetterconceptualunderstandingoftheissuesathand.Thefollowingexcerptdescribesatechnology-integrationprojectrelatedtothetopicoftheAmerican Revolutionary War,whichisillustrativeofBetsy’spractice.Betsydescribed:

Aspartoftheproject,studentsworkedingroupstoprepareanewslet-terrelatedtotheRevolutionaryWarusingdesktop publishingsoftware(Figure2).Eachstudentinthegroupconductedresearchusinglibrary

Figure 1: Peer sharing in the third grade laptop class.


andInternetresourcesandpreparedadiaryentry,abiographicalessay,orareportbasedonaRevolutionaryWarpersonoreventoftheirchoice(e.g.,abiographyofanAfrican-Americansoldier,areportonamajorbattlesuchastheBostonTeaParty,etc.).Thosestudentswhochosetoresearchparticulareventsusedtheirknowledgeofspreadsheetstocreategraphsdemonstrating thenumberofBritishandAmericansoldierskilledduringthebattle.Wearenowworkingasaclasstodevelopaninteractivetimelineusingmultimediathatfeaturesthemajorbattlesoftherevolution(Figure3,p.458).

Describingtheroleoflaptopsinherinstructionalplanning,Betsyexplained:“Havingthelaptopshasdefinitelyhelpedmetothinkdifferently.Inolongerthinkof45minutelessons;Inowplansustainedprojectsthatinvolvestudentsworkingcollaborativelyaroundanimportantissue.”Furthermore,becauseac-cesstolaptopsenabledstudentstodevelopartifacts(e.g.,multimediapresenta-tions,websitesetc.),Betsyoftenhadherstudentspubliclysharetheirworkwithotherpeersandadults.Infact,Betsy’sstudentsdescribedwithprideaneventwheretheydemonstratedtheschoolWebsitetheyhadcreatedduringaparentnight.

Thesefindingsdemonstratedthatinsteadofbeingrestrictedbyimpoverishedenvironmentstypicalinlow-incomeminorityschools,BetsyandLisausedlap-topstocreaterichlearningenvironmentsthatfacilitatedknowledgeconstruc-

Figure 2: Electronic newsletters on the Revolutionary War created by fourth grade laptop students.


tion.Contrarytolaptopteachers,observationandinterviewdatarevealedthatcomparisonteachersusedtechnologyformundaneinstructionaltasks,suchaswordprocessingandInternetresearch.Further,computersweresometimesusedasarewardforstudentsfinishingtheirwork.John,thethirdgradeteacher,indicated:“Ihavethestudentsrotateonthecomputerinpairstoword-pro-cessdocuments.However,studentswhoarenotbehavingdonotgetaturn.”Althoughsuchusesoftechnologyhelpedstudentsautomatesometasks(e.g.,lookingupinformation),theydidnotpromotenewmodelsofinstruction.Ac-cordingtoJohnandTony,thenonlaptopteachers,limitedaccesstohardware,software,andtechnicalandpedagogicalsupportwereallkeyfactorsinhibitingextensiveuseoftechnology.

Howdidaccesstolaptopsinfluencestudentattitudestowardcomputersandschoolcomparedtotheirnon-laptoppeers?

ResultsfromStudentQuestionnairesThequantitativedatawereanalyzedusingthestatisticalanalysispackage

SPSS.ReliabilityanalyseswerefirstperformedtodeterminewhethereachofthesevensubscalesoftheYCCIwereinternallyconsistentandcouldbeusedinaMANOVA.TheCronbachalphaofascaleshouldbegreaterthan.70foritemstobeusedtogetherasascale(Nunnally,1978).Resultsoftheseanalysesrevealedthatonlytwoofthesubscalesachievedalphalevelsexceeding.70(Cre-ative Tendenciesalpha=.71andAttitudes toward Schoolalpha=.75).Additionalanalysesandmodificationswereperformedinattemptstoimprovetheinternal

Figure 3: Battles of the American Revolution created by the fourth grade laptop students.

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consistencyoftheotherfivesubscales.Althoughtheinternalconsistencyofthedeficientscalesimproved,noneoftheimprovementsledtoacceptableal-phalevelsfortheremainingfivescales10.MANOVAsandseparateunivariateANOVAsweresubsequentlyusedtodeterminewhethergradelevelandhavinglaptopsintheclassroominfluencedstudentattitudes(Creative TendenciesandAttitudes toward School).

InordertodeterminehowtechnologyintheclassroominfluencedCreative TendenciesandAttitudes toward School,a2(technologyinclassroom)x2(gradelevel)MANOVAwasperformedonthetworeliablesubscalesoftheYCCI.Creative TendenciesandAttitudes toward Schoolsubscaleswereusedasdependentvariables.Allothersubscaleswereexcludedfromtheanalysisbecauseoftheirpoorreliability.MANOVAassumesthatvariancesandco-variancesarehomogeneous.Box’sTestofEqualityteststhenullhypothesisthattheobservedcovariancematricesofthedependentvariablesareequalacrossgroups.Resultsindicatedthatthenullhypothesiswasretained(Box’sM=13.01,p=ns),suggestingthatthecovariancematricesforthegroupswereequaltooneanother.

ResultsfromMANOVAsuggestedthataccesstolaptopsdidnotinfluencestudentCreative TendenciesorAttitudes toward School(Wilk’sλ=.99,F(2,95)=.37,p=ns).Thesignificantoverallmultivariateeffectforgradelevel,how-ever,suggestedthatgradelevelaloneinfluencedstudentoutcomes(Wilk’sλ=.90,F(2,95)=5.27,p<.01,Partialη2=.100).SeparateunivariateANOVAsdemonstratedthatgradelevelhadasignificantinfluenceonCreative Tendencies(F(1,96)=5.71,p<.05,Partial η2=.056,r=0.24whichrepresentsasmalleffectsize)andAttitudes toward School(F(1,96)=8.86,p<.01,Partialη2=.085,r=0.29whichrepresentsasmalltomediumeffectsize).WhenaBonfer-roniadjustmentwasmadetodetertheinflationofTypeIerror,amorestrin-gent,family-wisealphalevel(.025)resulted.Theadjustedresultsshowedthatthirdgraders(M=2.65)weresignificantlymorelikelythanfourthgraders(M=2.51)toreporthavingCreative Tendencies.Additionally,thecorrectedresultsreflectedthatthirdgraders(M=2.19)weresignificantlymorelikelytohavepositiveAttitudes toward Schoolthanfourthgraders(M=1.85).

Inordertodeterminewhethertheuniquecombinationoftechnologyintheclassroomandgradelevelhadaninfluenceonstudentattitudes,resultsfromtheMANOVAwereanalyzed.Resultsyieldedamarginallysignificantmultivariateeffectfortheinteraction(Wilk’sλ=.94,F(2,95)=2.88,p=.06,Partial η2=.057).AlthoughseparateunivariateanalysesrevealednosignificantinteractionbetweentechnologyandgradelevelonCreative Tendencies(F(1,96)=.283,p=ns),theydidrevealasignificantinteractionbetweengradelevelandtechnologyintheclassroomonAttitudes toward School,displayedinFigure4,p.460(F(1,96)=3.84,p=.05).AfteraBonferroniadjustmentwasmadetodetertheinflationofTypeIerror,amorestringentalphalevel(.025)preventedtheinteractioninvolvingAttitudes toward Schoolfrombeing

10Tothebestofourknowledge,nootherinstrumentsexistformeasuringyoungchildren’sattitudestowardtechnology.


significant.Despitethelackofstatisticallysignificantinteraction,themeansdemonstratedthatthirdgraderswhohadlaptops(M=2.12)didnotdifferconsiderablyfromthirdgraderswhodidnothavelaptops(M=2.26)onAtti-tudes toward School.However,fourthgraderswhohadlaptops(M=2.00)hadsignificantlymore positiveattitudestowardschoolthanfourthgraderswhodidnot(M=1.68)11.

ResultsfromStudentFocusGroupsFindingsfromfocusgroupsindicatedthatallstudentsperceivedcomputers

tobeimportanttoolsbecausetheyserveasaninformationresource,theyareusefulforfutureemployment,andtheyassistinthelearningprocess.Bothlap-topandcomparisonstudentsviewedthecomputerasatoolthatcouldprovideinformationandhelppeoplelearnmoreabouttheworld,particularlythroughtheuseoftheInternet.Allstudentsalsocommentedontheimportanceofac-quiringcomputerskillsforfutureemployment.Diego,afourthgradelaptopstudentexplained:“Ifyouwouldliketobecomesomethinginyourlife,youreallyneedtoknowhowtousecomputers.”Furthermore,moststudentsre-portedthatcomputerscanfacilitatelearningbyhelpingthemfindinformation,developprofessionalproducts,andcorrectspellingandgrammar.Finally,they

11Consideringthatthesamplesizewassmallandthatresultsfromtheunivariateanalysesweremarginallysignificant,webelieveitisimportanttoinformreadersofthesignificantdif-ferenceinthemeansscores.At-testbetweenfourthgraderswhohadlaptops(n=28)andthosewhodidnot(n=25)alsodemonstratedthatlaptopstudentsweresignificantlymorelikelythancomparisonstudentstohavepositiveattitudestowardschool,t(51)=2.06,p<.05.

Figure 4: Interaction between Technology and Grade Level on Attitudes toward School.


indicatedthatuseofcomputersfosterscreativityandexploration(e.g.,userscanchoosetheirownfontsandcanexploredifferentprograms).

Oneinterestingfindingwasthatlaptopstudentsemphasizedtheimportanceofusingcomputersforexplorationandlearningwhilecomparisonstudentsplacedmoreemphasisontheadvantagesofusingcomputersasaninformationresourceandforsecuringfutureemployment.Whenaskedtoexplaintheroleofcomputersinlearning,forexample,anon-laptopthirdgradestudentindi-cated:“Whenmyteacherasksaquestiononthetest,Icanusethecomputertofindouttheanswer.”Moreover,somecomparisonstudentsexhibitedambiva-lenceontheimportanceofcomputersinlearning.Jose,afourthgradestudent,noted:“Idonotthinkcomputerscanhelpyoulearn.Thatiswhatteachersarefor;computersarejust for fun.”Wilfredagreedwiththeabovecommentandadded:“Computersmighttellyousomethingorshowyouhowtodosome-thingbuttheywillnothelpyouunderstandit.Onlytheteacherwilldothat.”

Resultsfromfocusgroupsalsoindicatedthatallstudentsenjoyedworkingoncomputers.Studentsreportedbeingenthusiasticaboutusingcomputerstoplaygames,visitdifferentWebsites,orlistentomusic.Furthermore,allstudentspreferredword-processingonacomputerratherthanhandwritingdocuments.Thethirdgradelaptopstudents,forexample,indicatedthattheypreferredtyp-ingthanhandwritingbecausecomputersmadeiteasiertoidentifymistakes,editordeletetext,andprepareneatdocuments.Theyalsonotedthattypingwaslesslaborintensivethanhandwriting.Inaddition,fourthgradelaptopstu-dentsindicatedthattheyenjoyedchoosingdifferentfontsandcolorswhenus-ingword-processingsoftwarebecauseitallowedthemtobecreativeandcreateprofessionallookingreports.

Besideswordprocessingandplayinggames,laptopstudentswerealsoenthu-siasticaboutusingeducationalandproductivitysoftware,suchasInspiration,MicrosoftPowerPoint,andTimeliner.Infact,whenaskedtoindicatetheirfa-voriteaspectofusingcomputers,thefollowingconversationtranspiredamongthehigh-achievingfourthgradelaptopstudents:

Diego:MyfavoriteactivityonthelaptopisusingTimeliner.Researcher:WhyisTimelineryourfavoriteprogram?Diego:Becauseyoucancreatetimelineswithallthingsyoudidinthepastandallthingsyouwilldointhefuture.Forexample,weevendidatimelineonourselvesaboutourpastandfuture12.Jen:Ilikeusinglaptopstocreateslideshowsandmultimediapresenta-tions.YoucanusetheInternettodownloadpicturesandinserttheminyourpresentation.Carlos:Andwhenyoupresentit[slideshow]tosomeone,theyaskyou:“Howdidyoudothat?”IalsolikeMicrosoftPublisherandFrontPage.Youcancreatenewsarticlesandwebsites.Weused it tocreateourschoolnewsletter.

12Studentsconductedthisactivityintheirclassroom.Specifically,theteacheraskedthemtocreateautobiographicaltimelinesinpreparationofcreatingauthorbiographies.


Theabovestatementsdemonstratethatstudentstrulyenjoyedusingtheirlap-topstocompletesophisticatedschoolprojects.Infact,studentspreferredusingeducationalandproductivitytoolsforschoolworkinsteadofplayinggamesontheirlaptops.Incontrast,whenaskedtodescribetheirfavoriteactivitiesonthecomputer,comparisonstudentsprovidedexamplesofInternetgaming,chat-ting,andmusicsites.Resultsfromfocusgroupsalsoindicatedthatincreasedenjoymentfromusinglaptopstocompleteschoolworkanddevelopcomputerskillspositivelyinfluencedstudentattitudestowardsschool.Thefourthgradelaptopstudentsexplained:

Luis:BeforewegotthelaptopsIthoughtschoolwasalittleboring.Stephanie:We learned the same things everyday.Sincewegot thelaptopwelearndifferentthings.Luis:Andwelearnmoreaboutcomputerseachday.Ashley:Iamsoexcitedtohavealaptop.

Whenaskedtoreporttheirleastfavoriteaspectsofusingcomputers,allstudentsindicatedthatcomputersareoftenslowtorespond,theyfreeze,andcrash.Interestingly,thethirdgradelaptopstudentsalsoreportedthattheywereinitiallyverynervousaboutusinglaptopsbecausetheyknewnothingaboutcomputers.Manuel,athirdgradestudentnoted:“InitiallyIfeltnervousabouthavingalaptopbecauseIdidnotknowhowtouseit.IdidnotevenknowhowtoturnitonandIwasafraidIwilldamageit.”Furthermore,thirdgradestu-dentsindicatedthattheywereconcernedaboutthesafetyoftheirlaptopsuchashavingitstolen.Theyexplained:

Mike:SometimesIfeelthatthelaptopisholdingmebackbecausewhenIhaveitwithme,Ihavetoguardit.That’swhyIdon’ttakeithomeeveryday.kiara:Yes,wehavetowatchourbackpacks.Wecan’tjustleavethemonthefloor.Theylookdifferentfromtheotherbackpacksandsomeonemightjustgrabthem.Atschool,theytoldusthatifsomeoneoutsidegrabsourlaptopwehavetoletitgosothatwewon’tgethurt13.Mario:ThereisnowayIamgivingupmylaptop!It’sveryimportanttome.

Theabovecommentsprovideimportantinsightsrelatedtotheconcernsoflaptopstudentsinhighpovertyschools.Infact,studentsafetywasamajorconcernofthedistrict’ssuperintendentwhenthelaptopprogramwaslaunched.TheschoolwaslocatedinaroughNYCneighborhoodandadministratorsoftenwarnedstudentstoputtheirsafetyabovethesafetyoftheirlaptops.Yet,Mario’scommentshowsthevalueandimportancethatthesestudentsattributedtotheirlaptops.

Howdidstudentuseoflaptopcomputerssupportlearningprocesses?Findingsindicatedthatstudentuseoflaptopssupportedlearninginfour

ways:(a)itincreasedstudentmotivationandpersistenceindoingschoolwork;

13Despitestudentconcerns,notheftorviolenceincidentswerereportedthroughouttheyear.


(b)itfacilitatedincreasedinteractionswithpeersandteachers;(c)itempoweredstudentsbyfosteringconfidenceintheiracademicabilities;and(d)itfosteredacademicgainsinwritingandmathematicswithinthelaptopgroup.

StudentmotivationAnimportantoutcomeofusinglaptopswasincreasedstudentmotivationand

persistenceincompletingschoolwork.Focusgroupandteacherinterviewdataindicatedthatlaptopstudentsbecamemoremotivatedtocompleteschoolworkandoftenwentbeyondrequiredassignments,therebyimprovingthequalityoftheirwork.Inoneinstance,fourthgradelaptopstudentsstudiedtheworkofWilliam Shakespearebyreadinganage-appropriateadaptationofMacbeth.Subsequently,theycreatedelectronicnewslettersonvariouseventsembeddedinthestory,suchasthemurderofKingDuncan.Betsyexplainedthatthestudentsreally lovedtheprojectandcontinuedworkingonitontheirown:

The students were so excited about creating electronic newslettersrelated toMacbeth. They completed outstanding work and we puteverythingon a bulletinboard in our schoolhallway. Someof thestudentsreallywantedtocontinueworkingontheproject.TheywenttothelibraryandreadotherbooksfromShakespeareontheirown.TheyreadHamletandRomeo and Julietandusedtheirlaptopstowriteentrieseverytimeamajoreventhappenedinthestory.SomestudentswroteandillustratedpoemsontheirlaptopsthatsupposedlyHamletwrotetohislovedones.Sotheyweredoingallthesehigher-ordertasksontheirown.Thereissomethingaboutpublishingtheirworkonthecomputerthatreallyexcitesthemandmotivatesthemtokeepgoingfurtherandfurther.ItaughtShakespeareinpreviousyearsbutthistimestudentsreallydevelopedabetterappreciationofShakespearebecauseoftheirincreased engagementwithhiswork.

Furthermore,studentstooktheinitiativetocomeupwiththeirownclass-roomprojectsthatmadeuseoftechnology.Agroupoffourthgradelaptopstu-dentsinitiatedaprojectwheretheyusedtheInterneteverymorningtorecordthetemperatureandpreparereportsontemperaturehighsandlows.Atthesametime,theypolledstudentsandcreatedgraphsonvarioustopics,suchashowmanystudentshadasweateronduringacolddayorhowmanystudentshadabottleofwaterwiththemduringahotday.Inanotherinitiative,studentsconductedtheirownschoolpollsandgeneratedreportswiththeirfindingsafterreadingarticlesfromanonlinemagazinecalledTIME for Kids14.Arlene,withmuchpride,explainedthisproject:

Firstwestartedtheprojectbyresearchingtopicsof interestsuchassports,famouspeopleetc.,ontheInternetandpresentingourfind-ingsbyactingasreporters.Butonedaywethought…whyshouldwe

14TIMEForKids(TFK)isaweeklyclassroomnewsmagazinepackedwithstoriesaboutworldandnationalevents,scientificdiscoveries,sports,entertainment,kidsinthenewsandmore.Morethan4millionstudentsreadTFKeveryweek.


alwaysbereportingaboutotherpeople?Weshouldbereportingonthingsthathavetodowithus.Soweconductedsurveyswithfourthandfifthgradestudentsaboutimprovementstheywantedtoseeatourschool.MostofthefifthgraderssaidtheywantedpizzaonFridaysandice-creaminthesummer.Otherkidssaidtheywantedair-conditioningforthesummerandsodamachines.

Theaboveexamplesclearlyillustratehowuseoflaptopsenabledlow-incomeminoritystudentstogobeyondrequiredschoolwork,directtheirownlearning,andengageinhigher-orderactivities.Manyoftheseactivitieswererefineddur-ingafter-schoolhoursasstudentscarriedtheirlaptopsathome.Duringfocusgroups,laptopstudentsreportedusingtheirlaptopsfrequentlyathometoim-provetheirhomework,practicetyping,learnnewcomputersskills,andfigureoutshortcutsthathelpedthemimprovetheefficiencyinwhichtheyperformedtasksonthecomputer.Incontrast,comparisonstudentsreportedusinghomecomputerswhenavailableprimarilyforgamesortochatonline.TheyindicatedavarietyofgamestheylikedtoplayonlinesuchasthoseavailablethroughtheCartoonNetwork,chess,andtradingcards.

ClassroomInteractionsandEmpowermentFindingsofthestudyalsodemonstratedincreasedinteractionamongstudents

andteachersinlaptopclassrooms.Specifically,laptopstudentsfrequentlytradedskillswithotherstudents,sharedtechnologyrelatedtips,andservedaspeertu-torsforbothtechnologyandnon-technologyrelatedtopics.Lisaemphasizedhowpeersharingandcollaborationwaskeytotheimplementationoflaptopsinherclassroom.Shenotedhowstudentswhofinishedtheirworkwouldvol-unteertohelptheirpeersbyprovidingtechnicaloracademicsupport.Betsyalsoacknowledgedthepowerfulroleoflaptopsinpromotingcollaborationandsharing.Shenoted:

Studentsareinteractinginamuchnicermannerwhentheyusetheirlaptopsthanwhentheyjustworkonaregulargroupactivityorinde-pendently.Whenwedoindependentwork,itismoredifficulttokeepthemontask.Butwhentheyworkingroupsusingtheirlaptops,theybehaveinaverycivilizedway,theyhelpeachother,andacceptthattheirpeerscanhelp themtoo.Even those studentswhomightnothavebeenlookedupontoprovidehelpinareassuchasmath,theyarenowaskedtoparticipateandprovidehelpwithotherrelatedskillsonthecomputer.

Inadditiontotradingskillswiththeirpeers,laptopstudentsoftensharedtheircompetencieswiththeirteacher.Infact,bothlaptopteachersattendedtrainingsessionsontheuseofWebdesignsoftwarealongwiththeirstudentssothattheycansupporteachotherbackintheclassroom.Intheirinterviews,teachersacknowledgedthatovertime,theylearnedtorelyontheirstudentsfortechnicalsupportsincetheywerefrequentlyverymuchquickerinpickinguptechnologyskills.Inessence,computershelpedexposesomeoftheteachers’


ownlimitationswithtechnology,empoweringthestudentstousetheircoach-ingandteachingskills.Joshua,afourthgradelaptopstudentexplained:

Weoftenteach the teachervarioustechnicalskills.Ifshedoesn’tknowsomethingsheasks:“Howdidyoudothat?”Liketheothertime,IhighlightedanddeletedalotofitemsatonceandshedidnotknowhowtodothatandItaughther.IwassurprisedbecauseIreallythoughtsheknewhowtodoit.

Otherteachersalsobeganacknowledgingstudentexpertiseandaskingfortech-nicalsupport.

Onthecontrary,comparisonstudentsofferedfarmorelimitedincidentsofhelpingtheirpeersortheteacher(e.g.,correctingsomethingthattheteacherwroteontheblackboard).Infact,whenaskediftheyevertaughttheteacheranything,athirdgradestudentreported:“Ihavenevertaughtmyteacherany-thing.Whenwetrytotellhimsomething,hedoesnotreallypayattention—hethinksheissmartanddoesnotneedourhelp.”

Inadditiontoassistingtheirpeersandotherteachers,laptopstudentswerefrequentlylookeduponbyfamilymembersandfriendstoprovidehelpwithtechnology.Asstudentsexplained,theyoftentaughttheirfriendshowtousethelaptopathome.Acquiringincreasedtechnologicalcompetenceandtradingskillswiththeteacher,aswellastheirpeers,providedlaptopstudentswithasenseofprideandempowerment.Thefourthgradeteachernoted:

Therearesomestudentswhoarequietandmightnotbeparticularlynoticedbyotherstudentsorteachers.Butwhentheygettotheirlap-top,theyshowcaseaspecialtalentandtheygetaconfidenceboost.Consequently,whentheygetpraisedandrealizethat theycanhelpotherstudents,theytryevenharder.

Will,alower-achievingfourthgradestudent,corroboratedBetsy’sobservationswhenhesaid:“IfeelproudwhenIteachtheteachersomething.Theteacherisalwaysteachingus,sonowIfeellikeit is my turn to teach you.”Whenfurtheraskedabouthowitfeelstobealaptopstudent,Luis,anotherfourthgrader,explained:“IfeelreallysmartbecauseIthinklaptopclassesareforsmartkids.”Thirdgradersalsoexpressedmoreconfidenceintheiracademicabilitiesandfeltthattheywouldbebetteroffastheyprogressinfourthgradebecauseoftheirtechnologyskillsandallthethingstheyhadlearnedthroughtheuseoftheirlaptops.

AcademicGainswithintheLaptopGroupUseoflaptopcomputersdidnotonlyimprovestudentmotivationandaltered

classroominteractionsbutitalsoproducedacademicgainsinwritingandmath-ematicswithinthelaptopgroup.Useofwordprocessingandconceptmappingsoftwareenhancedwritingby:(a)providingassistancewithspellingandgram-mar,(b)helpingstudentscommunicateideasmoreclearly,(c)redirectingatten-tiontothecontentratherthanthemechanicsofwriting,and(d)enablingtheproductionoflongerandmoresophisticatedwritingpieces.Betsydescribed:


Studentwriting improveddramaticallyover theyear.Useofword-processingsoftwarekeepsstudentsawareofwhat isgoingonwhentheywrite.Itupsetsthemseeingthegreenlineshighlightinggram-maticalerrorssotheygobackandtrytofixthem.Moreover,becauseuseofword-processingsoftwaremakesiteasiertoedit,studentsaremorewilling to rework theirwriting.Thisyear, I startedprovidingcommentselectronicallyandsavingthemonstudentdocuments.Thisway,thestudentscouldseemycommentsandreworktheirwritingbyaddingmoredetails,explainingthingsbetter,etc.Aswekeptgoingoverthistechniquethroughouttheyear,theirwritingbecamebetterandbetter.

Lisa,thethirdgradeteacher,alsoexplainedthatuseofword-processingandconceptmappingsoftwareenabledstudentstowritemoredetailedandsophis-ticatedpieces.Italsomotivatedstudentstoreadtheirpeers’writingbecauseofthelegibleprint.Asshenoted,therewasdefinitelyanincreaseinboththequal-ityandquantityofstudentwritingthroughouttheyear.

Studentsalsoindicatedthatuseoflaptopsimprovedtheirwritingbyprovid-ingassistancewithspelling,grammar,andthemechanicsofwriting.Fourthgradelaptopstudentsreported:

Carlos:Computershelpyoulearnhowtospell.Ifyoudonotknowhowtospellaword,youcanfigureitoutveryquickly.Diego:Youcanjusttypeitthewayyouknowandthenlookitupusingspell-checker.Also,ifyouspellsomethingwrong,thecomputerputsaredlineunderneathandyoucanrightclickonittohelpyoufindthecorrectword.Arlene:Andwhenyouuseapencil,sometimesitissloppy.Onthecomputeryoucanedityourworkwithoutmessingitup.

Besideswriting,useoflaptopsfosteredimprovementsinmathematics.BothBetsyandLisaexplainedhowextensiveuseofspreadsheetsreinforcedstudentunderstandingofmathematicalconcepts,fosteredanappreciationformath-ematics,andimprovedtheirgraphingcapabilities(e.g.,abilitytoconstructandinterpretdifferenttypesofgraphs).Lisaexplainedthatgraphingbecameasecondnatureforherstudentswhobecameaccustomedtoconstructinggraphsusingage-appropriatesoftware.Further,Betsyexplainedthatuseofspreadsheetsinmathematicshelpedstudentsenhancetheirunderstandingofdatamanipula-tionandanalysis.Sheindicatedthatstudentsbecameverygoodatcomparingdifferentsetsofdataandformulatingquestionsbasedonthosedata.

Focusgroupdatacorroboratedteacherresponses.Whenaskedontheimpor-tanceoflaptopsforlearning,thefourthgradestudentsexplained:

Carlos:Laptopshelpedus inmathematics.We learnedhowtousespreadsheetstodographs—wemadeadoublegraphforthesciencefairthatcomparedfindingsfromthescienceexperimentsweconductedthisyearwithfindingsfromlastyear’sfourthgradestudents.


Researcher:Howdoesmakinggraphsonthecomputerhelpyoulearnmore?Can’tyouusepaperandpencil?Carlos:Noit’sdifferent.WhenyoumakethebarsinMicrosoftExcelitiseasierandmoreaccurate.Ifyoudothemonpaper,theycomeoutcrookedormisleading.Theycomeoutperfectlyonthecomputer.Jen:Youcanalsopickdifferentkindsofgraphslikebargraphsorpiechartsandcanaddcolortocomparedata.Andwhenyoufinish,youcancopyandpastethegraphsinanotherprogramlikeWord,andthencomeupwithquestionsandanswersrelatedtothegraphs.

Thesefindingsaresignificantbecauselow-incomeminoritystudentsrarelyhaveextendedopportunitiestoworkoncomputersforlongperiodsoftimetoimprovetheirwritinganddevelophigher-ordermathematicalskillsinvolvedindatamanipulation.

Giventhelimiteduseofcomputersinnon-laptopclassrooms,neithertheteachersnorthestudentsdiscussedwaysinwhichtechnologyfacilitatedaca-demicimprovements.Useofcomputersforword-processingandInternetresearchdidnotalterinstructionalpracticesorthenatureoftheclassroomen-vironmentandteacherswereunabletowitnessclearbenefitsfortheirstudents.Comparisonteachers,however,didindicatethatword-processingsoftwarehelpedthosestudentswhocontinuedtostrugglewithfinemotorskillsandof-tenincreasedtheirmotivationforcompletingtheirwritingassignments.

DISCUSSIONThisstudyinvestigatedtheimplementationandoutcomesofalaptoppro-

graminanurban,under-privilegedschool.Thestudyfocusedonalimitednumberofclassroomsinordertoproviderichdatarelatedtolow-incomemi-noritystudentexperiencesinubiquitouscomputingenvironments.Specifically,thestudylookedatthewaysinwhichlaptopscanserveasvehiclesforbridgingthedigitaldivideandprovidinglow-incomeminoritystudentswithenrichedlearningexperiences.Laptopandnon-laptopclassroomswerepurposelyselectedtorepresentacomparablestudentpopulationthatwouldrevealinstructivedata.Although,toagreatextent,quantitativedatadidnotrevealsignificantdiffer-encesinattitudestowardcomputersandschoolbetweenlaptopandcomparisonstudents,theyprovidedcrucialinsightsthatcanguidefutureresearch.

Oneimportantinsightfromquantitativedatainvolvedtheinfluenceofgradelevelonstudentresponses.Findingsrevealedthatthirdgradersexhibitedhighercreativetendenciesthanfourthgradersandmorepositiveattitudestowardschool.Thisfindingmightbeattributedtodifferencesinthirdandfourthgradecurriculaandschoolcontext.Asstudentsprogresstohighergrades,curriculabecomemorecomplexandteachers’expectationsbecomehigher.Furthermore,fourthgradersareunderpressurebecauseofhigh-stakestestingrequirements.Duringtheyearthatthestudywasconducted,schooladministratorsconductedseveralextensivetestpreparationsessionswithallfourthgradersintheschool,oftenresultinginbothteachersandstudentsbecomingfrustrated.Theseeventslimitedtheamountoftimethatstudentscouldspendonsolvingproblemsin


differentwaysusingtechnologyandmighthavealsoinfluencedtheiroverallat-titudetowardschoolduetofrustrationandanxiety.Studiesonacademicintrin-sicmotivationwhichincludesschoolenjoymentandcreativetendencies,suchaspersistenceandthelearningofchallengingtasks,havedemonstratedthatacontrollingschoolenvironmentandacademicanxietyareinverselyrelatedtointrinsicmotivation(Gottfried,Fleming,&Gottfried,2001).

Quantitativedataalsosuggestedthatfourthgradelaptopstudentshadmorepositiveattitudestowardschoolthannon-laptopstudents.Thisfindingwasalsoclearlyevidentinfourthgradelaptopstudents’qualitativeresponses.Studentsappearedenthusiasticabouthavinglaptopsandreportedenjoyingschoolmore,sincecomputersallowedthemtolearnthingsindifferentwaysanddirecttheirownlearning.Asaresult,theybecamemoremotivated,exhibitedgreateraca-demicengagement,andoftenwentbeyondrequiredassignments.Thisfindinghasimportantimplicationsforstudentlearning.Whileresearchhasdemon-stratedthatmotivationdeclinesasstudentsprogresstohighergrades(Gottfriedetal.,2001),itappearsthatmeaningfuluseoftechnologycanhelpteacherssustainorincreasestudentmotivation.Developingsuchmotivationisimpor-tantforstudents’effectiveparticipationinschoolfunctionsandcanpredictacademicachievementasmeasuredbyreportcardgradesandteachers’ratings(Gottfried,1990).

Quantitativedata,however,demonstratedthatthirdgradelaptopstudentsdidnotenjoyschoolmorethanthirdgradenon-laptopstudents.Itispossiblethattheanxietyoverlearningnewcomputerskillsandthefearofdamagingorhavingtheequipmentstoleninfluencedstudentresponses.Thisfindingsuggeststhatfuturelaptopinitiativeswithyoungurbanstudentsmayneedtodevotetimefortechnicaltrainingtofamiliarizestudentswithcomputerequipment.Theymayalsoneedtoarticulatesecuritymeasurestohelpstudentsfeelprotected.

Resultsfromqualitativedatarevealedthatinthehandsofwellpreparedteacherswhovaluedtheuseoftechnology,laptopsenabledstudentstoengageinpowerfullearningexperiences.Laptopstudentsusedcomputersforsophisti-catedactivitiesthatincludedwrittenexpression,preparationofmultimediapre-sentationsforanaudience,anddataanalysisandinterpretation.Theseactivitiesnotonlycreatedenhancedmotivationandengagementwithschoolwork,butalsoinfluencedclassroominteractionsandcreatedasenseofprideandempow-ermentamonglaptopstudents.Suchbehaviorswerenotevidentamongcom-parisonstudents.Qualitativedataalsoshowedthatlaptopsproducedacademicgainsinareassuchaswritingandmathematicswithinthelaptopgroup.

Itisworthnotingthatdataforthestudywerecollectedduringthe2002–2003yearwhenlaptopinitiativeswerestillintheirinfancy.Infact,Microsoft’sAnytime,AnywhereLearningprogramwasthefirstlarge-scalelaptopinitia-tiveintheU.S.Sincethen,majoradvancesintechnology,includingpervasiveInternetconnectivity,provideadditionalteachingadvantagessuchasincreasedaccesstoinformationandresources.Accesstoinformation,however,doesnotautomaticallyresultinimprovedlearningopportunities.Specifically,Darling-Hammond(2007)foundthatwhilehistoricallyunderservedgroupsareget-tingimprovedaccesstoinformation,suchaccessdoesnottranslateintomore


challengingcurriculaandactivitiesthatemphasizeproblem-solvingandcriticalthinking.Thecurrentstudydemonstratedhowaccesstolaptopcomputersandproductivitysoftwarecanassistwell-preparedteachersdesignactivitiesthatallowstudentstothink,write,create,anddevelopmeaningfulprojects.Suchactivitieshavethepotentialtobridgedisparitiesineducationalaccesspresentintoday’sschools.

LIMITATIONSAswithotherempiricalinvestigations,thisstudyreflectssomelimitations.

First,thestudywasconductedinasingleschool.Studentsintheschoolwerepredominantlyminoritystudentsfromlow-incomehouseholdswhohadverylimitedaccesstotechnologyathome.Therefore,theresultsofthestudymaynotreflectalargerpopulationwithdifferentdemographiccharacteristicsandgreaterexposuretotechnologyathome.Second,neitherteachersnorstudentswererandomlyselected;laptopteachershadalreadydemonstratedacommit-menttointegratingdesktoptechnologyintheirclassroomandwereenthusias-ticabouttheopportunitytoteachinalaptopenvironment.Thus,resultsmaylookdifferentinlaptopinitiativeswhereteachersarenotgiventhechoiceofparticipation.Third,thelackofpre-testdatalimitsthestudyfromestablish-ingastrongercausalrelationshipbetweenaccesstolaptopsanddifferentiatedoutcomesinstudentattitudestowardscomputersandschool.Finally,thestudyspecificallyexaminestheimplementationandoutcomesofthelaptopinitiativeduringitsearlystages.Longer-termeffectsonteachingandlearningneedtobeevaluatedinfuturestudies.

CONCLUSIONLaptopprogramsrepresentanimportantclassofinitiativesinthefieldofedu-

cationaltechnologybecauseoftheirincreasedpopularityandtheirpotentialtobridgethedigitalanddidacticdividethatcurrentlyexistsinschools.Asaresult,abetterunderstandingofhow,when,andto what degreetheyworktosupportstudentlearning,particularlywithstudentpopulationsthathavenotreceivedmuchattentiontodateisneeded.Researchstudies,liketheoneundertakenhere,thatlinklaptopimplementationstrategiestospecificstudentattitudesandoutcomescanenhancetheeffectivenessoflaptopprogramsandtheirpotentialtoprovidelow-incomeminoritystudentswithenriched,authenticlearningexperiencesandskillsneededtoliveandworkinthe21stcentury.Asthisworkdemonstrated,ubiquitousaccesstotechnologyandaccesstowell-preparedteacherswhovaluetheexperiencesthattechnologyofferscanhelpensureequal-ityofdigitalopportunitiesamonglessadvantagedstudents.

Futurestudieswillneedtoincludealargerpopulationofteachersandstu-dentsinvolvedintheimplementationoflaptopprogramsinurbanschoolstofurtherinvestigatetheconditionsunderwhichsuchprogramscanhelpbridgethedigitaldivideineducation.Suchstudiesshouldalsofocusondevelopingmorereliabledatacollectioninstrumentsthatmeasureyoungchildren’satti-tudestowardtechnologyaswellasreliableassessmentsthatcanbettercapturecognitivegainsamongstudentsinlaptopclassrooms.


ACkNOWLEDGEMENTSThisworkwaspartlysupportedbyapostdoctoralfellowshipfromtheEdu-

cationalTestingService(ETS)andaGeneralUniversityResearchGrantfromtheUniversityofDelaware.Allopinionsaretheauthor’s.IwanttothankCarlTurner,KarenRege,NancyO’Laughlin,DarleneWinnington,RickKralevich,andMichaelGutierrezfortheirassistanceindataanalysis.

ContributorChrystallaMouzaisassistantprofessorofInstructionalTechnologyatthe

UniversityofDelaware.SheearnedherEdDininstructionaltechnologyandmediafromTeachersCollege,ColumbiaUniversity.Herresearchinvestigatesteachingandlearninginubiquitouscomputingenvironments,teacherprofes-sionaldevelopment,andconstructivistusesoftechnologyinK–12classrooms.(Address:ChrystallaMouza,132EWillardHall,SchoolofEducation,Uni-versityofDelaware,Newark,DE19716;Email:[email protected];Phone:302.831.3108;Fax:302.831.4110.)

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