jrte, (4), 447–472 learning with laptops: implementation ... · learning with laptops:...
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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).
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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,
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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-
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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(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.
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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’
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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:
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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.
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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
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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
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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.
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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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