Steven HillArticle 3 Critique

FRIT 7237 Evaluation of Education Needs & ProgramsFall 2015

Article 3 CritiqueCitationLowther, D., Ross, S., & Morrison, G. (2003). When Each One Has One: The Influences on Teaching Strategies and Student Achievement of Using Laptops in the Classroom. Educational Technology Research and Development, 51(3).

Summary

The focus of the article When Each One Has One: The influences on Teaching Strategies and

Student Achievement of Using Laptops in the Classroom was to examine the first-year outcomes

of Crossriver School District’s implementation of the laptop program Anytime, Anywhere

Learning (AAL, 2000) program. The study involved twenty-six, fifth and six grade teachers from

seven schools. For each school there was one laptop class and one too two non-laptop classes.

Teachers participating in the laptop classes received more than seventy hours of training based

on the iNtegrating Technology for inQuiry (NTeQ) model. The model provided teaches with a

framework to develop problem-based lessons that utilized real-world resources, student

collaboration, and the use of computer tools to reach solutions. The typical lesson involved

students engaging in a critical examination of community and global issues while trying to

strengthen student research and computer skills.

Critique

The authors provided more useable data than another article I have read on the subject. The

article I am referring to is, Computers on wheels: An alternative to ‘each one has one’. I

remember reading this article and how they referred to their research as an alternative to the

current article. At the time I wondered what results ‘each on has one’ had to offer. I was not

impressed with that article. I am very impressed that When Each One Has One paired their

program with specific student-centered learning content and included in depth training in the use

of their program for the teachers. In my opinion this study, along with my previous reading,

seem to rely on technology for more than what it is. Technology is a tool, which can be used to

further student understanding. The primary research questions for this study were, “is teaching

and student behavior different” and “do students achieved differently” in laptop classes as

compared to controlled classrooms. The studies results indicate that pairing of its of technology

with student-centered learning activities had a more positive result with the laptop classes as

compared to the non-laptop classes. I feel that Lowther, Ross, & Morrison (2003) had a good

understanding of their research, by admitting that their “pilot study might have been reflecting

the effects of positive pedagogical changes that could just as easily have occurred in the absence

of the laptop program.” They also conclude that their results are to be “suggestive rather than

conclusive.” In my opinion, the results are as I and probably many teachers would have

imagined. Which is that the introduction of sufficient amount of laptops paired with student-

centered learning activities would be perceived positively by student while engaging the

disengaged students. I think the researchers should be confident enough with what their results

could offer, as an improvement in many schools across our country. What makes their study

stand out, is that they did not rely on technology alone for results. It used technology, for what it

is, a tool and not to replace teachers. Looking from the past until the present, I see the advent of

each new piece of technology as a means of improve in the way teachers teach. Starting with the

arrival of the pencil, it was a great improvement over the quill and ink, then came the typewriter

which was an improvement over the pencil, and finally to the present with the use of computer

technology over the typewriter. Just like the quill, pencil, and typewriter, computer technology

can improve students learning. It cannot improve the learning by itself. It has to be applied to a

proven method of educating. The study used projects, such as using the idea of soda cans and the

park commission. The learning objectives were real world, student-centered, and incorporated

technology. All of which are what every teacher needs to re-engage the disengaged student.

Grant, M., Ross, S., Wang, W., & Potter, A. (2005). Computers on wheels: An alternative to 'each one has one' British Journal of Educational Technology, 36(6), 1017-1034.