LITERATURE REVIEW

The Impact of One to One Student Issued Laptop Computers for Secondary Students

Table of Contents

Literature Review3

Introduction and Background4

The Technology Cultural Divide5

Digital Generation7

Evolution of Technology in Education8

BT I- Before Technology Integration8

ATI - After Technology Integration9

Internet Safety10

AUP - Acceptable Use Policy11

Educational Technology Influence12

AEIS and High Stakes Accountability13

Legislative Involvement14

Financial Support15

Private Sector Influence16

Technology and the Human Brain16

Brain Development16

Emerging Technologies for Learning17

One to One Laptop Computers18

Digital Tools19

Digital Game Based Learning22

eBooks24

OnLine Learning26

Virtual School27

Alternative Education Options28

Teacher Training28

Reinventing Education29

Digital Age Learning31

Redesigning our Schools32

Instructional Technologist33

Infrastructure and Facilities34

Technology Support35

Technology Immersion36

Texas Education Agency Programs and Initiatives36

Barriers39

Summary40

References53

The Impact of One to One Student Issued Laptop Computers for Secondary Students

Literature Review

Our review of the literature revealed many previous studies on one-to-one access to laptops still relied on standardized tests to evaluate students' achievement. Preliminary results for year 1 of our study prompted us to opt for a model in which learning was defined as a global and open ended process in which students focus not only on the acquisition of abilities and knowledge, but also on values, attitudes and emotions (Ormrod, 2004). This called for more authentic, extensive and qualitative methods to document and evaluates the learning process. Consequently, during year 2 of our project, we developed and implemented four PBL scenarios, two for each grade (7 and 8). Students were asked to solve a real-life complex problem focused on topics and learning outcomes defined in New Brunswick's school curriculum regarding scientific literacy, mathematical reasoning and communication abilities.

The framework for scientific literacy developed by the Council of Ministers of Education, Canada (CMEC) emphasizes the development of abilities to work and to communicate scientifically and to use science (CMEC, 1997). These abilities are a part of the process of inquiry that fosters particular ways of reasoning using appropriate vocabulary, and making sense of the concepts and their relationships (MENB, 2006). In mathematics, easy and equitable access to powerful technological tools and endless Internet-based resources may broaden traditional pedagogical spaces and create opportunities for all students to participate in new types of authentic mathematical learning experiences. Such experiences are often based on problem solving situations that emphasize a broader view of school mathematics as a reasoning tool for everyday life experiences (NCTM, 2000).

The phenomenon that is often referred to as ubiquitous computing is one of the latest transformational educational paradigms that foster an anywhere, anytime learning environment (Dickson & Segars, 1999). Even more recently, there has been a change in the nature of ubiquitous computing. The proliferation of portable electronic devices and wireless networking is creating a change from e-learning (electronic) to m-learning (mobile) (Lee & Chan, 2005). The emphasis on technology in education is not to imply that the technology is the goal of the educational process; however, a technological learning environment can alter the way students learn and the way professors teach (Culp, Honey, & Mandinach, 2005). A goal for technology in the teaching and learning process is that it becomes transparent and that there are universally available tools that enable students to learn and teachers to teach with greater efficacy ...