entire evaluation document

Information and Research on One-to-One Laptop Learning

Compiled by Terry Bullard and Roxanne Wilson, SAU 28

1. Results Matter: 21st Century Skills and High School Reform, Partnership for 21st Century Skills , March 2006

The vision and reasons why America’s High schools need to redesign curriculum and instruction.

2. Apple Classrooms of Tomorrow - Today: Learning in the 21st Century, Background Information, March 2008

Identifying 6 design principles for 21st Century High Schools.

Understanding of 21st Century Skills and Outcomes
Relevant and applied curriculum
Information assessment
Culture of Innovation and creativity
Social and emotional connection with students
Ubiquitous access to technology

3. America’s Digital Schools 2006: a Five year Forecast. Mobilizing the curriculum. 2006 The Greaves Group, The Hayes Connection

"America's Digital Schools (ADS) 2006," which 2,500 of the nation's largest school districts were invited to participate in. More than 900 people representing three constituencies -- superintendents, curriculum directors, and technology directors -- responded.
The America's Digital Schools (ADS) 2006 report examining learning environments where each student and teacher has "one Internet-connected wireless computing device for use both in the classroom and at home" found that 88 percent of school districts where academic results were tracked report moderate to significant positive results. Other benefits were widely observed, including fewer dropouts and better attendance.


4. Talbot County Public Schools: One-to-one Laptop Initiative, year 2: 2006-07 Evaluation. John Hopkins University November 2007.

Data collected for the 2nd year showed significant increases in student achievement, new learning processes were established, students were more interested during lessons, and special education students were able to gain further independence and access to the general curriculum.

5. Laptop Use By Seventh Grade Students with Disabilities: Perceptions of Special Education Teachers Report prepared by Walter J. Harris Director Lori Smith Research Associate Maine Education Policy Research Institute University of Maine Office February 2004

Overall, special education teachers viewed the laptops as highly beneficial to their students. Students use laptops more often in mainstream classrooms and had benefits in writing, organization , motivation and self-esteem. Students who were highly distractible, blind and partially sighted students, and highly anxious students with low tolerance for frustration were all described as students who did not benefit from the use of laptops.

6. Maine’s Middle School Laptop Program: Creating Better Writers. Silvermail DL, Gritter, A K (2007) : Maine Education Policy Research, University of Southern Maine

Evidence indicates that implementation of Maine’s one-to-one ubiquitous laptop program has had a positive impact on middle school student’s writing. Five years after initial implementation of the laptop program, students’ writing scores on the Maine’s state-wide test had significantly improved. Further more, students scored better the more extensively they used their laptops in developing and producing writing. Finally, the evidence indicated that using their laptops in this fashion helped them to become better writers in general, not just better writers using laptops.

7. Online Collaborative Projects: A Journey for Two Year 5 Technology Rich Classrooms. Ian W. Gaynor and Barry J. Fraser Science and Mathematics Education Centre Curtin University of Technology.

During the observations, a major feature of the classroom environment was the large amount of debate, conferencing and peer tutoring. The teachers indicated that the high levels of collaboration and independent learning were attributable to the design of the task and the role of the notebook computers.


8. Measuring the Value of One-to-one Computing: A Case Study Perspective. Wilson, LA & Peterson E.L (2006) One to One Computing CoSN Compedium 2006.

Michigan’s Freedom to Learn (FTL) initiative engages 22,000 students. There is significant early evidence that FTL is enhancing achievement and education transformation. FTL lessons were significantly more effective at engaging students in learning than average teaching approaches represented in national norms. FTL Classroom teachers implemented lessons that were significantly more meaningful to tier students that those implemented in classrooms represented by national norms.

Giving students his or her own text book in the end of the 19th century was seen as a radical and costly venture. However it eventually became clear that providing round-the-clock access to information gave students a portal to a world beyond their own. Similarly, one-to one deployment of technology devices today can be seen as offering a portal to a world in which each individual has ready access to global knowledge and understanding.


9. Creating and Connecting / Research and Guidelines on Online Social and Educational Networking. Grunwald Associates LLC in association with the National School Boards Association. July 2007.

Almost 60 % of students who use social networking talk about education topics online and 50 % talk specifically about school work.
In 2002, only 13 % of the students said they were involved in online art and story sharing, either creating it or looking at other’s work. Today many more students report participating in just one creative process- authoring – every week and the range of their content creation activities is broader.
Nearly all school districts ( 96%) say that at least some of their teachers assign homework that requires the internet use to complete. 


10. Implementation and Effects of One to One computing Initiatives: A Research Synthesis Willam R. Penuel, SRI international, 2006

This paper synthesizes findings from research and evaluation studies that analyzed implementation and effects of one-to-one initiatives from a range of countries. Factors related to successful implementation reported in the research include extensive teacher professional development, access to technical support, and positive teacher attitudes toward student technology use. Outcome studies with rigorous designs are few, but those studies that did measure outcomes consistently reported positive effects on technology use, technology literacy, and writing skills.

11. Classrooms for the Future: Year 2 Evaluation, Dr. Kyle Peck et al Penn State University, September 2008

Classrooms for the Future ( CFF) is an initiative to transform Pennsylvania’s high schools making them more engaging and more responsive to the economic challenges presented by globalization. Changes in classroom physical organization is seen to promote more collaborative work. Teachers are spending more time working with individual students and less time in whole class lectures. Changes were seen in requiring more higher order thinking as a result of CFF. Students are spending more time working in groups and demonstrating their learning in a variety of ways. The percentage of students engaged during the last third of the class, increased. 76% teachers reported that the CFF Coach was valuable. Obstacles for successful implementation: computer failures, professional development and net work downtime.
CFF is about new approaches to instruction and learning ( not technology) and there is evidence that positive changes are underway.


12. But Does it Work? Evaluating Our Nation’s one-to-one Initiatives. K-12 Computing Eileen Lento, PhD. Judy Salpeter. ( eBook)

Research findings from America’s Digital Schools 2008, Michigan’s Freedom to Learn( FTL) Program, Texas Technology Immersion Program( TIP), Henrico County Virginia, Auburn Alabama. Researchers believe it takes 3-5 years to measure a program’s impact with confidence. In Henrico, the results of the pop up survey showed that students were using their laptops in a variety of subject area for an average of 40 % of the day – a big increase from 2006.They were also using them at home 3-4 days per week. The ADS 2008 report indicated that only 7% of districts report that they are experiencing widespread technology problems with the one-to-one implementations, a significant change from the early days.

13. Standards for the 21st Century Learner: the American Association of School Librarians, 2007

Learners use skills and resources and tools to: 1) inquire, think critically and gain knowledge, 2) draw conclusions, make informed decisions, apply knowledge to new situations and create new knowledge, 3) share knowledge and participate ethically and productively as members of our democratic society, 4) pursue personal and aesthetic growth.

14. New Hampshire ICT Literacy Standards for K-12 Students. ED 306.42 Information and Communication Technologies Program

The local school board shall require an integrated approach to the use of 21st Century tools, including, but not limited to digital technology and communication tools, within all curriculum areas through the adoption of an information and communication technologies literacy program in grades k-12 that provides opportunities at developmentally appropriate levels for students.

15. Maine to expand its laptop program: eSchool News. March 16, 2009

Despite the economic downturn, Maine is expanding its program to provide laptops to students. The State currently pays about $13 million per year to provide Apple laptops to 37,000 middle schoolers and about 10,000 middle school and high school teachers and administrators. The expansion would add 53,000 high schoolers to the program.

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