Research


 * [|AALF's 1:1 research clearinghouse] - this huge depository of research contains the resources below and much, much more. One-stop shopping!
 * [|The End of Techno-Critique]- Subtitled "The Naked Truth about 1:1 Laptop Initiatives and Educational Change" by Mark E. Weston & Alan Bain (2010) in the Journal of Technology, Learning, and Assessment (Vol. 9, No 6)
 * Abstract: This analysis responds to a generation of criticism leveled at 1:1 laptop computer initiatives. The article presents a review of the key themes of that criticism and offers suggestions for reframing the conversation about 1:1 computing among advocates and critics. Efforts at changing, innovating, and reforming education provide the context for reframing the conversation. Within that context, we raise questions about what classrooms and schools need to look and be like in order to realize the advantages of 1:1 computing. In doing so, we present a theoretical vision for self-organizing schools in which laptop computers or other such devices are essential tools.
 * [|Laptop Initiatives: Summary of Research Across Six States]- by Rodolfo Argueta, Jessica Huff, Jennifer Tingen, Jenifer O. Corn (2011)
 * Summary: This brief summarizes findings from the evaluations of six major 1:1 initiatives: Florida’s Leveraging Laptops, Maine’s Learning Technology Initiative (MLTI), North Carolina’s 1:1 Learning Technology Initiative (NCLTI), Michigan’s Freedom to Learn (FTL), Pennsylvania’s Classrooms for the Future (CFF), Texas’s Immersion Pilot (TIP), and Henrico County, Virginia’s Teaching and Learning Initiative. The brief begins with an overview of each initiative and a description of the methodology used by evaluators. It continues with a description of the findings reported by evaluators in three areas: student outcomes, instructional practices, and planning and implementation. The brief concludes with a summary of major findings and a list of critical issues to consider when planning a 1:1 initiative.
 * [|Educational Outcomes and Research from 1:1 Computing Settings]by Damian Bebell & Laura M. O'Dwyer (2010) in the Journal of Technology, Learning, and Assessment (Vol. 9, No. 1)
 * Abstract:Despite the growing interest in 1:1 computing initiatives, relatively little empirical research has focused on the outcomes of these investments. The current special edition of the Journal of Technology and Assessment presents four empirical studies of K–12 1:1 computing programs and one review of key themes in the conversation about 1:1 computing among advocates and critics. In this introduction to our 1:1 special edition, we synthesize across the studies and discuss the emergent themes. Looking specifically across these studies, we summarize evidence that participation in the 1:1 programs was associated with increased student and teacher technology use, increased student engagement and interest level, and modest increases in student achievement.
 * [|One to One Computing: A Summary of the Quantitative Results from the Berkshire Wireless Learning Initiative]by Damian Bebell & Rachel Kay (2010) in the Journal of Technology, Learning, and Assessment (Vol. 9, No. 2)
 * Abstract:This paper examines the educational impacts of the Berkshire Wireless Learning Initiative (BWLI), a pilot program that provided 1:1 technology access to all students and teachers across five public and private middle schools in western Massachusetts. Using a pre/post comparative study design, the current study explores a wide range of program impacts over the three years of the project’s implementation. Specifically, the current document provides an overview of the project background, implementation, research design and methodology, and a summary of the quantitative results. The study details how teaching and learning practices changed when students and teachers were provided with laptops, wireless learning environments, and additional technology resources. The results found that both the implementation and outcomes of the program were varied across the five 1:1 settings and over the three years of the student laptop implementation. Despite these differences, there was evidence that the types of educational access and opportunities afforded by 1:1 computing through the pilot program led to measurable changes in teacher practices, student achievement, student engagement, and students’ research skills.