Course:ETEC522/2010ST1/OneToOneTechnologies/LearningApps

Rationale: What's the Point?

One-to-one laptop programs refer to a one to one ratio of students to computers, usually in K-12 education. The first one-to-one program began in 1985 with Apple’s Classrooms of Tomorrow (ACOT) program (Apple, 1990). Over the past two and a half decades technology has significantly dropped in cost allowing many more districts to experiment with one-to-one programs. More recently the availability of cost efficient laptops, netbooks and now iPad’s have allowed for portability that has previously been impossible.

Many wonder what the point of one-to-one programs are. The cost alone can scare cash strapped school districts away from ever even considering a one-to-one program. Many instead opt for mobile computer carts or computer on wheels (COWs) which are much cheaper than one to one programs (due to a lower student to computer ratio) but still offer mobile access to technology. The main argument for one-to-one programs is they better prepare students for a digital world.

Advocates for one-to-one programs state that, effectively used, these programs allow for a collaborative and diversified learning environment (Clausen et al., 2008). One-to-one programs usually provide students with laptops for students to use both in and out of school. By providing laptops for outside of school educators want to encourage collaboration and communication between students and increased contact with teachers (Lei and Zhao, 2008). Also, many educators believe that technology will open up the classroom beyond the four walls that often confine students. By allowing students access to the world via the internet teachers are helping students prepare to interact in a global economy.

Uses in Education

Discussions on how laptops are used by the students.

Potential Advantages

One-to-one programs across North America have seen both success and failures (Holcomb, 2009). It seems that most successes have occurred when implementation of a one-to-one program is paired with extensive professional development specifically related to the program (Donovan et al., 2007; Lei and Zhao, 2008, Maninger and Holden, 2009). Without professional development one-to-one programs have seen significantly higher rates of abandonment. Also, professional development allows teachers to maintain their interest in the program and that is sometimes lost after initial excitement.

Educators that have participated in one-to-one programs have found the following advantages as a result of one-to-one programs (Lei and Zhao, 2008; Zucker and Hug, 2008; Grimes and Warschauer, 2008; Dunleavy et al., 2007; Holden and Maninger, 2009):

• Increased student achievement on standardized tests
• Increased student organization
• Better collaboration between students
• Improved research skills and better access to information
• Communication improvements between students
• Increased student creativity
• Increased communication between students, parents, and teachers
• Increased formative assessment and student reflection
• Improved student written output
• Students took more ownership of work
• Better parent awareness of student curriculum
• Increased student motivation, behavior, and engagement

Potential Problems

The most immediate problem that one-to-one programs present is cost. Although initial costs will scare off many schools/school districts those that seriously look at implementing one-to-one programs need to seriously consider other costs such as ongoing repairs and server upgrade. Although cost is an issue hundreds of schools across North America are running, or have run one-to-one programs. Many of these schools have deemed the program successful but others have abandoned it all together (Holcomb, 2009). Educationally there are several issues students, parents, and teachers have come across (Lei and Zhao, 2008; Grimes and Warschauer, 2008; Dunleavy et al., 2007; Donovan et al., 2008).

Student Concerns:

• Restricting student access to certain sites (i.e. YouTube)
• Laptops weigh too much to constantly be carrying them around

Parent Concerns:

• Loss of penmanship
• Amount of time spent on laptops
• Money being spent on computers rather than books

Teacher Concerns:

• Not confident enough in the use of computers
• Unsure how to implement the use of computers into daily lessons
• Students using computers for activities not related to class work
• Computer damage meant some students couldn’t work on computers
• Students not bringing their laptops with a full battery
• Network and connection problems resulting in lost class time
• Increased plagiarism due to copy and paste
• Loss of traditional writing mechanics
• Students accessing inappropriate material
• Using laptops for cyber-bullying

Current Atmosphere

One-to-one programs in education can best be described as controversial. Some see it as wasting resources while others see it as the way of the future. Still others like the ability and versatility laptops offer but would like to see adaptations to the program. British Columbia School District 58 (Nicola-Similkameen) has been running a one-to-one program since December 2008 but due to budget constraints, student access to inappropriate material while at home and increasing laptop damage have decided the program in its current form had to be changed. For the past two years students had full time possession of the laptops between September and June but beginning September 2010 all laptops will be stored in carts in classroom. These carts will not be mobile but will be assigned to stay in a teacher’s classroom. In doing this SD 58 will be keeping a one-to-one ratio but limiting damage, keep laptops charged and making sure students are only using the laptops when permitted. At the current time there is no fail safe way to implement a one-to-one program. Each program will have its own growing pains. The only proven way to encourage success is ongoing professional development and even with this a budget shortfall could eliminate the program unexpectedly.

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