The Edutopia Poll
by Sara Bernard
The idea that all classrooms should include one computer per student -- also known as one-to-one computing -- has spawned a series of school-laptop initiatives across the country. Just last week, Maine signed a $41 million deal with Apple Computer that will extend the current laptop program (begun in 2002) for another four years, providing new laptops for 32,000 students and 4,000 teachers throughout the state.
Proponents of these types of initiatives contend that having one computer per student at school not only decreases the persistent digital divide but also allows for improved curricula and student engagement. Some suggest, however, that technology alone doesn't do the trick. Keeping up to speed in the technological world can come at the cost of critical thinking about said technology -- not to mention that without specific grants, the cost of implementation is high. We're interested in your opinion.
My son's school uses
Submitted by Patty (not verified) on February 22, 2007 - 16:02.
My son's school uses laptops. I would like to find the research that says he will be a better student when he leaves high school in two years. Text books, homework, planners, tests, instructional powerpoints almost everything on a screen!
Where can I find the scientific research that shows that this laptop initiative is scientifically proven to improve learning????
Laptops would improve
Submitted by Robert (not verified) on October 13, 2007 - 19:42.
Laptops would improve schools by getting rid of all those heavy books, not to mention it would make note taking alot faster, and not to mention how mch paper we would save.
There is little valid
Submitted by James Hogue (not verified) on August 7, 2006 - 20:22.
There is little valid research that one on one computing improves learning. Most of the so called research is disguised marketing propaganda from lap top sales armies.
If you will read the current news, some schools do well and some are disasters. We need to continue to look at this as an expreiment and not jump on the wagon of throwing vast amounts of money at an unproven educational process.
As a teacher with an inner
Submitted by Candy (not verified) on August 5, 2006 - 21:28.
As a teacher with an inner city school district, I am witnessing an alarming desire on the part of many who want money funded for a completely internet based school. Meantime, BASIC NEEDS are not being met by many schools and problems are ignored because all people care about is getting schools online. Meantime, many of our students don't have computers, and there are not enough at the local libraries for them to use on a regular basis
How about taking this money and using it to develop educational programs that bring parents to school and get them more involved in the educational process. That would cut down on truancy and bad behavior. In the schools where I have worked, the better the school, the more likely it is that parents are involved.
Computer technology is an
Submitted by Judith B. (not verified) on August 4, 2006 - 07:33.
Computer technology is an important part of any classroom and can easily be implemented using student resources. Many high school/middle school students are computer experts and can train faculty and students as well as diagnose hardware and software problems. Why not use these expert technicians? They love sharing their skills and knowledge, and can easily implement educational technologies.
By utilizing the talents of the very students we attempt to teach, we solve many of our classroom problems. Students often relate better to students and teachers gain valuable time and resources! Self-esteem and self confidence also grow thru this teamwork.
It would be great to have 1:1, but I agree with Jim that technology alone is not the answer. Project based learning experiences, caring and trained teachers, and the ability to change/adjust teaching methods can result in empowering our students rather than overpowering them. Learning can be fun!
We have also had great success with retiree volunteers willing to donate time, talents, and resources. It really is a TEAM EFFORT!
We need to remember that
Submitted by MaryAnne Morcom (not verified) on August 3, 2006 - 12:39.
We need to remember that technology is a tool, just like any other tool in the classroom. Computers can be used in multiple ways within the curriculum. The key is to have the use of technology become transparent. For this to happen we need to have teachers trained on how to integrate technolgy into their teaching so its use does become transparent. In researching for my dissertation on technology integration, I have read that for schools to be successful with the use of technolgy everyone from the administration on down must become involved with the practice. Teachers are at the core of making one-on-one computing work, therefore staff development needs to be redesigned. Many barriers exist to why technology doesn't work within the classroom but the literature suggests that the teachers should be the leaders of change that make computing in schools work.
the shortcomings of one to
Submitted by jim (not verified) on August 3, 2006 - 11:23.
the shortcomings of one to one computing lie in poor implementation, poor teacher training, and lack of vision. Implementated correctly the role of the teacher changes dramatically to a diagnostician, manager and prescriber of instruction and learning.
Unfortunately, there are not enough models in place (that stay in place long enough) for this to be truly examined and evaluated. My guess is we will see it implemented best in specail environments (charter schools, private settings, etc.)
I agree with Maryanne's
Submitted by Pete Barcenez (not verified) on August 4, 2006 - 03:02.
I agree with Maryanne's viewpoints on "teacher integration" of technology. teachers modeling computer use is a great demonstration for students. The subject of this poll also leads a few other issues with computing in the classroom still to be uncovered. The cost of hardware and infrastructure are always at the forefront of any discussion. What is usually neglected in "costing" discussions is the software and services that many administrators flock to, as the key to integration success.
Programs such as gradespeed, schoolnet, and other administrative functions serve their purpose and life would be difficult without them, but the essential software for student learning is a little harder to identify. Can a school computing environment be successful with a productivity suite of programs such as MicroSoft Office? Can you integrate technology effectively with just Word, Excel, Access and PowerPoint? Many administrators look beyond software packages and consider online services and textbook technology packages. The cost of technology integration is usually lost in this area and failure of many computing efforts are tied to just one or two software packages or services.
I agree that technology in the classroom is a tool. I would like to extend that just a bit further. If you take your car to well-stocked garage with all the latest tools, it still won't be fixed if you don't have skilled technicians with proper training.
Technology is a tool, and computer thinking is a skill. If I asked, "How do you create a calendar?", some of you would do it in Word, some in excel, and some in Publisher, or other software. The point is, you considered the task, and determined how you would complete a task and produce a product. That is computer thinking. It is becoming functional with the tools you have available.
Success in any computing initiative, or any educational initiative, is getting students to pattern their thinking in those ways. Get them to think about being productive, not just being busy surfers and downloaders. Critical thinking is important to technology integration, just as it is with all educational initiatives.
One common problem with technology integration is that "student thinking processes" or sometimes
THERE IS SUCH AN EXISTING
Submitted by Roberta L (not verified) on August 2, 2006 - 21:35.
THERE IS SUCH AN EXISTING GAP BETWEEN HAVE AND HAVE NOT COMMUNITIES AS IT IS. tHE HAVAE NOT COMMUNITIES OFTEN CANNOT AFFORD EVEN ONE WORKING COMPUTER PER CLASSROOM. I THIK THE MONEY WOULD BE BETTER SPENT MAKING EDUCATION MORE EQUITABLE--FIX THE SCHOOLS, HIRE MORE QUALIFIED TEACHERS AND SUPPORT STAFF, REDUCE CLASS SIZES. THE LAST SCHOOL I WORKED IN HAD NO FREE CLASSROOM AT ANY TIME DURING THE DAY, AND NO USABLE LIBRARY OR COMPUTER ROOM. STUDENTS AND TEACHERS WENT WITHOUT COMPUTER ACCESSABILITY FOR HALF THE YEAR, OTHER THAN IN ONCE CLASSROOM. I WAS UNFORTUNATE TO TEACH A CLASS OF SPECIAL EDUCATION STUDENTS IN THAT ROOM. THEY COULD NOT CONTROL THEMSELVES WHEN GIVEN COMPUTER ACCESS; ALL THEY WANTED TO DO WAS LOOK ON WEBSITES FOR SNEAKERS, RAP STARS, AND MYSPACE TO HOOK UP WITH OTHER PEOPLE. I REQUESTED A TRANSFER TO A COMPUTER FREE ROOM AND THEIR LEARNING AND EFFORT INCREASED. FURTHERMORE, I HAVE MET MAY STUDENTS THAT THINK RESEARCH CAN ONLY BE DONE ON A COMPUTER; NOT USING BOOKS, MAGAZINES, OR NEWSPAPERS. HOW WRONG THEY ARE, AND HOW MUCH THEY ARE MISSING....
Susan Adler's comments ring
Submitted by Bonnie Bracey Sutton (not verified) on August 2, 2006 - 18:57.
Susan Adler's comments ring true for me, but there is a level below the access. Many teachers have not learned to integrate technology into learning. If the use of technology fails, it is because we do not give proper time, attention and expertise in subject matter to the teachers who are learning to use computers at any level. One to one computing, i wish I had been so lucky. Five computers worked for me, but I can imagine the possibilities. I would love to be given such a task, that is to teach using one to one computing.
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