Educational Outcomes and Research from 1:1 Computing Settings

Damian J. Bebell · Laura M. O’Dwyer

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Education and Technology Integration Gender and Technology in Education Education and Communication Studies

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.

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References

2010One to One Computing: A Summary of the Quantitative Results from the Berkshire Wireless Learning Initiative

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2015Educational Technology: A Review of the Integration, Resources, and Effectiveness of Technology in K-12 Classrooms 2020Teachers’ exposure to professional development and the quality of their instructional technology use: The mediating role of teachers’ value and ability beliefs 2012Intertwining Digital Content and a One-To-One Laptop Environment in Teaching and Learning 2016An international literature review of 1:1 computing in schools 2019Digitalization and school leadership: on the complexity of leading for digitalization in school 2018Sustainability and Scalability in Educational Technology Initiatives: Research-Informed Practice 2016How Tablets Are Utilized in the Classroom 2010Tablet PCs, academic results and educational inequalities

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