1. One to One
Computers in
Schools
2010 Literature Review
1

2. Student
Achievement
Professional
Learning and
Laptop Pedagogy
Leadership and
Technology
Integration
Technical Support
Conclusions and key
implications
2

3. Student
Achievement
It is the way laptops are used in learning
that brings about improvements in
achievement.
(Silvernail & Gritter, 2007)
3

4.  Increasingly authors are
questioning whether standardised
testing is appropriate when
assessing 21st Century Skills.
 Most standardised tests assess
basic skills tests using multiple
choice answers. This does not
address 21st century skills.
(Silvernail, 2005, p.3)
 Skills inherent to technology and
laptop use do not align with
standardised testing
(Holcomb, 2009)
 Henrico County (USA) is developing
assessment tools for 21st Century
skills.
4

5.  Increasingly authors are
questioning whether standardised
testing is appropriate when
assessing 21st Century Skills
 Most standardised tests assess
basic skills tests using multiple
choice answers. This does not
address 21st century skills.
(Silvernail, 2005, p.3)
 Skills inherent to technology and
laptop use do not align with
standardised testing
(Holcomb, 2009)
 Henrico County (USA) is developing
assessment tools for 21st Century
skills.
5

6.  Increasingly authors are
questioning whether standardised
testing is appropriate when
assessing 21st Century Skills
 Most standardised tests assess
basic skills tests using multiple
choice answers. This does not
address 21st century skills.
(Silvernail, 2005, p.3)
 Skills inherent to technology and
laptop use do not align with
standardised testing.
(Holcomb, 2009)
 Henrico County (USA) is developing
assessment tools for 21st Century
skills.
6

7.  Increasingly authors are
questioning whether standardised
testing is appropriate when
assessing 21st Century Skills
 Most standardised tests assess
basic skills tests using multiple
choice answers. This does not
address 21st century skills.
(Silvernail, 2005, p.3)
 Skills inherent to technology and
laptop use do not align with
standardised testing
(Holcomb, 2009)
 Henrico County (USA) is developing
assessment tools for 21st Century
skills.
7

8.  Despite these limitations,
standardised testing is uncovering
improvement in the academic
achievements of students in one-
to-one laptop programs, as shown
in the following studies:
8

9.  laptops did increase the scores of
the laptop students over the non-
laptop students, particularly in the
areas of literacy response and
analysis and in writing strategies.
(Suhr, Hernandez, Grimes, Warshauer, 2010)
 Improvements occurred in the
second year after teething
problems were overcome
(Suhr, Hernandez, Grimes, Warchauer, 2010)
 Unprecedented improvement in
Maths, English and Science results
(Bebell & Kay, 2010)
9

10.  laptops did increase the scores of
the laptop students over the non-
laptop students, particularly in the
areas of literacy response and
analysis and in writing strategies
(Suhr, Hernandez, Grimes, Warshauer, 2010)
 Improvement occurred in the
second year after teething
problems were overcome
(Suhr, Hernandez, Grimes, Warchauer, 2010)
 Unprecedented improvement in
Maths, English and Science results
(Bebell & Kay, 2010)
10

11.  laptops did increase the scores of
the laptop students over the non-
laptop students, particularly in the
areas of literacy response and
analysis and in writing strategies
(Suhr, Hernandez, Grimes, Warshauer, 2010)
 second year after teething
problems were overcome
(Suhr, Hernandez, Grimes, Warchauer, 2010)
 Unprecedented improvement in
Maths, English and Science results.
(Bebell & Kay, 2010)
11

12. Maine One-to-One
laptop study
Over 16,000 students
In 2000 (the year the program
commenced) 29.1% of 8th grade met
the Maine Educational Assessment
writing proficiency standard.
In 2005 (five years in) 41.4% met
this standard
12

13. Maine One-to-One
laptop study
Improved achievement is not
consistent
In the same one-to-one laptop
school different subjects can perform
differently
The same subjects can perform
differently in different one-to-one
settings
13

14. Maine One-to-One
laptop study
Improved achievement is not
consistent
In the same one-to-one laptop
school different subjects can perform
differently
The same subjects can perform
differently in different one-to-one
settings
14

15. Maine One-to-One
laptop study
Improved achievement is not
consistent
In the same one-to-one laptop
school different subjects can perform
differently
the same subjects can perform
differently in different one-to-one
settings
15

16. Further analysis of Maine
results (Silvernail, 2005)
The “best use” group was
identified. These students used
laptops to draft, perform multiple
edits then final product
The “non use” group was also
identified – those who never used
the laptop for writing
The average student in the “best
use” laptop group scored better than
approximately 75% of the non-use
group
There was no statistical difference
between those who took the test
online and those who hand–wrote
their answers 16

17. Further analysis of Maine
results (Silvernail, 2005)
The “best use” group was
identified. These students used
laptops to draft, perform multiple
edits then final product)
The “non use” group was also
identified – those who never used
the laptop for writing
The average student in the “best
use” laptop group scored better than
approximately 75% of the non-use
group
There was no statistical difference
between those who took the test
online and those who hand–wrote
their answers 17

18. Further analysis of Maine
results (Silvernail, 2005)
The “best use” group was
identified. These students used
laptops to draft, perform multiple
edits then final product)
The “non use” group was also
identified – those who never used
the laptop for writing
The average student in the “best
use” laptop group scored better than
approximately 75% of the non-use
group
There was no statistical difference
between those who took the test
online and those who hand–wrote
their answers 18

19. Further analysis of Maine
results (Silvernail, 2005)
The “best use” group was
identified. These students used
laptops to draft, perform multiple
edits then final product)
The “non use” group was also
identified – those who never used
the laptop for writing
The average student in the “best
use” laptop group scored better than
approximately 75% of the non-use
group
There was no statistical difference
between those who took the test
online and those who hand–wrote
their answers 19

20. It is critical for schools to
understand that simply providing
each student with a laptop is not
enough. How teachers choose to use
the laptop is very important.
(Holcomb, 2009)
20

21. Professional
Learning and
Laptop Pedagogy
“the biggest challenge however is helping
teachers to develop the expertise
required to harness the power of the
technology”
(Mouza, 2008, p.3)
21

22.  Research is revealing that it is the
way the laptops are used in
learning that makes the difference.
(Holcomb, 2009; Silvernail & Gritter, 2007)
 In a study of one-to-one laptop
programs running in three
technology high schools it was
found that the lack of time for
professional development,
especially for teacher
collaboration, was a barrier to
effective integration of computers
into learning.
(Drayton, Falk, Stroud, Hobbs, &
Hammerman, 2010)
22

23.  Research is revealing that it is the
way the laptops are used in
learning that makes the difference
(Holcomb, 2009; Silvernail & Gritter, 2007)
 In a study of one-to-one laptop
programs running in three
technology high schools it was
found that the lack of time for
professional development,
especially for teacher
collaboration, was a barrier to
effective integration of computers
into learning.
(Drayton, Falk, Stroud, Hobbs, &
Hammerman, 2010)
23

24.  Teacher beliefs about pedagogy
affect their classroom
implementation of laptops.
 Drayton et al. (2010) give the
example in one high school in
which one science teacher
believed that focusing on
information transfer was the
primary focus of teaching while
another in the same school
believed that discovery was the
focus. They found that “inquiry
oriented teachers deployed
technology to support and expand
enquiry; more traditional teachers
likewise used the technology
according to their values, in
conducting a teacher centred
classroom”
(Drayton et al., 2010, p. 48)
24

25.  Beliefs in pedagogy affect the
individual implementation of
laptops
 Drayton et al. (2010) give the
example in one high school in
which one science teacher
believed that focusing on
information transfer was the
primary focus of teaching while
another in the same school
believed that discovery was the
focus. They found that “inquiry
oriented teachers deployed
technology to support and expand
enquiry; more traditional teachers
likewise used the technology
according to their values, in
conducting a teacher centred
classroom” .
(Drayton et al., 2010, p. 48)
25

26.  Initially benchmarked
implementation levels of
technology in the classrooms.
 The study by Drayton et al. (2010)
Level Category
found that teachers who believed
in a teacher-centred style of 0 Non-use
Integration and Inquiry
pedagogy use technology in ways 1 Awareness
which can be seen to be equivalent
to the lowest levels of the LoTi 2 Exploration
scale while those who believed in 3 Infusion
an inquiry approach utilised the
technology to expand inquiry in 4A Integration (mechanical)
ways equivalent to higher levels. 4B Integration (routine)
5 Expansion
6 Refinement
26

27.  Initially benchmarked
implementation levels of
technology in the classrooms
 The study by Drayton et al. (2010)
Level Category
found that teachers who believed
in a teacher-centred style of 0 Non-use
Integration and Inquiry
pedagogy use technology in ways 1 Awareness
which can be seen to be equivalent
to the lowest levels of the LoTi 2 Exploration
scale while those who believed in 3 Infusion
an inquiry approach utilised the
technology to expand inquiry in 4A Integration (mechanical)
ways equivalent to higher levels. 4B Integration (routine)
5 Expansion
6 Refinement
27

28.  Research indicates the need for a
shift from professional learning
with a focus on technology
proficiency to a focus on laptop
pedagogy.
Level Category
 As pedagogical beliefs can 0 Non-use
Integration and Inquiry
determine the level to which the 1 Awareness
one-to-one laptops are integrated
into learning in the classroom, 2 Exploration
professional learning must include 3 Infusion
processes by which teachers
4A Integration (mechanical)
regularly discuss their pedagogical
and educational values. 4B Integration (routine)
(Drayton et al., 2010)
5 Expansion
6 Refinement
28

29.  Research indicates the need for a
shift from professional learning
with a focus on technology
proficiency to a focus on laptop
pedagogy.
Level Category
 As pedagogical beliefs can 0 Non-use
Integration and Inquiry
determine the level to which the 1 Awareness
one-to-one laptops are integrated
into learning in the classroom, 2 Exploration
professional learning must include 3 Infusion
processes by which teachers
4A Integration (mechanical)
regularly discuss their pedagogical
and educational values. 4B Integration (routine)
(Drayton et al., 2010)
5 Expansion
6 Refinement
29

30. Leadership and
technology
integration
“Perhaps the most important finding
from our analysis is that technology
leadership has greater leverage on
desired outcomes than does technology
infrastructure and expenditures”
(Anderson & Dexter, 2005, p. 73)
30

31.  “Schools setting ambitious goals
and aiming for excellence seem
more likely to use laptops well than
ones without ambitious goals and
a supportive school culture”
(Zucker & Hug, 2007)
 These researchers found that
higher levels of technology
integration were found in schools
where leaders set the directions
for change and developed
supportive policies and
collaborative cultures.
31

32.  “Schools setting ambitious goals
and aiming for excellence seem
more likely to use laptops well than
ones without ambitious goals and
a supportive school culture”
(Zucker & Hug, 2007)
 These researchers found that
higher levels of technology
integration were found in schools
where leaders set the directions
for change and developed
supportive policies and
collaborative cultures.
32

33.  Those teachers who were willing to
take more risks were found to be
more willing to integrate
technology and saw student
achievement in terms of their
more intrinsic motivation and
engagement in learning.
(Howard, 2009)
 The researcher found that the
primary area of teacher concern
was risk to student achievement.
Those less willing to take risks were
less willing to integrate technology
into their teaching. They saw
achievement in terms of
quantifiable results such as test
scores. Knowledge that one-to-
one laptop programs improve
student achievement may help
them to see this as less risky.
33

34.  Those who were willing to take
more risks were found to be more
willing to integrate technology and
saw student achievement in terms
of their more intrinsic motivation
and engagement in learning
(Howard, 2009)
 The researcher found that the
primary area of teacher concern
was risk to student achievement.
Those less willing to take risks were
less willing to integrate technology
into their teaching. They saw
achievement in terms of
quantifiable results such as test
scores. Knowledge that one-to-
one laptop programs improve
student achievement may help
them to see this as less risky.
34

35.  School culture can either foster
collaboration and innovation or
stifle them. Where a school
culture emphasises accountability
and security over taking risks,
teachers are driven away from
innovation.
(Drayton et al., 2010)
 Where implementation was left in
the hands of the individual
teachers in one school, integration
was at a lower level than in
another school where innovations
were tested and shared among
teachers.
Drayton et al. (2010)
35

36.  School culture can either foster
collaboration and innovation or
stifle them. Where a school
culture emphasises accountability
and security over taking risks,
teachers are driven away from
innovation.
(Drayton et al., 2010)
 Where implementation was left in
the hands of the individual
teachers in one school, integration
was at a lower level than in
another school where innovations
were tested and shared among
teachers.
Drayton et al. (2010)
36

37.  “very few principals have
themselves used computers in any
meaningful way with children” This
led these authors to point strongly
to the necessity for distributed
leadership of planning for success
to occur.
Flanagan & Jacobsen, 2003, p. 127
 “One key component of a
successful implementation of one-
to-one laptop computers is
leadership in many forms, one of
the most important being a
Leadership Team”
Moulton, 2006, p. 1
37

38.  “very few principals have
themselves used computers in any
meaningful way with children” This
led these authors to point strongly
to the necessity for distributed
leadership of planning for success
to occur.
Flanagan & Jacobsen, 2003, p. 127
 “One key component of a
successful implementation of one-
to-one laptop computers is
leadership in many forms, one of
the most important being a
Leadership Team”.
Moulton, 2006, p. 1
38

39. for
leaders
 leaders need to be enthusiastic,
build a shared vision, keep the
focus on that vision, distribute the
leadership of the initiative and lead
the leadership team, lead the
planning, foster a collaborative
school culture in which teachers
are comfortable to innovate,
provide time for collaboration and
discussion and provide appropriate
and timely professional learning
for teachers.
39

40. Technical
support
This can bring about great difficulties for
teachers when they find themselves not
only working in a change paradigm but
also as the computer engineer
Simpson & Payne, 2005
40

41.  Lei (2010) found that extra
technical support is a critically
important condition for success of
such projects.
 Importantly, this need for support
does not diminish as the laptop
program matures
(Lei, 2010, Newhouse 2008).
41

42.  Lei (2010) found that extra
technical support is a critically
important condition for success of
such projects
 Importantly, this need for support
does not diminish as the laptop
program matures.
(Lei, 2010, Newhouse 2008)
42

43. Research findings validate
decision made and
implemented by the DER-
NSW program around:
 technology support as critical for
the success of the programs
 charging of laptops at home
 wireless access points in every
classroom
 fast internet access
 technical support needs do not
diminish as the program
matures
43

44.  In one study (Shapley et al., 2010)
it was found that student use at
home for home learning and
homework was the strongest
predictor of students reading and
mathematics test scores.
44

45. Conclusions
and key
implications
“Higher implementing schools reported
that committed leaders, thorough
planning, teacher buy-in, preliminary
professional development for teachers,
and a commitment to the transformation
of students learning were keys to their
successful implementation and
technology immersion”
Shapley et al., 2010
45

46.  One-to-one laptop programs can
bring about improvements to
student learning.
 Improvements in student
achievement are related to the
way laptops are used in learning
 Professional learning is essential
for successful integration
 Teacher pedagogical beliefs largely
determine the degree and type of
integration that occurs in the
classroom
 Professional learning must include
processes by which teachers
regularly discuss their pedagogical
and educational values
46

47.  One-to-one laptop programs can
bring about improvements to
student learning
 Improvements in student
achievement are related to the
way laptops are used in learning
 Professional learning is essential
for successful integration
 Teacher pedagogical beliefs largely
determine the degree and type of
integration that occurs in the
classroom
 Professional learning must include
processes by which teachers
regularly discuss their pedagogical
and educational values
47

48.  One-to-one laptop programs can
bring about improvements to
student learning
 Improvements in student
achievement are related to the
way laptops are used in learning
 Professional learning is essential
for successful integration.
 Teacher pedagogical beliefs largely
determine the degree and type of
integration that occurs in the
classroom
 Professional learning must include
processes by which teachers
regularly discuss their pedagogical
and educational values
48

49.  One-to-one laptop programs can
bring about improvements to
student learning
 Improvements in student
achievement are related to the
way laptops are used in learning
 Professional learning is essential
for successful integration
 Teacher pedagogical beliefs largely
determine the degree and type of
integration that occurs in the
classroom.
 Professional learning must include
processes by which teachers
regularly discuss their pedagogical
and educational values
49

50.  One-to-one laptop programs can
bring about improvements to
student learning
 Improvements in student
achievement are related to the
way laptops are used in learning
 Professional learning is essential
for successful integration
 Teacher pedagogical beliefs largely
determine the degree and type of
integration that occurs in the
classroom
 Professional learning must include
processes by which teachers
regularly discuss their pedagogical
and educational values.
50

51.  Teachers need time for discussion
and the sharing of ideas/resources.
 Leadership is crucial for successful
integration
 School leaders must build a shared
vision, keep the focus on that
vision, lead the planning, provide
time for collaboration and
discussion and provide appropriate
and timely professional learning
for teachers
 Leaders must foster a collaborative
and supportive school culture
 Distributed leadership and a whole
school approach are most effective
51

52.  Teachers need time for discussion
and the sharing of ideas/resources
 Leadership is crucial for successful
integration.
 School leaders must build a shared
vision, keep the focus on that
vision, lead the planning, provide
time for collaboration and
discussion and provide appropriate
and timely professional learning
for teachers
 Leaders must foster a collaborative
and supportive school culture
 Distributed leadership and a whole
school approach are most effective
52

53.  Teachers need time for discussion
and the sharing of ideas/resources
 Leadership is crucial for successful
integration
 School leaders must build a shared
vision, keep the focus on that
vision, lead the planning, provide
time for collaboration and
discussion and provide appropriate
and timely professional learning
for teachers.
 Leaders must foster a collaborative
and supportive school culture
 Distributed leadership and a whole
school approach are most effective
53

54.  Teachers need time for discussion
and the sharing of ideas/resources
 Leadership is crucial for successful
integration
 School leaders must build a shared
vision, keep the focus on that
vision, lead the planning, provide
time for collaboration and
discussion and provide appropriate
and timely professional learning
for teachers
 Leaders must foster a collaborative
and supportive school culture.
 Distributed leadership and a whole
school approach are most effective
54

55.  Teachers need time for discussion
and the sharing of ideas/resources
 Leadership is crucial for successful
integration
 School leaders must build a shared
vision, keep the focus on that
vision, lead the planning, provide
time for collaboration and
discussion and provide appropriate
and timely professional learning
for teachers
 Leaders must foster a collaborative
and supportive school culture
 Distributed leadership and a whole
school approach are most
effective.
55

56. Click to open the 1:1 Computers in schools
Literature Review document
56

57.  Graffiti: http://www.flickr.com/photos/vaxzine/172651123
 Chairs: http://www.flickr.com/photos/svet/4304374413
 Cables: http://www.flickr.com/photos/mindfieldz/3241016661
 Legs: http://www.compfight.com
 Links: http://www.flickr.com/photos/uqbar/114320354
57