Whitney Gaddis 1

Article Critique 1

Whitney Gaddis
FRIT 7237
Article Critique 1

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Article Reference
Grant, M. M., Ross, S. M., Wang, W., & Potter, A. (2005). Computers on wheels: An alternative
to 'each one has one' Br J Educ Technol British Journal of Educational Technology,
36(6), 1017-1034. doi:10.1111/j.1467-8535.2005.00571.x

Article Summary
Introduction
Computers on Wheels: An Alternative to each one has one is a study by Michael M. Grant,
Steven M. Ross, Weiping Wang, and Allison Potter. This study took place in four fifth grade
classrooms at Green River Elementary School located in a suburban city outside of a large urban
city in the southeast United States in the fall of 2003. The goal of this study is to determine if
using mobile laptop computer carts affect change in teacher practice and student learning. This
study was designed to determine the impact of changing the ways students learn and teachers
instruct in a technology-enhanced learning environment. Two Apple iBook wireless laptop carts
were shared among four fifth grade classrooms. The independent variable in this study is the use
of technology in instruction, this is was what was added in the study and the dependent variable
was student learning because this is what was affected by the use of technology. The degree of
student attention and interest were measured with focus group interviews as well as data
collection instruments. The results of this study emphasized three factors are important in the
change in impacting technology integration. The three factors are teacher technological
knowledge and efficacy, pedagogical knowledge and a supportive community.

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Article Critique
Methods
Data collection instruments and focus group interviews were used to collect the data that was
evaluated. The evaluation data consisted of three classroom observation measures, two teacher
surveys and four interviews. The evaluation study was structured around four primary research
questions that focused on classroom practices, degree and type of technology use, academically
caucused time, student engagement, teacher technology skills, and teacher attitudes toward
technology as well as student and teacher reactions to the program. The design of this study was
based on both quantitative and qualitative data collected. The classroom observations were
conducted by trained observers. They examined the frequency of usage and instructional
strategies that were used in the classroom along with the mobile computers using the School
Observation Measure. Along with the School Observation Measure the Survey of Computer use
was also used to examine the availability and student use of technology. Computer capacity and
currency, configuration, student computer ability and student activities while using the
computers were the four primary types of data recorded in the Survey of Computer Use. A rubric
for student-centered activities was used to rate the degree of learner engagement. Both a teacher
technology questionnaire and a technology skills assessment were used to assess the
technological skills and abilities of the teachers.

Results
The evaluation study documents all of the mobile computers were observed to be up-to-date and
capable of connecting to the internet. Meaningful use of the computers was observed almost 90%

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of the time. The teachers responded very positively to the program. During the focus groups the
teachers discussed computer use and the pressures and concerns for using the new available
technology. The teachers had hoped to use the laptops for about two to three hours a day, but
found this difficult with the scope of the curriculum and district standards. The teachers felt that
the use of mobile laptops were difficult to schedule and plan. By the end of the study the teachers
also determined that it is necessary for students to learn computer skills along with the core
subjects being taught. The students were also interviewed in the focus groups. The students felt
that most students benefited from using the laptops. The students also determined that the
students with the least amount of computer experience benefited the most from the program.
There were not any unexpected results. The results seemed very common for students and
teachers who are not used to implementing the use of technology within instruction.
Discussion
The author states that it is difficult to determine the ways that student laptop computer use has
effected instruction, because there was no baseline data collected. The author also discusses the
importance of internet connection for laptop use. The computers on wheels were observed as
always having the ability to connect to the internet, but the internet was not always available.
Network reliability will impact the effectiveness of instruction. Originally the laptop program
included comprehensive training for the teachers, but this was not implemented due to cost and
lack of grant support. The author discusses how the teachers were able to discuss and work
together to extend their expertise. The grade level team was able to work together to develop a
community practice. The way teachers use technology played a very important role in this study.
The teachers were observed to be acting as facilitators of learning which led to advanced student
engagement. The authors interpretation of these results fit with my own. I feel that the results of

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this study are not unexpected. It is predictable that the educational experience would be
improved with the use mobile computers. One of the most important factors is that educators feel
that they have support from not only the school but the school district while using technology in
instruction. The teachers did not feel completely supported and it seemed as though they had to
find information and how to use the new technology effectively in the classroom. It is important
that technology is available for use, but it is vital that teachers and students are able to use the
technology in a way that will better their educational experience. Another essential part of the
study is funding. If the study had the proper funding the teachers would have been able to receive
more training on how to effectively use the technology. If the funding for professional
development were to have happened, I think the results of the study would have been greater.
The teachers confidence and efficiency of using the lap tops would have transferred to the
students. Something else that I believe would make this study more accurate would be if the
methods would have included a baseline test. If the study were to have gathered where the
students were academically before the use of mobile computers and then tested students at the
end of the school year. The results of whether the use of this technology in the classroom was
successful would be more concrete.