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Abstract
The purpose of this study was to determine the effect that a 1:1 classroom has on student
achievement. Students from six high school social studies classes participated in the research
study. The research included gathering results of a student homework, test score averages, and
final grade averages for one semester. The classroom was equipped with a set of Chromebooks.
The Chromebooks were available to the students whenever they wanted to use them and the
teacher attempted to use them in a structured way at least once a week.
Table of Contents
Chapter II Literature Review
Introduction..4
Implementation of Technology........5
Planning Lessons in the 1:1 Classroom...6
The 1:1 Classroom and the Effect on Student Acheivement...7
Conclusion...9
Works Cited...11
the implementation of the technology, planning lessons for the individual classroom, and the
effects on student achievement. The following literature review will summarize important
findings, strategies, and recommendations for how a 1:1 classroom can effect student
achievement.
Implementation of the Technology
If a school district was fortunate enough to provide their students with 1:1 technology,
one of the biggest obstacles faced early on was the proper way to implement it to maximize
results. Technology was wasted when teachers were not trained on the proper way to use the
devices and given ways to maximize it to enhance their lessons. Studies had shown that many
schools applied for grants, invested in the software programsand invested further time in
adapting the software to individual courses. But they didn'tensure that students were actually
using the software, or perhaps make it clear to them why it was potentially helpful. (Kamenetz,
2016). The technology alone did not improve results.
Teachers needed to learn how to engage their students and teach them how to use the
technology in an appropriate manner. When a school began to take on new challenges, such as a
1:1 initiative, it was anticipated that they also supported teachers and staff with the adjustment to
these changes with some form of professional development. As Christensen (2015) stated,
Research has suggested that these professional development sessions are essential to the
successful transition of teachers into a 1:1 initiative, though that outcome is much more likely
with increased amounts and quality of the professional development in question. Therefore,
there are numerous steps that a district can take to insure that they are setting themselves up for
the best chance to succeed. Marcinek (2015) gave five great ideas when he mentioned that every
school should define the goals of their program, define the role of the device in the classroom,
model the proper way to use the device, put it away when appropriate, and teach, model, and
support information literacy. As stated at the end of his article, The environment will not adapt
to them, they must adapt to the demand of the market. A 1:1 environment is simply a start.
Teacher training was an important aspect of implementing a 1:1 environment in a school,
or district. As November (2016) emphatically claimed in his report, Adding a digital device to
the classroom without a fundamental change in the culture of teaching and learning will not lead
to significant improvement. However, every teacher had differences in the way that they
implemented the devices within their classrooms. For instance, a teacher in a physical education
class implemented a device differently than a teacher in a science classroom. Christensen (2015)
echoed these sentiments when she stated, The pedagogy that teachers employ depends on those
same beliefs about technology, their content area, and education as a whole. In order for the
teachers to get behind the implementation of the devices, they believed that what they were
doing had a purpose. When a teacher did not perceive that use of technology was in alignment
with their curriculum, they were apt to use it less often. Other teacher characteristics that were
related with technology integration levels included a teachers pedagogical approach, their
confidence in their readiness to use technology, and their subject matter mastery (Penuel, 2006).
Once a district insured proper implementation, teachers began to focus on crafting meaningful
lessons in the individual classroom.
Planning Lessons in the 1:1 Classroom
It was essential that teachers created lessons that not only utilized the technology
properly but also in ways that engaged the student. This appeared to be an issue though because
many of todays teachers were trained in ways to teach in a traditional classroom. Penuel (2006)
pointed this out when he exclaimed that teachers are adapting traditional teaching strategies
and having students work independently and in small groups, but they have not yet begun to
implement widely more student-centered strategies for instruction such as project-based
learning. Just as in a traditional classroom, students presented with too easy or too difficult
material eventually became bored and unmotivated. Studies had continually showed students
respond positively to technology and are motivated by technology, teachers should make
conscious efforts to create activities that encompass some form of technological tool. Motivated
students will be more likely to perform at their highest levels (Granito & Chernobilsky, 2012).
It appeared the best way to approach lesson planning in a 1:1 environment was the same as a
traditional environment, allow teachers the sovereignty to develop and administer the lessons
that best fit them and their individual style. Some of the most common laptop applications in the
classroom included essay writing and on-line grading in English, researching information on the
web, and developing power point presentations for projects in history/social science classes.
Students also used laptops to develop websites, access web-based lab projects and activities in
science, and design posters and logos. Note-taking for all subjects in the classroom was also
performed with laptops (Gulek & Demirtas, 2005). After having reviewed the different ways to
administer lessons in a 1:1 classroom, it became prudent to see what effect the environment had
on student achievement.
The 1:1 Classroom and the Effect on Student Achievement
With the increase in 1:1 initiatives across the nation, it had become increasingly
important to analyze the effect these environments had on student achievement. When the
research related to 1:1 programs was viewed, it was apparent that they had produced a wide
range of results. Some were positive and they showed that schools saw a large increase in writing
and literacy, science scores, and student grade point averages. Many schools found their
Even though there were many studies that showed positive outcomes to achievement and
other aspects of classroom behaviors, there were numerous findings that showed negative effects
of 1:1 classrooms. Lei and Zhao (2008) discussed found in their study that 39.3% of the
teachers believed that it had become harder for their students to concentrate in class after
receiving the laptops, because the students were distracted by the Internet, email, games, music,
and so on. The most alarming study was also one of the most recent. In 2015 the Organization
for Economic Co-operation and Development set out to analyze student access to computers and
how it related to student learning. In her report, Kamenetz (2016) summarized the findings of the
study by saying students who use computers very frequently at school do a lot worse in most
learning outcomes, even after controlling for social background and student demographics
perhaps the most disappointing finding in the report is that technology is of little help in bridging
the skills divide between advantaged and disadvantaged students. Swallows (2015) furthered
these findings when she saw negative results and wrote that many studies identified the
potential of technology as a tool for enhancing such partnerships, but emphasized the need for a
fundamental shift in pedagogical practices. Finally, Schimel (2015) found that computer use
in school had negative impacts on academic achievement in reading, and any computer use
seemed to have a negative impact on math and science scores.
Conclusion
In conclusion, the review of literature proved that there was no consensus on the
effect that 1:1 classrooms had on student achievement. The findings were varied and
differed quite a bit in their findings. Many of the studies agreed on the fact that proper
implementation and teacher training was imperative to having success with a 1:1 initiative.
Overall, the success and failure of a 1:1 initiative appeared to be linked to a teachers
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Reference
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Bebell, D., & O'Dwyer, L. M. (2010). Educational Outcomes and Research from 1:1 Computing
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Bryant, S. M., & Hunton, J. E. (2000). The use of technology in the delivery of instruction:
Implications for accounting educators and education researchers. Issues in Accounting
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Christensen, J. M. (2015). Teacher Perceptions of Pedagogical Change in 1:1. Iowa State Digital
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Crook, S. J., Sharma, M. D., & Wilson, R. (2014). An Evaluation of the Impact of 1:1 Laptops on
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Donahoo, D. (2012, August 24). The Challenges of 1:1 in the Classroom. Retrieved from New
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Dunleavy, M., Dexter, S., & Heinecke, W. (2007). What added value does a 1:1 student to laptop
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Granito, M., & Chernobilsky, E. (2012). The Effect of Technology on a Student's Motivation and
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Gulek, J. C., & Demirtas, H. (2005). Learning With Technology: The Impact of Laptop Use on
Student Achievement. The Journal of Technology, Learning, and Assessment, 1-39.
Kamenetz, A. (2016, August 11). Caution Flags For Tech In Classrooms. Retrieved from NPR:
http://www.npr.org/sections/ed/2016/08/11/488728266/caution-flags-for-tech-inclassrooms
Lei, J., & Zhao, Y. (2008). One-to-One Computing: What Does It Bring to Schools? Journal of
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Marcinek, A. (2015, October 21). 5 Steps for Implementing a Successful 1:1 Environment.
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