Does One-to-One Work? A Review of the Literature
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Garthwait and Weller (2005) studied two seventh grade science teachers implementing one-to-one computing through the Maine Learning Technology Initiative (MLTI). The 2002 MLTI placed a laptop with every seventh grade student in the state of Maine.
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Both were effective in using the laptops for the entire year but actual data or acknowledgement for increased student achievement is lacking.
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Owston and Wideman 2001 study is intriguing and useful.
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The study found that students in the classrooms with a two-to-one student-to-computer ratio outperformed all other groups. The one-to-one and four-to-one ratio groups also improved. The control groups had the lowest scores.
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on 2008-06-05 by brasst
Could this be because the pairs collaborated? I'm an advocate for 1-1, but collaboration is key in any classroom.
Donovan, Hartley and Strudler took a different approach in their 2007 study.
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The study ends with three interesting and informative implications. First, professional development needs to be aligned with teacher concerns. Ideally, the professional development should align with the teachers' specific stages of concern. Second, teachers need to be given a voice in innovation adoption. Most change models would agree with this implication. Finally, participants need to understand that change is a process. Especially in the earlier phase of the process, patience is a necessity.
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Liang, et al. (2005) studied different designs of one-on-one digital classrooms and rated them based on past experiences. The study broke down effective digital classroom environments by discussing
- What the major components of a digital classroom environment are.
- The effectiveness of the device used.
- The importance of wireless communication.
- The systems that were used in the past.
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The effectiveness of a one-to-one digital computing classroom and its ability to increase student achievement depends on many issues. First, the classroom teacher must adopt the technology for educational use. Second, that classroom teacher will need ongoing professional development for integrating the technology into the curriculum. Third, the correct equipment needs to be installed in the correct environment. Last, a system of evaluation of the one-to-one initiative needs to be established.
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