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

One-to-One Computing Initiatives are becoming the popular idea for the future of technology in schools. These initiatives provide a laptop or tablet for every student to use. The availability can range from a class set that is shared, to every student has a device that they can carry home. Roblyer and Doering (2013,pg 24-25) cite that schools with one-to-one computing programs had fewer discipline problems, lower drop-out rates, and higher rates of college attendance that schools were the ratio of students to computers was higher.  As the finding in the article reviewed below suggest one-to-one computing can lead to higher levels of engagement and achievement, but the greatest determining factor is how the teachers and students are using this technology (Bebell & Kay, 2010).

Article Critique Form 

1.    Provide the complete article title and author

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

By: Damian Bebell & Rachel Kay

From

 The Journal of Technology, Learning, and Assessment

Volume 9, Number 2 · January 2010

                                                                                                                                       
2.    State the intended audience. (What is empirical research and how does it help the classroom?)

This article is intended for educators and policy makers who are interested in learning more about the affects one-to-one computing has on  enhancing student achievement, improving student engagement, improving classroom management, enhancing students’ capabilities to conduct independent research and collaborate with their peers, as well as creating fundamental changes in teaching strategies and curriculum delivery (Bebell & Kay, 2010) . This empirical study collected real-life scientific data, from real classrooms, students, and teachers relating to one-to-one computing initiatives placed in these schools.

3.    What is/are the research question/questions or hypothesis/hypotheses?

“The overall aim of the pilot program was to determine the efficacy of a one-to-one laptop initiative in transforming teaching and learning in a traditional middle school setting” (Bebell & Kay, 2010, p. 7). Researchers wanted to know if the BWLI would enhance student achievement, improve student engagement, improve classroom management, enhance students’ capabilities to conduct independent research and collaborate with their peers, as well as create fundamental changes in teaching strategies and curriculum delivery.

4.    Describe the subject (participants) and the procedures (methods) used by the researcher(s)?

Research was conducted across five public and private middle schools in western Massachusetts in which 1:1 technology access was provided to all students and teachers over 3 years. Two nearby schools were used for the comparison group. The first year only the 7^th grade students (n=633)  received the laptops from January until the end of the school year. The program was fully implemented for all 6^th,7^th, and 8^th grade classes the following school year (n=1700+/-). (Bebell & Kay, 2010)

Researchers used a variety of methods for data collection. They collected data from:

ü  Student Surveys

o      Web-based student surveys were given to all participating BWLI and comparison group students both before (Pre) and during the laptop implementation (Post).

ü  Teacher Surveys

o      Web-based teacher surveys were given to all participating BWLI and comparison group teachers before their students experienced 1:1 computing (Pre) and again near the end of each 1:1 school year (Post).

ü  Student Drawings

o      A student drawing exercise asked BWLI students to reflect on “writing in school” through an open ended drawing exercise before they experienced 1:1 computing (Pre) and again near the end of each 1:1 school year (Post).

ü  Classroom Observations

o      Trained researchers and college students conducted pre-arranged visits to observe and record technology practices in 1:1 classrooms during the second year of program implementation.

ü  Student Achievement Studys

o      Research team analyzed 2006-2008 item-level MCAS results for each participating BWLI and comparison group student to determine the impacts of various technology practices (as measured via surveys) on standardized test performance.1

ü  Computer Writing Assessments

o      1:1 BWLI students were randomly selected in Spring 2008 (Year 3)  to participate in an extended computer-based writing assessment  to determine the impacts of technology practices on writing length and quality.

ü  Teacher Interviews

o      At various intervals across the deployment of 1:1 student laptops, samples of BWLI teachers participated in short informal interviews regarding their progress, attitudes, and results related to the program.

ü  Principal Interviews

o      At various intervals across the deployment of 1:1 student laptops, BWLI principals participated in short informal and formal interviews regarding their progress, attitudes, and outcomes related the program.

(Bebell & Kay, 2010, p. 9) 

5.    What were the conclusions of the researchers? Do you agree or disagree with the conclusions? Support your position.

The researchers concluded that the implementation of 1:1 computing had many positive educational impacts. The results varied widely across the 5 schools studied. They noted that the major transformation was the way teachers changed their teaching practices through technology which led to increased student engagement and learning. (Bebell & Kay, 2010) However, the data related to MCAS test score may not improved as much as the schools had hope. Before the implementation the scores were below those of the state average and comparison schools, but during the two years of the 1:1 programs scores increased 5% each year, but were still below average. The data analysis supported that the program led to statistically significant improvement in teacher practices, student achievement, student engagement, and students’ research skills. They emphasized that the major determining factor in the success of the program was the individual teachers use of the technology (Bebell & Kay, 2010).

I agree that providing students with computers/technology of their own can greatly increase motivation, engagement, and achievement. I also agree that it is how it is used that is the largest determining factor for student achievement. A laptop with internet access provides students and teachers with potential knowledge of every topic/subject/idea in the world. Are teachers taking full advantage of this wealth of access to information or are they just adapting technology to do what they have always done? It’s like a interactive whiteboard is a great educational tool. However, if all you use it for is to write notes for lecture based lessons it is no better than a dry erase board. “… [T]eachers must make massive investments in time and effort to adapt their teaching materials and practices to make the 1:1 environment effective and relevant” (Bebell & Kay, 2010, p. 49)

6.    What suggestions for further research do the authors suggest? What other suggestions for future research would you suggest?

The researchers note that we can not determine yet the long term effects of providing these students with new learning tools and environments that 1:1 computing provides. Additionally, even though we like to focus on the impact of technology on student achievement, we must also focus on how students and teachers use the technology.

I also feel further research might need to be conducted on determining if certain technologies are more effective than others. Also, since one of the main obstacles with technology is some teachers not wanting to adapt and learn how to properly use the new technology, further research may be necessary on teacher engagement and proper use.

References

Bebell, D. & Kay, R. (2010). One to One Computing: A Summary of the Quantitative Results from
            the Berkshire Wireless Learning Initiative Journal of Technology, Learning, and Assessment,
            9(2). Retrieved [date] from http://www.jtla.org.

Roblyer, M. D., & Doering, A. H.  (2013).  Integrating educational technology into            

            teaching.  Boston, MA:  Pearson Education, Inc.

 

Below are links for some more information related to One-to-One Computing

One-to-One Computing. Is Your School Ready? -from EducationWorld.com

1:1 Computing Turning Around School Technology - An interview with Piedmont City School Superindentent about 1:1 computing being implemented in his schools

One-To-One Computing in Schools http://t.co/u0mkp6fQav #ED5059413UWA
— Andrea Collins (@ACollinsUWA) June 18, 2013