Educational Media International Volume 45, Number 3, ISSN 0952-3987
This two-year, mixed methods study with surveys, observations, and interviews, documented student technology use and skill before and after the implementation of a new one-to-one tablet computing program at a private middle school in the United States. After one year with tablets, several differences in students' technology use and skill were documented, including: higher satisfaction with school technology, greater frequency of technology use in specific subjects such as math and science, greater frequency of certain classroom activities such as two-way communicating, and greater technology skills on competencies such as editing collaborative wikis. New modes of student collaboration were evident after implementing the tablet program, including sharing notes and co-editing wikis. Differences were inconsistent across grade levels and subjects, suggesting teachers are adopting the tablet innovation differentially. In general, technology use increased most in math, science, and social studies classrooms, with smaller increases in language arts and foreign language classrooms. (Contains 6 tables.) [Abstract included in French, German and Spanish.]
Oliver, K.M. & Corn, J.O. (2008). Student-Reported Differences in Technology Use and Skills after the Implementation of One-to-One Computing. Educational Media International, 45(3), 215-229.
International Journal of Technology in Education and Science Vol. 3, No. 1 (Jan 24, 2019) pp. 1–18
Hans Friedel, Beth Bos & Kathryn Lee, Texas State University, United States
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 1862–1868
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