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Learning with Laptops: Implementation and Outcomes in an Urban, Under-Privileged School
ARTICLE

Journal of Research on Technology in Education Volume 40, Number 4, ISSN 1539-1523

Abstract

This study examined the implementation and outcomes of a laptop program initiative in a predominantly low-income, minority school. Both quantitative and qualitative data were collected, analyzed, and compared with students in non-laptop classrooms within the same school. Results of the study revealed that in the hands of well prepared teachers, laptops enabled disadvantaged students to engage in powerful learning experiences. Although quantitative data did not reveal significant differences in student attitudes towards computers and school between laptop and comparison students, qualitative data indicated that laptop integration created enhanced motivation and engagement with schoolwork, influenced classroom interactions, and empowered students. Such behaviors were not evident among comparison students. Furthermore, qualitative data indicated that the laptop program produced academic gains in writing and mathematics within the laptop group. Results of the study have implications for policy makers, researchers, and practitioners, especially those interested in bridging the digital divide in education. (Contains 14 footnotes and 4 figures.)

Citation

Mouza, C. (2008). Learning with Laptops: Implementation and Outcomes in an Urban, Under-Privileged School. Journal of Research on Technology in Education, 40(4), 447-472. Retrieved October 19, 2019 from .

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