1:1 Research Poster

Please click on the poster below to see it enlarged. For the University of Iowa's School of Library & Information Science [teacher librarian grant] program AND due to the fact that Graettinger-Terril will be deploying 1:1 August of 2010, I have been researching the elements necessary for successful implementation in initiatives both nationally and internationally. Although I have studied document upon document, my research is just beginning, I hope to report back our progress in one year.

One-to-One Computing Initiatives: Success Factors for Optimal Learning by Teresa Alesch is licensed under a 

Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. 

Based on a work at gttechandinfolit.blogspot.com.

One-to-one Computing Initiatives: Critical Elements for Optimal Learning

Abstract

The purpose of this research was to investigate one-to-one computing initiatives, where schools provide wireless connectivity and equip students with personal laptops. My guiding question was, “What features do successful one-to-one programs have in common?” To answer this, I examined the results of published one-to-one implementation and outcome reports authored by state and technology/education organizations.

From these studies, I identified common themes in successful programs and extracted six elements that provide a foundation for positive outcomes:leadership system, technology management, professional development, research-based pedagogy, program evaluation, and implementation plan. Though each initiative differed in structure and in goals ranging from raising academic achievement, increasing equity, decreasing digital divide to preparing students for today’s technology-driven workforce, data used to measure success remained similar including stakeholder satisfaction, instructional observation, discipline, attendance, and achievement.

Multiple studies mention constructivist teaching as a variable, so I drew from educational theories of Piaget, Vygotsky, and Dewey and further deduced that coupling laptop technology with active learning methods results in positive outcomes. Previously published findings report that teachersincorporating active learning approaches transition more proficiently into differentiated instruction, project-based facilitation, and higher-level inquiry-based teaching. As a result, students respond eagerly to a more relevant curriculum allowing teachers to increase engagement, individualize instruction for varied learning styles, leverage resources, and level the playing field with universal access.

Using the six elements with an emphasis on constructivist instruction, I created a formula for implementation, which may guide administrators, teachers, librarians, and IT coordinators in integrating laptops as instructional tools.