Professional Documents
Culture Documents
Schools
by
Shane M. Sturgeon
56 Llangollen Road
Moncton NB Canada
E1E 3W5
shane.sturgeon@nbed.nb.ca
Submitted to:
Dr. K. Stevens
ED 6590
Memorial University of Newfoundland
St. John’s, Newfoundland
Abstract
Table of Contents
Abstract…………………………………………………………………………………..ii
Table of Contents………………………………………………………………………..iii
Introduction………………………………………………………………………………1
Conclusions……………………………………………………………………………...14
References……………………………………………………………………………….16
Introduction
Personal computers and mobile phones offer information on demand as well as frequent
communication opportunities through multiple avenues. With help from Web 2.0,
environments like social networking communities and wikis support millennial students
in becoming widely known for their abilities to multitask via electronic environments.
more dynamic and relevant, therefore sparking student interest and motivation (Wilson,
2004). Motivation plays a large role in daily attendance, achievement and engagement,
which in turn contributes to student success. One good way to achieve this reflection of
one computing offers one computer for every student to be used as his or her own
computing programs have been documented as being providing favorable results for all
stakeholders: students, teachers, administrators, and parents. This review will examine
some of the more prominent laptop initiatives as a means to support the value of one-to-
information (Bundy, 2001). Being able to access this data, and more importantly, find
reliable and relevant data, is believed to be even more important than storing it in one’s
memory (Av & Cosgrove, 1997). With the vast assortment of resources made available
through the internet, providing the students with access to this information empowers
information as more computers are placed in schools. Interactive white boards are also
becoming popular as they allow the teachers and students to interact by combining the
form, remains limited in many schools, and New Brunswick public schools are no
exception. One-to-one notebook computing initiatives have the potential to remove these
limitations and help provide an improved learning environment in accordance with the
undertaking. Selecting, purchasing, and setting up software and hardware is not task that
support staff need to be hired, and educators need to be trained. So, why go through all
of the annoyances of putting this type of program into practice? Pamela Livingston
offers students and teachers. Some educators are even calling them digital teaching
digital learning assistants are tools that support multiple activities, like writing, reading,
information quicker and easier than ever before (Sahl & Windschitl, 2000). With mobile
network access fuelling the need for t answers on demand and instant information in
contemporary life, reflecting this use of technology in education at an early age can
become more dynamic and relevant, therefore sparking student interest and motivation
(Wilson, 2004).
Walker & Rockman (1997) note several advantages for students utilizing laptops
over those who do not. They claim that laptop students spend more time involved in
collaborative work due to the networking abilities of the laptops. Creating shared
network drives and collaborative sites enables students to work in groups even though
they are not in the same room, or country for that matter. Asynchronous relationships,
enabled by networking, also means that students can now work at their own pace on their
Walker & Rockman (1997) mention that laptop students produce higher quality
writing as laptops simplify the drafting process. Spelling and grammar tools help
students become more conscious of their mistakes, and since real-time editing has
replaced rewriting multiple drafts of final copies by hand, students are now able to
produce superior writing in shorter allotted times. Improved research analysis skills were
noted by Walker & Rockman (1997) as well. When students are engulfed in true
proficient at sifting through mass amounts of information until they find the information
they seek. Frequent use also helps develop student research skills. An increase in self-
directed learning was also noted by Walker & Rockman (1997), and was deemed as being
Academics aside, there is evidence that confirms major social improvements for
individual learning preferences, laptops have had a very positive influence on student
initiatives increase student attitudes toward learning and individualized interest levels
(Sivin-Kachala & Bialo, 2000). However, what often goes unnoticed is the impact that
student motivation has on the entire school atmosphere. Motivated students normally
have less discipline problems than non-motivated students so already, the relationship
between students, teachers, and administrators becomes less fragile. Fewer discipline
issues translates into less effort required for teachers and administrators to implement
measures and prevention tactics for student infractions. As the amount of time required
dealing with negative student behavior decreases, teachers and administrators are
presented with more time to develop alternative programs that were possibly not
available before. For instance, this time could now be used to develop enrichment
wireless network connections becoming the norm, not only at school, but at work,
throughout the community, and in the home, laptops can be used almost anywhere. With
mobility comes access to resources, and this is a key function to technology integration.
With mobility, students can use technology outside the school for various purposes. Not
only can school assignments be completed at home, on the bus, or in the park but,
mobility allows students to pursue their own interests outside of the curriculum through
Having access to a computer lab at noon or during one period per week for a
specific class does not constitute true technology integration. True technology integration
requires technology to be intertwined with all classroom activities by the students and
teachers, and without one-to-one computing, true integration is not possible (Livingston,
2006). With regular access to tools and information allowing constant use of vast
electronic resources, comfort levels, skill levels, and competencies with technology can
all flourish within the students. These increases can translate to improved self confidence
abilities, which can also improve student participation and interest in classroom activities.
Laptop programs have been known to exhibit benefits to teachers as well, and one
they become less reliant on the teacher. As the curriculum delivery method shifts from
guided toward their strengths and interests, instead of being forced to follow the same
path as the rest of the class, has had an immediate effect on student achievement and
attendance. It is this mentoring approach that is believed to be the most effective method
for one-to-one computing initiatives (Center for Digital Education, 2005, 14).
Another positive effect of laptop programs is the ripple effect created when
teachers become more technically competent with computers and the integration of
technology into their classrooms. Middleton & Murray (1999) show evidence of student
classes, so did student achievement. This finding not only reinforces the value of
computer use in the classroom by the teacher and students but, it also offers great
incentive for any teachers who are skeptical about introducing computers to their
classroom.
new but, is quickly gaining momentum with various studies available. The United States
of America is among the leaders worldwide in laptop programs and as of 2004, one in
every six U.S. school districts was involved in student laptop initiatives to some extent,
In September of 2002, the state of Maine began their one-to-one laptop initiative
by providing every grade seven and grade eight student in the state, and their teachers,
laptop computers (Maine Learning Technologies Initiative, 2005). The Maine Learning
Technologies Initiative has provided many opportunities to gather data and insight on
student laptop initiatives and much of the available data has shown a positive influence of
the laptop initiative. For instance, when collecting data from students in the program,
one middle school study showed evidence of students being more engaged in their work,
more involved in personalized learning, and submitted higher quality work (Rockman,
2004). In a student sample where the laptops were taken away the next year, students felt
the quality of their work and in class productivity decreased (Rockman, 2004). The same
study showed teacher data indicating that the students’ attendance, behavior, and
achievement all made positive progress. These findings were especially prevalent in at-
In another study of the Maine laptop initiative, similar positive results were
discovered (Rockman, 2004). Increases in motivation, group work, and peer learning
were recorded, as well as opportunities for personalized learning. Other observations that
referrals, and greater interest in their work. In addition to this, 76% of students indicated
that they enjoyed writing more with laptops than on paper because it was easier to rewrite
and revise as they progressed (Rockman, 2004). This shows that laptop computers had
positive outcomes on core subjects and not simply technology related subjects.
Student Excellence (TPSE) program that provided one-to-one notebooks to all grade
seven students in six of New Hampshire’s neediest schools. Their goal was to follow the
lead of the Maine notebook program in an attempt to improve student attendance and
behavior, as well as student learning and skill building. The TPSE program reported
similar improvements to that of the Maine program, such as increases in technology use
across the curriculum by teachers and students, student participation, student motivation,
MDR: Schools That Fail AYP Are Below Average in Tech Use (Branigan, 2003)
made a correlation between technology use and school success. This article, after
attaining data from www.schooldata.com, claims that K-12 Schools that have failed to
meet the Adequate Yearly Progress (AYP) are below average in offering technology
related resources such as laptops and high speed internet access (Branigan, 2003). The
Behind (NCLB) Act, which aims at having a 100% success rate for students by June of
2014. The direct correlation between offering technology in the classroom and student
progress.
Similarly, the Promise of Ed Tech: Laptops Spur Learning states that when one-
to-one laptop computers and other technologies were used in Virginia English classes,
there were large gains in testing results for the Virginia Standards of Learning tests
(Edwards 2004). This also supports the direct correlation between technology integration
a Wireless Writing Program (WWP) where iBooks were made available to 1150 students
rationale of the district was to improve student achievement, learning skills, and
concluded that student performance, their classroom attitudes, and their learning
student writing and the increase is attributed to the integration of the laptop program. In
addition to this, over 90% of parents and 75% of students reported improvement in their
rates decreased considerably. Previously, many males dropped out of the school system
restored to the norm in alignment with the demographics, showing evidence that one-to-
one computing can positively affect attendance and success (Jeroski, 2005). Teachers
reported substantial improvements during the WWP, citing providing more choices to
students, increased student feedback on writing, and improved efficiency in the classroom
Canada’s largest laptop initiative is taking place in the province of Quebec under
the watchful eye of the Eastern Townships School Board (ETSB). Starting in 2002, the
ETSB paid special attention to detail in the planning and implementation of the program
by developing a 208 step process based on information published by past U.S. initiatives.
Unlike many laptop programs, this initiative was not solely based on middle school ages.
Instead, they provided iBooks to all students within the boundaries of the school board
from grade three to grade eleven, which is the last required year for public school in
Quebec. By 2005, over 4700 units were in place throughout the district (Canuel, 2005).
The ETSB report shows similar results to other one-to-one computing programs. Their
provincial standardized testing showed gains in language, math, and reading scores.
(DMI/ELS, 2007).
making a focused effort on improving the use of technology in public schools. Over the
past two years, the NBDOE has focused on teachers by implemented a teacher laptop
Server for online e-mail access and SharePoint teacher portal environments, increasing
countless units of technical equipment for classroom use (data projectors, interactive
technology integration.
Next, the NBDOE began providing the same services for students. Students
currently have online e-mail access and there are also plans for student portals in
preparation for next the 2007-08 school year. These portal environments offer
tremendous opportunity for students to work collaboratively, have file transfer access
from home to school, and access the expanding license-free media data base that offers
graphics, audio, and video for use in presentations websites, and other projects.
Possibly the most convincing move by the NBDOE to prove their dedication to
NBDOE placed laptops in the hands of 500 grade 7 students during phase 1 of a pilot
program and recently, expanded the program to include 3000 grade 7, 8, and 9 students in
27 different schools with a motive to improve academics (“Lord Tories,” 2006). The
pilot project used grade seven as a starting point with the notion of letting the laptops
follow them throughout middle school and onto high school. This is the first time in New
Brunswick history that laptops have been provided to high school students on a one-to-
Six months into this laptop initiative, a study was completed on the impact of the
program and results are consistent with similar programs. In terms of student
satisfaction, 97% thoroughly enjoyed the new program. Many felt that they were more
engaged in their work, more proud of their results, prioritized writing and editing more
than ever, more organized, more interested in school and more involved with group
projects (Fox, Greenlaw, MacPherson, MacDonald, & Wilson, 2005). These results are
difficult to ignore. The laptop initiative has improved grades, attendance, writing, and
technology skills.
performance as well. Teachers reported that the laptops allow them to more readily
prepare instructional materials, research topics, and lesson delivery (Fox et al., 2005).
Teachers found the laptops especially intuitive when dealing with individualized learning
which is detrimental when dealing with special needs students and other unique teaching
situations (Fox et al., 2005). Even with these positive results, New Brunswick
government is still skeptical about further pursuing the program. The New Brunswick
laptop initiative has not been exterminated however, as of July 2007, there has been no
further progress to continuing the program to the rest of the province over the past two
years.
Often, teachers are onboard and excited about technology in the classroom or skeptical
and cautious about it. With the skeptics come excuses not to implement technology, or
barriers that slow down or even halt technology progress in the classroom. As classroom
been administered. It is crucial that teachers are equipped with the proper technical skills
required for technology integration into the curriculum (Cunningham, 2003). Technology
particular application instead of how to successfully integrate the application into the
Microsoft Office User Specialist but, still be clueless as to how to use it effectively with
becoming more and more user-friendly, time and resources are better put to use on
training the teacher how to integrate the technology into their classes as opposed to
into education, barriers remain and financial obstructions are frequent. Arguments are
often made that too much money is being spent on computers in education but there are
remedies for this argument. First of all, computers are getting cheaper all the time while
also getting more powerful. Buying a top of the line computer from last year is now
dramatically reduced in price and for most classrooms, high performance computers are
not necessary for common tasks. Furthermore, there is a slow but steadily increasing
movement that supports open source software, which is free non-commercial software
that shares its code in order for users to upgrade and improve the product. Websites like
applications. In addition to the price, other benefits include frequent updates, beta
Spawning from open source software popularity and stability is the $100 Laptop.
Developed by the One Laptop Per Child (OLPC) council, a laptop was created in order to
provide laptops to underprivileged children. The laptops are designed to be used in the
poorest, most remote areas of the world and do not even require electricity as they can be
powered by a crank located on the computer. The computers are made up entirely of free,
purchased by governments in order to distribute on a “one laptop per child” basis. This
means that they cannot be stockpiled or given to teachers or administrators so they can be
used solely by the children. They are currently selling for over $150 US per unit but
should be down to their goal of $100 per laptop by 2008. Interestingly, one of the driving
forces behind the project, Nicholas Negroponte states the intent of the project: “It's an
education project, not a laptop project” (n.d.). This statement conveys a message that
laptops are not merely about adding technology to the curriculum, they are about
educating students and supporting their need for technology to learn, not to learn
technology. With advances like this program, finances begin to pale in comparison to
other barriers.
Differences in educational philosophies and beliefs can also create barriers to
technology integration. Within the school itself, true technology integration is impossible
various resources and support from the entire staff in order to surround and support the
students in a completely technical environment, and if these cannot be provided for the
initiative, chances are slim that the project will be successful, or even beneficial. Since
many of these resources for public schools are provided by government, Dr. Seymour
Papert believes that laptop initiatives need to start with a “visionary politician” as
opposed to educators (Livingston, 2006, P. 7). This comes as no surprise as many of the
laptop initiatives have been launched by senators and premieres as opposed to teachers or
principals. Furthermore, it was a political move that froze the New Brunswick laptop
initiative in its tracks. The project began as a Progressive Conservative program and
when the government power shifted to a Liberal government in 2006 no progress has
been made.
Conclusion
education, the idea is growing rapidly and being implemented swiftly by many learning
communities around the world. The research completed on this topic to date has
communicating, attending and participating at higher levels than ever before, laptop
initiatives appear worthy of the time, effort, and resources required in order to properly
implement them. The many benefits of one-to-one computing, for students and teachers,
are plentiful and dynamic.
In the past, students were expected to come to school prepared with the basics
learning tools like paper and pencils while the school provided anything else required. In
New Brunswick, this is not the case. Students cannot be expected to provide their own
computers for school due to economic reasons so, the NBDOE needs to join other
educational leaders and provide the necessary resources in order to prepare students for
the 21st Century Skills mindset. Learning communities need to provide the proper tools
Political support appears to be the most important ingredient for public schools to
integrate technology and until this support is acquired, New Brunswick is destined to be
left behind other learning communities. Depriving New Brunswick students of the
resources required for success in the digital age is not in the best interest of the province
or its inhabitants. While other students around the world are progressing with technology
throughout society, New Brunswick is lagging by not addressing the issue. This is
especially discerning due to the fact that successful one-to-one computing programs have
already been implemented in Canadian school districts such as Peace River North and
Eastern Townships School Board showing increases in achievement, technology use, and
motivation. One might ask “How New Brunswick might be able to afford such a
computing initiative?” but, a more appropriate question might be “How can New
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