2001 The Impact of Portable Technologies on Teaching and Learning: Year Two Report, Athens Academy, 2000-2001 school year
Date: 2001
Author: Janette R. Hill, Ph.D., Thomas C. Reeves, Ph.D., Michael Grant, Shiang-Kwei Wang
Affiliation: Department of Instructional Technology at the University of Georgia
Keywords: achievement, grades 7-12, teaching, learning, information age
Summary:
This is year two of a laptop initiative at Athens Academy, a private school in Georgia. It was preceded by an intensive summer of technology training and planning for use of the laptops in their classrooms involving middle school teachers. Eight middle school teachers (grades 7 and 8) and 36 upper grade school teachers (grades 9-12) participated in the study. The middle school students received their laptops during the second year of the project (therefore the primary focus of the study). Other grades would receive the laptops in the fall term of year three.
Key Findings:
Answers to research questions:
* Are there differences in roles/responsibilities that can be attributed to the ubiquitous computing environment?
There does not appear to be differences in roles/responsibilities in practice. However, both students and teachers are asking for changes.
*Are there differences in the processes of learning that can be attributed to the ubiquitous computing environment?
It does appear that there are differences in the processes of learning that can be attributed to the laptops. The increased access to the Internet/Web has enabled an increase in the use of resources in the classroom. There has also been an increase in presentations, both by teachers and students.
* What are the affective implications of the ubiquitous computing environment?
While we do not have a lot of data that supports evidence of change in this area, we did find evidence of leveling of the playing field. That is, there was an increase in the percentage of 7th and 8th graders at the end of the year who did not perceive that their peers knew more than they did. This was a significant change prior to receiving the laptops when many students indicated that they felt like their peers did know more than them. Enhancing Achievement and Performance
* How much is learned in English, History/Geography, Math, and Science that can be attributed to the ubiquitous computing environment?
At the end of the second year, there was little or no evidence of quantitative differences in achievement and performance that could be directly attributed to the laptops. Enhancing Key Qualifications for the Information Age.
* Are there differences in cognitive skills that can be attributed to the ubiquitous computing environment?
There is little or no evidence that changes in cognitive skills were occurring as of the end of the second year.
* Are there differences in media literacy skills that can be attributed to the ubiquitous computing environment?
Yes, there is some demonstration of this in the 7th and 8th grade. Students and teachers ar thinking differently about how to use information sources for learning.
Source Article: http://lpsl.coe.uga.edu/projects/aalaptop/image/PDF/AAYearTwoRpt.pdf
