SCIY.Org Archives

Originally posted on sciy.org by Ron Anastasia on Fri 28 Jul 2006 12:00 PM PDT  

Here are the official reports on the impact of the "One-to-One Laptop Program" that has been underway in the USA state of Maine for the past several years. -- Imho, the actual measured results cast serious doubt on the veracity of India's educational bureaucracy's justification ("...there weren't any proved benefits of providing children with their own laptops.") of their recent rejection of the OLPC (One Laptop Per Child) initiative ...

Results

Leadership

Funding

Infrastructure

Professional Development

Curriculum

Headlines Texas Technology Immersion Pilot First-Year Results Revealed Curriculum Solutions, Analysis Funding Structures, Analysis Infrastructure, Analysis Models of Leadership, Analysis Evaluation reveals positive results for schools, teachers and students. Survey Shows Online Learning Growing Curriculum Solutions, Analysis Infrastructure, Analysis Results by Design, Analysis "America's Digital Schools 2006" surveyed top 2,500 U.S. schools. Arizona Piloting Digital Classrooms Curriculum Solutions, Case Studies Funding Structures, Case Studies Professional Development, Case Studies The high-tech classrooms include laptops for every incoming freshman. Arizona Public Information Network Study Funding Structures, Case Studies Infrastructure, Case Studies Arizona K-12 school wireless in review Survey of Teacher Technology Use Highlights Its Impact on Teachers Curriculum Solutions, Analysis Professional Development, Analysis Results by Design, Analysis Technology is bridging the gap between 21st century skills and core curriculum, the report finds. More...

February 1, 2006 The Impact of Maine's One-to-One Laptop Program on Middle School Teachers and Students This report presents some of the most noticeable evidence from the Phase One evaluation of Maine Learning Technology Initiative. It presents evidence on both the use and impacts of the laptop technology on teachers and students. The initial phase of the Maine Learning Technology Initiative (2002-2004) has provided all 7th and 8th grade students and their teachers with laptop computers, and provided schools and teachers technical assistance and professional development for integrating laptop technology into their curriculum and instruction. Evaluation evidence collected and analyzed during this initial phase indicates: Teachers are using the laptops in a variety of ways, and most often in developing instructional materials, conducting research related to instruction, and communicating with colleagues. Teacher usage is 20 to 30% higher for teachers with more advanced technology skills, and higher for teachers who have participated in four or more professional development activities. Students report using the laptops most frequently in finding information (90%), organizing information (63%), and taking class notes (57%). Student usage of the laptops for completing class work is higher for students who may take the laptops home. Over 70% of the teachers surveyed reported that the laptops helped them to more effectively meet their curriculum goals, and individualize their curriculum to meet particular student needs. Over 75% of the teachers reported that having the laptops helped them better meet Maine's statewide learning standards, the Learning Results. More than 4 out of 5 teachers surveyed reported that students are more engaged in their learning, more actively involved in their own learning, and produce better quality work. More than 70% of the students surveyed reported that the laptops helped them to be better organized, to get their work done more quickly, and with better quality. Teachers reported that all types of students are more engaged in their learning and more motivated to learn, particularly at-risk and special needs children. A sample of ninth grade students who no longer have laptops reported that they get less work done without the laptops, and the quality of their work has declined without the laptops. Teachers and principals reported considerable anecdotal evidence that the laptops have had a very positive impact on student attendance, behavior, and achievement, although concrete evidence is still sparse. Teachers reported that the greatest obstacles in integrating the laptop technology more into their curriculum and instruction are the lack of technical support, the lack of more professional development opportunities, and the lack of time. Some teachers, students, and principals still report continuing problems with the technology, but these problems appear to have declined substantially after the first few months of the program. Superintendents reported some increases in costs with implementation of the laptops. In summary, the evidence collected for this evaluation indicates that a large majority of Maine's middle schools have successfully implemented the one-to-one laptop program, and there is already substantial self-reported evidence that student learning has increased and improved. Additional research needs to be conducted in the coming years to document and understand the long-term impacts of the laptop initiative on teachers and teaching, students and learning, and on schools. To read the entire report, click here.

RSS

Privacy Policy

Subscribe to the K12 Blueprint e-Newsletter

Link to Us

Attachment: