Cloud Computing: Short Term Impacts of 1:1 Computing in the Sixth Grade

Many parents, educators, and policy makers see great potential for leveraging tools like laptop computers, tablets, and smartphones in the classrooms of the world. Under budget constraints and shared access to equipment for students and teachers, the impacts have been irregular but hint at greater p...

Full description

Saved in:
Bibliographic Details
Published in:Journal of Information Technology Education. Innovations in Practice 2014, Vol.13, p.129-152
Main Authors: Bebell, Damian, Clarkson, Apryl, Burraston, James
Format: Article
Language:English
Subjects:
Class Activities
Comparative Analysis
Computer Uses in Education
Cooperation
Delivery Systems
Educational Technology
Grade 6
Information Storage
Interaction
Internet
Language Arts
Learner Engagement
Massachusetts
Massachusetts Comprehensive Assessment System
Middle Schools
Mixed Methods Research
Observation
Pretests Posttests
Scores
Standardized Tests
Student Projects
Student Surveys
Suburban Schools
Teacher Surveys
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Many parents, educators, and policy makers see great potential for leveraging tools like laptop computers, tablets, and smartphones in the classrooms of the world. Under budget constraints and shared access to equipment for students and teachers, the impacts have been irregular but hint at greater possibilities in 1:1 student computing settings. This study examines practices and short-term outcomes of a 1:1 program in two suburban 6th grade classrooms that used low-cost netbook computers and leveraged cloud-based software resources. The mixed-methods pre/post comparison study documented that, with planning, teachers and students used 1:1 computing resources to engage in constructive learning activities across the core curriculum. Teacher surveys and classroom observations found that students in the 1:1 pilot setting increased the frequency and quality of their social interactions in class. Pre/post surveys and classroom observation data all indicated that the technology-enhanced pilot setting had higher levels of engagement than observed in the conventional classrooms. Pilot students also achieved larger average achievement gains on standardized English Language Arts (ELA) state tests than their fellow 6th graders.
ISSN:2165-3151
2165-316X
DOI:10.28945/2093