This link has been bookmarked by 212 people and liked by 1 people. It was first bookmarked on 16 Feb 2010, by Cindy Brock.
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Bebell and Kay found that while the implementation and outcomes varied across all five schools and across the three program years, access to 1-to-1 computing led to measurable changes in teacher practices, student engagement and achievement, and students’ research skills. Specifically, seventh graders in the second year of the program showed statistically significant gains on state test scores in English and language arts after controlling for prior achievement.
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But one school struggled with laptop implementation so much that students weren’t using technology any more frequently by the third year of the program than were students in non-laptop classes.
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04 May 12
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27 Apr 12
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16 Apr 12
Jeff CarrettoA brief article detailing what s necessary for an effective 1:1 computing program.
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31 Mar 12
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14 Mar 12
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several factors that are key to the projects’ success, including adequate planning, stakeholder buy-in, and strong school or district leadership
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the researchers say the most important factor of all is the teaching practices of instructors—suggesting school laptop programs are only as effective as the teachers who apply them.
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The studies found improvements in student engagement and modest increases in student achievement among classes using laptops effectively. But results varied widely among the various programs.
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teaching and learning practices changed when students and teachers were given laptops, wireless learning environments, and other ed-tech resources.
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It’s “impossible to overstate the power of individual teachers in the success or failure of 1-to-1 computing,” Bebell and Kay write. “Teachers nearly always control how and when students access and use [the] technology during the school day. In addition, teachers must make massive investments in time and effort to adapt their teaching materials and practices to make the 1-to-1 environment effective and relevant.”
Similarly, a study of laptop use in 21 high-need Texas middle schools noted that “teacher buy-in … is critically important, because students’ school experiences with [the] technology are largely dictated by their teachers.”
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It’s “impossible to overstate the power of individual teachers in the success or failure of 1-to-1 computing,” Bebell and Kay write. “Teachers nearly always control how and when students access and use [the] technology during the school day. In addition, teachers must make massive investments in time and effort to adapt their teaching materials and practices to make the 1-to-1 environment effective and relevant.”
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01 Mar 12
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22 Feb 12
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12 Feb 12
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A compilation of four new studies of one-to-one computing projects in K-12 schools identifies several factors that are key to the projects’ success, including adequate planning, stakeholder buy-in, and strong school or district leadership. Not surprisingly, the researchers say the most important factor of all is the teaching practices of instructors—suggesting school laptop programs are only as effective as the teachers who apply them.
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Despite growing interest in school 1-to-1 computing programs, “little published research has focused on teaching and learning in these intensive computing environments,” say editors Damian Bebell, an assistant research professor at BC’s education school, and Laura O’Dwyer, an assistant professor of education.
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Similarly, a study of laptop use in 21 high-need Texas middle schools noted that “teacher buy-in … is critically important, because students’ school experiences with [the] technology are largely dictated by their teachers.”
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06 Feb 12
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20 Jan 12
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11 Jan 12
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18 Dec 11
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02 Nov 11
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02 Oct 11
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According to Bebell and O’Dwyer, a big mistake that both researchers and educators make in talking about 1-to-1 computing programs is assuming that by adding computers to the classroom, nothing else has to change.
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One-to-one computing “refers to the level at which access to technology is available to students and teachers; by definition, it says nothing about actual educational practices,” say the editors.
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access to 1-to-1 computing led to measurable changes in teacher practices, student engagement and achievement, and students’ research skills.
-
“Teachers nearly always control how and when students access and use [the] technology during the school day. In addition, teachers must make massive investments in time and effort to adapt their teaching materials and practices to make the 1-to-1 environment effective and relevant.”
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26 Sep 11
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25 Sep 11
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05 Jul 11
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03 Jul 11
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29 Jun 11
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28 Jun 11
Regina Joseph1 to 1 computing programs
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27 Jun 11
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26 Jun 11
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15 Jun 11
John Ross"Experts say 1-to-1 computing research needs to focus more on classroom practices—and less on equipment"
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23 May 11
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03 May 11
mkwbryArticle on one to one computing and role of effective teacher.
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25 Apr 11
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18 Apr 11
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15 Apr 11
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13 Apr 11
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According to Bebell and O’Dwyer, a big mistake that both researchers and educators make in talking about 1-to-1 computing programs is assuming that by adding computers to the classroom, nothing else has to change.
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10 Apr 11
Jeffrey PlamanOne-to-one computing programs only as effective as their teachers http://is.gd/B0qbPP #iowa1to1 #eits2010 #uniccas11
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09 Apr 11
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09 Mar 11
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01 Mar 11
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24 Feb 11
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22 Feb 11
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18 Feb 11
A compilation of four new studies of one-to-one computing projects in K-12 schools identifies several factors that are key to the projects’ success, including adequate planning, stakeholder buy-in, and strong school or district leadership. Not surprisingly, the researchers say the most important factor of all is the teaching practices of instructors—suggesting school laptop programs are only as effective as the teachers who apply them.
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08 Feb 11
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A compilation of four new studies of one-to-one computing projects in K-12 schools identifies several factors that are key to the projects’ success, including adequate planning, stakeholder buy-in, and strong school or district leadership. Not surprisingly, the researchers say the most important factor of all is the teaching practices of instructors—suggesting school laptop programs are only as effective as the teachers who apply them.
The studies were published in January by the Journal of Technology, Learning, and Assessment, a peer-reviewed online journal from Boston College’s Lynch School of Education.
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One-to-one computing “refers to the level at which access to technology is available to students and teachers; by definition, it says nothing about actual educational practices,” say the editors.
The studies they present are intended to shed more light on how 1-to-1 programs influence, and integrate with, teaching practices.
The studies found improvements in student engagement and modest increases in student achievement among classes using laptops effectively. But results varied widely among the various programs.
-
Similarly, a study of laptop use in 21 high-need Texas middle schools noted that “teacher buy-in … is critically important, because students’ school experiences with [the] technology are largely dictated by their teachers.”
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06 Feb 11
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05 Jan 11
Mark K"One-to-one computing programs only as effective as their teachers
one-to-one-computing-programs-only-as-effective-as-their-teachers
Experts say 1-to-1 computing research needs to focus more on classroom practices—and less on equipment
By Meris Stansbury, Associate Editor
New Options in One-to-One Computing, One-to-one, One-to-one computing, Research, Top News, eClassroom News
Feb 16th, 2010
Please Log in to print the full article
Email This Article Email This Article
Studies show that 1:1 success depends more on teachers than on the equipment itself.
Studies show that 1:1 success depends more on teachers than on the equipment itself.
A compilation of four new studies of one-to-one computing projects in K-12 schools identifies several factors that are key to the projects’ success, including adequate planning, stakeholder buy-in, and strong school or district leadership. Not surprisingly, the researchers say the most important factor of all is the teaching practices of instructors—suggesting school laptop programs are only as effective as the teachers who apply them.
The studies were published in January by the Journal of Technology, Learning, and Assessment, a peer-reviewed online journal from Boston College’s Lynch School of Education.
Despite growing interest in school 1-to-1 computing programs, “little published research has focused on teaching and learning in these intensive computing environments,” say editors Damian Bebell, an assistant research professor at BC’s education school, and Laura O’Dwyer, an assistant professor of education.
According to Bebell and O’Dwyer, a big mistake that both researchers and educators make in talking about 1-to-1 computing programs is assuming that by adding computers to the classroom, nothing else has to change.
One-to-one computing “refers to the level at which access to technology is available to students and teachers; by definition, it says nothing about actual educational practices,” say the editors.
The studies they present are intended to shed more light on h-
One-to-one computing programs only as effective as their teachers
Experts say 1-to-1 computing research needs to focus more on classroom practices—and less on equipment
By Meris Stansbury, Associate Editor
New Options in One-to-One Computing, One-to-one, One-to-one computing, Research, Top News, eClassroom NewsFeb 16th, 2010
Please Log in to print the full article
Studies show that 1:1 success depends more on teachers than on the equipment itself.
A compilation of four new studies of one-to-one computing projects in K-12 schools identifies several factors that are key to the projects’ success, including adequate planning, stakeholder buy-in, and strong school or district leadership. Not surprisingly, the researchers say the most important factor of all is the teaching practices of instructors—suggesting school laptop programs are only as effective as the teachers who apply them.
The studies were published in January by the Journal of Technology, Learning, and Assessment, a peer-reviewed online journal from Boston College’s Lynch School of Education.
Despite growing interest in school 1-to-1 computing programs, “little published research has focused on teaching and learning in these intensive computing environments,” say editors Damian Bebell, an assistant research professor at BC’s education school, and Laura O’Dwyer, an assistant professor of education.
According to Bebell and O’Dwyer, a big mistake that both researchers and educators make in talking about 1-to-1 computing programs is assuming that by adding computers to the classroom, nothing else has to change.
One-to-one computing “refers to the level at which access to technology is available to students and teachers; by definition, it says nothing about actual educational practices,” say the editors.
The studies they present are intended to shed more light on how 1-to-1 programs influence, and integrate with, teaching practices.
The studies found improvements in student engagement and modest increases in student achievement among classes using laptops effectively. But results varied widely among the various programs.
For example, in a study of laptop programs in five public and private middle schools in western Massachusetts, Bebell and Rachel Kay, a doctoral candidate in the Educational Research, Measurement, and Evaluation program at BC’s Lynch School of Education, found that teaching and learning practices changed when students and teachers were given laptops, wireless learning environments, and other ed-tech resources.
Bebell and Kay found that while the implementation and outcomes varied across all five schools and across the three program years, access to 1-to-1 computing led to measurable changes in teacher practices, student engagement and achievement, and students’ research skills. Specifically, seventh graders in the second year of the program showed statistically significant gains on state test scores in English and language arts after controlling for prior achievement.
But one school struggled with laptop implementation so much that students weren’t using technology any more frequently by the third year of the program than were students in non-laptop classes.
It’s “impossible to overstate the power of individual teachers in the success or failure of 1-to-1 computing,” Bebell and Kay write. “Teachers nearly always control how and when students access and use [the] technology during the school day. In addition, teachers must make massive investments in time and effort to adapt their teaching materials and practices to make the 1-to-1 environment effective and relevant.”
Similarly, a study of laptop use in 21 high-need Texas middle schools noted that “teacher buy-in … is critically important, because students’ school experiences with [the] technology are largely dictated by their teachers.”
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03 Jan 11
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07 Dec 10
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adequate planning
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stakeholder buy-in
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strong school or district leadership
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most important factor of all is the teaching practices of instructors
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teachers must make massive investments in time and effort to adapt their teaching materials and practices to make the 1-to-1 environment effective and relevant
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“teacher buy-in
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24 Nov 10
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18 Nov 10
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06 Nov 10
Todd PiersoneSchool article, Feb. 2010 on importance of teacher in effective 1 to 1 initiatives
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05 Nov 10
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04 Nov 10
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Colin ClarkeRT @jennyluca: 1:1 laptop programs only as effective as the teachers teaching in them http://bit.ly/c8fvaj via @ceosandhurst
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the most important factor of all is the teaching practices of instructors—suggesting school laptop programs are only as effective as the teachers who apply them.
-
It’s “impossible to overstate the power of individual teachers in the success or failure of 1-to-1 computing,”
-
“Teachers nearly always control how and when students access and use [the] technology during the school day
-
teachers must make massive investments in time and effort to adapt their teaching materials and practices to make the 1-to-1 environment effective and relevant.”
-
teacher buy-in … is critically important, because students’ school experiences with [the] technology are largely dictated by their teachers.”
-
-
-
It’s “impossible to overstate the power of individual teachers in the success or failure of 1-to-1 computing,” Bebell and Kay write. “Teachers nearly always control how and when students access and use [the] technology during the school day. In addition, teachers must make massive investments in time and effort to adapt their teaching material
-
It’s “impossible to overstate the power of individual teachers in the success or failure of 1-to-1 computing,” Bebell and Kay write. “Teachers nearly always control how and when students access and use [the] technology during the school day. In addition, teachers must make massive investments in time and effort to adapt their teaching materials and practices to make the 1-to-1 environment effective and relevant.”
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03 Nov 10
Graham WegnerNot surprisingly, the researchers say the most important factor of all is the teaching practices of instructors—suggesting school laptop programs are only as effective as the teachers who apply them.
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02 Nov 10
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21 Oct 10
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13 Oct 10
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08 Oct 10
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30 Sep 10
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21 Aug 10
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18 Aug 10
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08 Aug 10
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Naomi HarmRT @21stprincipal: 1-to-1 computing programs only as effective as their teachers. http://bit.ly/d3Nmam Good teacher is always part of te ...
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07 Aug 10
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One-to-one computing programs only as effective as their teachers
Experts say 1-to-1 computing research needs to focus more on classroom practices—and less on equipment
By Meris Stansbury, Associate Editor
One-to-one, One-to-one computing, Research, Top News, eClassroom NewsFeb 16th, 2010
Please Log in to print the full article Studies show that 1:1 success depends more on teachers than on the equipment itself.
A compilation of four new studies of one-to-one computing projects in K-12 schools identifies several factors that are key to the projects’ success, including adequate planning, stakeholder buy-in, and strong school or district leadership. Not surprisingly, the researchers say
the most important factor of all is the teaching practices of instructors—suggesting school laptop programs are only as effective as the teachers who apply them .The studies were published in January by the Journal of Technology, Learning, and Assessment, a peer-reviewed online journal from Boston College’s Lynch School of Education.
Despite growing interest in school 1-to-1 computing programs, “little published research has focused on teaching and learning in these intensive computing environments,” say editors Damian Bebell, an assistant research professor at BC’s education school, and Laura O’Dwyer, an assistant professor of education.
According to Bebell and O’Dwyer,
a big mistake that both researchers and educators make in talking about 1-to-1 computing programs is assuming that by adding computers to the classroom, nothing else has to change .One-to-one computing “refers to the level at which access to technology is available to students and teachers; by definition, it says nothing about actual educational practices,” say the editors.
The studies they present are intended to shed more light on how 1-to-1 programs influence, and integrate with, teaching practices.
The studies found improvements in student engagement and modest increases in student achievement among classes using laptops effectively. But results varied widely among the various programs.
For example, in a study of laptop programs in five public and private middle schools in western Massachusetts, Bebell and Rachel Kay, a doctoral candidate in the Educational Research, Measurement, and Evaluation program at BC’s Lynch School of Education, found that
teaching and learning practices changed when students and teachers were given laptops, wireless learning environments, and other ed-tech resources.Bebell and Kay found that while the implementation and outcomes varied across all five schools and across the three program years,
access to 1-to-1 computing led to measurable changes in teacher practices, student engagement and achievement, and students’ research skills . Specifically, seventh graders in the second year of the program showed statistically significant gains on state test scores in English and language arts after controlling for prior achievement.But one school struggled with laptop implementation so much that students weren’t using technology any more frequently by the third year of the program than were students in non-laptop classes.
It’s “impossible to overstate the power of individual teachers in the success or failure of 1-to-1 computing
-
One-to-one computing programs only as effective as their teachers
Experts say 1-to-1 computing research needs to focus more on classroom practices—and less on equipment
By Meris Stansbury, Associate Editor
One-to-one , One-to-one computing , Research , Top News , eClassroom NewsFeb 16th, 2010
Please Log in to print the full article Studies show that 1:1 success depends more on teachers than on the equipment itself.
A compilation of four new studies of one-to-one computing projects in K-12 schools identifies several factors that are key to the projects’ success, including adequate planning, stakeholder buy-in, and strong school or district leadership. Not surprisingly, the researchers say
the most important factor of all is the teaching practices of instructors—suggesting school laptop programs are only as effective as the teachers who apply them .The studies were published in January by the Journal of Technology, Learning, and Assessment , a peer-reviewed online journal from Boston College’s Lynch School of Education.
Despite growing interest in school 1-to-1 computing programs, “little published research has focused on teaching and learning in these intensive computing environments,” say editors Damian Bebell, an assistant research professor at BC’s education school, and Laura O’Dwyer, an assistant professor of education.
According to Bebell and O’Dwyer,
a big mistake that both researchers and educators make in talking about 1-to-1 computing programs is assuming that by adding computers to the classroom, nothing else has to change .One-to-one computing “refers to the level at which access to technology is available to students and teachers; by definition, it says nothing about actual educational practices,” say the editors.
The studies they present are intended to shed more light on how 1-to-1 programs influence, and integrate with, teaching practices.
The studies found improvements in student engagement and modest increases in student achievement among classes using laptops effectively. But results varied widely among the various programs.
For example, in a study of laptop programs in five public and private middle schools in western Massachusetts, Bebell and Rachel Kay, a doctoral candidate in the Educational Research, Measurement, and Evaluation program at BC’s Lynch School of Education, found that
teaching and learning practices changed when students and teachers were given laptops, wireless learning environments, and other ed-tech resources.Bebell and Kay found that while the implementation and outcomes varied across all five schools and across the three program years,
access to 1-to-1 computing led to measurable changes in teacher practices, student engagement and achievement, and students’ research skills . Specifically, seventh graders in the second year of the program showed statistically significant gains on state test scores in English and language arts after controlling for prior achievement.But one school struggled with laptop implementation so much that students weren’t using technology any more frequently by the third year of the program than were students in non-laptop classes.
It’s “impossible to overstate the power of individual teachers in the success or failure of 1-to-1 computing
-
Experts say 1-to-1 computing research needs to focus more on classroom practices—and less on equipment
By Meris Stansbury, Associate Editor
One-to-one , One-to-one computing , Research , Top News , eClassroom NewsFeb 16th, 2010
-
A compilation of four new studies of one-to-one computing projects in K-12 schools identifies several factors that are key to the projects’ success, including adequate planning, stakeholder buy-in, and strong school or district leadership. Not surprisingly, the researchers saythe most important factor of all is the teaching practices of instructors—suggesting school laptop programs are only as effective as the teachers who apply them .
-
the most important factor of all is the teaching practices of instructors—suggesting school laptop programs are only as effective as the teachers who apply them
-
a big mistake that both researchers and educators make in talking about 1-to-1 computing programs is assuming that by adding computers to the classroom, nothing else has to change
-
teaching and learning practices changed when students and teachers were given laptops, wireless learning environments, and other ed-tech resources.
-
access to 1-to-1 computing led to measurable changes in teacher practices, student engagement and achievement, and students’ research skills
-
-
06 Aug 10
Vicki DavisMost important factors in effective 1:1 computing implementations:
1) adequate planning
2) stakeholder buy in
3) strong district and school leadership
MOST IMPORTANT factor -- "teaching practices of the instructors"
Putting computers in the hands of kids doesn't make them any smarter than rubbing Einstein's head. It is how it is used -by interacting that it improves learning.-
A compilation of four new studies of one-to-one computing projects in K-12 schools identifies several factors that are key to the projects’ success, including adequate planning, stakeholder buy-in, and strong school or district leadership.
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29 Jul 10
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26 Jun 10
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05 Jun 10
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04 Jun 10
Julie MogenthalA compilation of four new studies of one-to-one computing projects in K-12 schools identifies several factors that are key to the projects' success, including adequate planning, stakeholder buy-in, and strong school or district leadership.
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18 May 10
Eddie ThompsonOne-to-one computing programs only as effective as their teachers http://bit.ly/bxmUCD via @AddToAny
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mrthompsonsOne-to-one computing programs only as effective as their teachers http://bit.ly/bxmUCD via @AddToAny
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26 Apr 10
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21 Apr 10
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Not surprisingly, the researchers say the most important factor of all is the teaching practices of instructors—suggesting school laptop programs are only as effective as the teachers who apply them.
-
One-to-one computing “refers to the level at which access to technology is available to students and teachers; by definition, it says nothing about actual educational practices,” say the editors.
-
ebell and Kay found that while the implementation and outcomes varied across all five schools and across the three program years, access to 1-to-1 computing led to measurable changes in teacher practices, student engagement and achievement, and students’ research skills.
-
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18 Apr 10
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Not surprisingly, the researchers say the most important factor of all is the teaching practices of instructors—suggesting school laptop programs are only as effective as the teachers who apply them.
-
Not surprisingly, the researchers say the most important factor of all is the teaching practices of instructors—suggesting school laptop programs are only as effective as the teachers who apply them.
-
a big mistake that both researchers and educators make in talking about 1-to-1 computing programs is assuming that by adding computers to the classroom, nothing else has to change.
-
One-to-one computing “refers to the level at which access to technology is available to students and teachers; by definition, it says nothing about actual educational practices,” say the editors.
-
found that teaching and learning practices changed when students and teachers were given laptops, wireless learning environments, and other ed-tech resources.
-
“Teachers nearly always control how and when students access and use [the] technology during the school day. In addition, teachers must make massive investments in time and effort to adapt their teaching materials and practices to make the 1-to-1 environment effective and relevant.”
-
21 high-need Texas middle schools noted that “teacher buy-in … is critically important, because students’ school experiences with [the] technology are largely dictated by their teachers.”
-
-
08 Apr 10
-
06 Apr 10
-
access to 1-to-1 computing led to measurable changes in teacher practices, student engagement and achievement, and students’ research skills. Specifically, seventh graders in the second year of the program showed statistically significant gains on state test scores in English and language arts after controlling for prior achievement.
-
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01 Apr 10
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29 Mar 10
Darlene WestinghouseA compilation of four new studies of one-to-one computing projects in K-12 schools identifies several factors that are key to the projects’ success, including adequate planning, stakeholder buy-in, and strong school or district leadership. Not surprisingl
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22 Mar 10
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One-to-one computing “refers to the level at which access to technology is available to students and teachers; by definition, it says nothing about actual educational practices,” say the editors.
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20 Mar 10
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16 Mar 10
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