Learning with laptops: Implementation and outcomes in an urban, under-privileged school

This study examined the implementation and outcomes of a laptop program initiative in a predominantly low-income, minority school. Both quantitative and qualitative data were collected, analyzed, and compared with students in non-laptop classrooms within the same school. Results of the study revealed that in the hands of well prepared teachers, laptops enabled disadvantaged students to engage in powerful learning experiences. Although quantitative data did not reveal significant differences in student attitudes towards computers and school between laptop and comparison students, qualitative data indicated that laptop integration created enhanced motivation and engagement with schoolwork, influenced classroom interactions, and empowered students. Such behaviors were not evident among comparison students. Furthermore, qualitative data indicated that the laptop program produced academic gains in writing and mathematics within the laptop group. Results of the study have implications for policy makers, researchers, and practitioners, especially those interested in bridging the digital divide in education. (Contains 14 footnotes and 4 figures.)

Mouza, C.
Journal of Research on Technology in Education, 40(4), 447-472.
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Content Area: 
Grade Level: 
early elementary
intermediate elementary
Instructional Support: 
alternate access devices and systems
electronic references and resources
multimedia products and projects
multiple formats of text and notation
practice and reinforcement activities
visualizations and models
adjustable skill levels
multiple activities and level
multiple user profiles
student control
teacher control
user data stored for progress monitoring
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