October 2001
Irvine, CA-- Laptops for every teacher in Michigan; laptops replace
textbooks at St. Petersburg College in Florida; laptops for
every 7th and 8th grader in Maine, for every 3rd through 5th grader
at a California elementary school. School district administrators
and government leaders across the country are betting their
technology
budgets that laptop computers will improve reading and learning
for students of all ages.
The Difference a Notebook Makes
Assuming that computers in general make a difference by providing
access to information and communication tools to build basic skills,
then what special advantage do laptops offer? Designed for mobility,
they can be pulled out and connected to a wireless network or tucked
away for reading time or non-computer activities. Students and
teachers can carry their personal machine to access learning in
classrooms,
the library, on the school bus, or at home. Successful laptop programs
have had surprisingly few problems with loss or theft, because
the students take great care of their personal machines.
Are laptops the future of educational technology? According to
Tom Healey, National Education Programs Manager with Toshiba America
Information Systems, Inc., and former teacher: "If I were
teaching in the "perfect" classroom today, I would want
every child to have both a personal computer, a handheld computing
device, and
have my campus fully networked with a robust intranet and fulltime
Internet access. It's the ultimate 3 legged stool." See http://www.education.toshiba.com.
As an ultra lightweight portable, a handheld has longer battery
life, but data input and manipulation are limited. Full-functioning
notebooks
offer more software tools and features to manipulate data, store
information, and access multimedia content. Combined with network
access to local and worldwide resources, these tools give students
and teachers freedom, flexibility, and access to engage in learning.
Personal Ownership
In his personal account of using computers and teaching with laptops,
Gary Stager, an educator and consultant, emphasizes providing children
with tools that let them explore and create to learn. (See http://www.stager.org/articles/laptopbookchapter.html#Anchor-Laptops-49575)
He writes: "From Sydney to Harlem, the sheer act of entrusting
a young person with a laptop computer communicates to that person
that you value her as a valuable member of society and welcome
her to the world of serious intellectual pursuits."
A study on laptop programs by Rockman Et. Al. published in June
2000 shows that while most students have access to computers at
school
and at home, students with laptops have greater individual access
and they "show deeper and more flexible uses of technology."
Real Impact
For several years Microsoft, Toshiba, and other partners have promoted
a laptop learning program and tracked the progress of students
to see how technology helps and, in particular, the difference
personal
ownership of a portable tool makes. Independent research and evaluations
have found that proper utilization of the tool in the school and
at home does make a significant difference, and has a positive
effect on test scores.
The Rockman study, sponsored by Microsoft, showed that students
with laptops performed better on writing assessments and had more
confidence
with technology than those without laptops. Comparing learning
strategies, the study found that gaps between laptop and non-laptop
students
were stark when compared to external sites, but within the same
school, the gaps narrowed over the three-year study: "Students
within the same school may be growing more similar as time passes,
perhaps
due to a sharing of resources, pedagogical approaches, or school
philosophies." http://rockman.com/projects/laptop/.
The Price of Convenience
The price of a laptop is prohibitive in many school districts and
communities, and the costs keep coming in terms of maintenance,
technical support, and infrastructure. Laptops need to be replaced
more often
and are more fragile than other computing alternatives. While some
parents and communities can afford laptops, how can school districts
meet the needs of all students?
Cart solutions solve the flexibility issue by bringing laptops
into a classroom when needed, but they do not provide personal
ownership.
By encouraging parents who can afford laptops to buy them, a school
could have more resources to subsidize technology for other students.
Other concerns include the ergonomics of carrying and using laptops;
property security and appropriate use; and maintenance and support
for the personalized devices.
Working It Out with Vision and Planning
Like most educational technology programs, the key to success seems
to be vision and planning combined with the flexibility to adapt
policies to address issues as they come up. Successful programs
set up technical service centers, have policies on re-imaging computers,
and point parents to insurance options. They work with parents,
teachers,
and children to address the care and appropriate use of the machines.
The class schedule at Mott Hall School in Harlem doesn't require
students to carry computers back and forth to school every day.
Mondays and Tuesdays are computer free; Wednesdays are group projects
and
students rotate their machines; Thursdays and Fridays are computer
days.
Like most educational technology innovations, a school has to
be prepared for the challenge. According to Healey: "A school
must have a technology and learning vision that incorporates the
use of
personal devices. If they are not looking to embrace or understand
the value, it's probably not a good fit for the personal ownership
model." |