Please use this identifier to cite or link to this item:
Title: Learning with Laptops: The Impact of One-to-One Computing on Student Attitudes and Classroom Perceptions
Authors: Mouza, Chrystalla
Issue Date: Jun-2006
Publisher: International Society of the Learning Sciences
Citation: Mouza, C. (2006). Learning with Laptops: The Impact of One-to-One Computing on Student Attitudes and Classroom Perceptions. In Barab, S. A., Hay, K. E., & Hickey, D. T. (Eds.), The International Conference of the Learning Sciences: Indiana University 2006. Proceedings of ICLS 2006, Volume 1 (pp. 488-494). Bloomington, Indiana, USA: International Society of the Learning Sciences.
Abstract: This study examined the ways in which two urban elementary school teachers integrated laptops in their instructional practices. It also investigated the impact of laptop integration on students' attitudes and perceptions of the classroom environment compared to control classrooms. Issues under student perceptions included: a) perceived importance of technology; b) computer enjoyment; c) student-teacher and student-student interactions; and d) motivation toward school and learning. The study used both quantitative and qualitative data. Although some evidence indicated that fourth grade laptop students had more positive attitudes toward school than fourth grade non-laptop students, quantitative data did not reveal significant differences among laptop and control students. Qualitative data, however, painted a positive picture of experiences in laptop classrooms. Laptop students perceived computers as important learning tools and consistently used educational applications to perform academic activities. Such activities influenced classroom interactions and created a sense of pride and empowerment among laptop students. These behaviors were not evident among control students.
Appears in Collections:ICLS 2006

Files in This Item:
File SizeFormat 
488-494.pdf176.35 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.