Lee Ann Patterson

Dr. Holder

EDUC 631

June 4, 2017

Teaching in the One-to-One Classroom: An Annotated Bibliography

Blau, I., Peled, Y., & Nusan, A. (2016). Technological, pedagogical and content knowledge in

one-to-one classroom: teachers developing digital wisdom. Interactive Learning

Environments, 1215-1230. doi:10.1080/10494820.2014.978792

As more and more schools implement a one-to-one laptop initiative, this study looks at

their effectiveness in learning for the students. The role of teacher is changing from "sage on the

stage" to a "guide on the side" as teachers become more facilitators of student learning rather

than lecturers. The article maintains that teacher need an appropriate level of training and support

for this to work effectively as teachers need to make changes to their pedagogy to successfully

move students toward student-centered learning.

The study found that even with the one-to-one initiative and all students having laptops

available, teachers still dedicated a lot of their teaching time to whole group instruction and with

teachers using technology, such as overhead projectors, to continue to lecture or share

information rather than having students interact with the technology to find information. The use

of technology is still not as effective as it needs to be and teachers need additional training on

how to share the instruction with the students to make it more student-centered.
Hatakka, M., Andersson, A., & Gronlund, A. (2013). Students' use of one to one laptops: a

capability approach analysis. Information Technology and People, 26(1), 94-112.

doi:10.1108/09593841311307169

The authors maintain that exposure to technology in itself is not enough to improve learning in

schools. Students in a one-to-one environment have access to the technology, but if they continue

to be used in the same way, learning for students does not change. This study evaluates the

effects of the one-to-one laptop initiatives from the student's perspective.

One of the conclusions of this study is that the increased access to technology ultimately leads to

what in some cases is too much freedom for students. Students have the freedom in many cases

to use their computers as they see fit, but this can lead to their schoolwork suffering rather than

improving. The article notes that both parents and students often felt like the laptop was a

distraction to their learning rather than a help.

This article addresses the student side of the one-to-one initiative. While there are positives to

students having access to technology, there are a still a lot of questions about the benefits and

negatives of this. The study suggests additional research is needed to optimize this practice in

order to more effectively utilize this tool.

Karchmer-Klein, R., Mouza, C., Shinas, V. H., & Park, S. (2017). Patterns in Teachers'

Instructional Design When Integrating Apps in Middle School Content-Area Teaching.

Journal of Digital Learning in Teacher Education, 91-102.

doi:10.1080/21532974.2017.1305305
 In this study, the researchers investigated the integration of iPad applications in

instructional design. The study examined their use in one specific school where the teachers were

already invested in integrating technology through a one to one initiative where all students had

iPads. By the end of the school year, all 9 teachers in the study rated the devices as either

supplemental or central in their instruction, which twice as many rating the devices as

supplemental. Various apps were used for instruction and were rated based on multimodality,

collaboration, and interactivity. The study found few apps utilized by these teachers were good

for interactivity and none were used that allowed for collaboration.

This study was very limited (one school and only nine teachers) and so does not provide

enough data to make any definite claims about technology use. It does seem to show that the

teacher's comfort with technology at the beginning of the year impacted their use of technology

throughout the year and the level of comfort they attained in the first year of the one-to-one

implementation. The study talks about how some teachers utilized technology tools intensively,

while some only supplemented the written work with digital work. It did find that many teachers

chose to use the devices as a warm up or as a way to review what has already been taught, and a

few teachers made efforts to flip their classroom. As a finding, it found that many education

programs are not teaching new teachers to think how to produce and consume digital content in

order to produce 21st Century Learners.

Lowther, D. L., Ross, S. M., & Morrison, G. M. (2003). When Each One Has One: The

Influences on Teaching Strategies and Student Achievement of Using Laptops in the

Classroom. Educational Technology Research and Development, 51(3), 23-44.

 This student evaluated how teaching was changed when teachers use student-centered

approaches to teaching while incorporating technology. It also sought to see if student learning

were different in a laptop classroom versus a classroom where a limited number of computers

were available. The study found that teachers and students both felt student's writing improved

when using the computers versus the control group who had limited access to computers. It also

found that teachers encouraged students to complete more research-based activities when they

had the laptop computers available and students were more engaged in critical thinking.

This article addresses the "transformation" that is occurring in education as a result of

technology. Although this article is a little older, the information about how having laptops

changes the learning process for students and the role of the teacher. While more schools have

gone to one-to-one implementations with computers, still many students come to school every

day without individual access to a computer. This will continue to trend upward as more schools

and districts purchase devices for students, but there is a distinct difference in how students learn

when computers are shared as opposed to when all students have their own device to use in the

classroom. There are still additional problems, even when every student has a device (mostly tied

to repairs, theft, and loss), but student learning is improved and will continue to improve as

teaching links more to computers and teachers focus more on student-centered learning.

Owen, A., Farsaii, S., Knezek, G., & Christensen, R. (2005-2006, December/January). Teaching

in the One-To-One Classroom: It's not about laptops, it's about empowerment. Learning

and Leading with Technology, 12-16.

 These authors examine the role technology has played in education and the changing

roles of students and teachers because of this. It specifically outlines some of the steps taken by

the Irving Independent School District in north Texas as it implemented a one-to-one laptop

program. The article outlines some of the challenges as well as the changes that come when all

students have access to a device in the classroom and how it empowers students and changes the

role of the teacher. In this article, it states that with the advent of technology in the classroom,

the teacher role has changed from a "sage on the state" to that of a facilitator guiding students

through learning. Technology has changed not just the way students learn, but also the way

teachers need to be teaching - a change that has been slower in coming.

The article also highlights the need for teachers to receive training to help them change

the way they teach in order to facilitate learning rather than being the one who holds the

knowledge. This shift is one of the things that has had the greatest impact on teaching in this new

environment. Students have access to a variety of resources of information and do not have to

rely on the teacher. Classroom management is also an issue when students have devices because

it requires a change in the teacher's thinking about how to manage the classroom. It is also

difficult for teachers to relinquish some of the control of their classroom in many of these

situations.

Teachers need additional help in implementing technology in the classroom. This school

district has full time staff to assist teachers with implementing technology and provide support to

the teacher through job-embedded support. The IISD does this and the article states this is one of

the reasons the one-to-one implementation has been successful. However, they note that any real

change takes at least three years to be fully implemented and it is important not to give up or quit

to quickly.
Player-Koro, C., & Tallvid, M. (2015). Title One Laptop on Each Desk: Teaching Methods in

Technology Rich Classrooms. Seminar.Net: Media, Technology & Life-Long Learning,

11(3), 1.

This article examines how teachers use technology in a one-to-one classroom where all

students have computers. The authors conducted a deeper study on how teachers use technology

in a Swedish classroom where all students have a laptop. In this study, they found that the

devices themselves have less to do with student success, but the changing ideas that teachers may

or may not have about how to teach students in technology rich environments. The study seemed

to indicate that some things about teaching are changing (the way teachers and students

communicate for one), but that the needed fundamental changes are still not occuring.

This was a small, but detailed empiracal study that examined how teachers were using

technology in a classroom where all students had a device. While it only examine attitudes in a

small setting, I think this study can be applied more broadly because I think the empiracal data in

many cases would give the same results. The study shows that even though teachers can be

excited and positive about integrating technology into their classrooms, the fundamental changes

that relate to how students think and learn do not come as easily.

Rosen, Y., & Beck-Hill, D. (2012). Intertwining Digital Content and a One-to-One Laptop

Environment in Teaching and Learning. Journal of Research on Technology in

Education, 225-241. doi:10.1080/15391523.2012.10782588

 Rosen and Beck-Hill (2012) focused on the need to blend digital learning with one-on-

one teaching and more individualized education. It demonstrates that by itself, technology is not

enough to improve student learning as students need the freedom to use technology as a tool for

learning and not as a substitute for instruction. It uses the social constructivism paradigm that

focuses on learning occurring in a collaborative environment that allows students to build

knowledge through working and collaborating with others. Teachers were observed using a

different pedagogy that the traditional structure which enabled them to focus on being more

student-centered and allow for more differentiation and more rigor. Students were more

motivated in this blended learning environment and felt more successful. Additional study is

needed on how changing the pedagogy will have impact on student learning, and not just adding

more technology.