Evolution of a ten-year old full-fledged secondary school one-to-one laptop program
Therese Laferriere, Laval University, Canada ; Mélanie Tremblay, Université du Québec à Rimouski (Lévis), Canada
Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This school-based case study investigates the problem of achieving wide-spread and effective use of information and communication technologies (ICTs) in a classroom-based learning environment part of a school-within-a-school program. Participating secondary school teachers had to innovate to integrate laptop use on a daily basis, and account for results. At the onset of the program, a university-school partnership was established for teaching and research purposes, and kept enduring throughout the ten-year period. Teachers’ instructional practice evolved over the years. This activity system was examined referring to Engeström’s activity theory framework. Factors that enhanced the evolution of collective instructional activity in such a context were identified: a concerted effort, a university-school partnership, teacher participation in professional communities, and digital and conceptual tools in use that create “cultural” synergy. Interfering factors were the following ones: technology noise, comfort-zone syndrome, and taken-for-granted success.
Laferriere, T. & Tremblay, M. (2009). Evolution of a ten-year old full-fledged secondary school one-to-one laptop program. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 953-960). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE).