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Introducing laptops to children: An examination of ubiquitous computing in Grade 3 reading, language, and mathematics

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CJLT Volume 33, Number 3, ISSN 1499-6677 e-ISSN 1499-6677 Publisher: Canadian Network for Innovation in Education


This study examines the achievement outcomes accompanying the implementation of a Grade 3 laptop or so-called ubiquitous computing program in a Quebec school district. CAT-3 reading, language, and mathematics batteries were administered at the end of Grade 2 and again at the end of Grade 3, after the first year of computer implementation. Overall gain was found in all three content areas, but was differential when compared with the norms of the CAT-3. Additionally, some evidence suggested a differential gain for lower and middle-level learners during the school year. Teachers were administered an instrument called the Technology Implementation Questionnaire (TIQ) that assessed the purposes and extent of technology integration. Negative correlations were found in reading achievement gain for items associated with the higher use of communicative, evaluative, and creative uses of computers. Open-ended teacher responses indicated the need for more professional support for instructional implementations of computing. Résumé: Cette étude examine les performances accompagnant l’implantation d’un programme d’ordinateurs portables en 3 ième année du primaire, aussi appelé programme d’ubiquité computationnelle, dans une école d’un district scolaire du Québec. Des batteries de tests, CAT-3 en lecture, en langue et en mathématiques ont été administrées à la fin de la deuxième année du primaire et une autre fois à la fin de la troisième année du primaire, après un an d’implantation des ordinateurs. Un gain fut observé dans les trois matières, mais était différencié lorsque comparé aux normes du CAT-3. De plus, un gain différencié fut mis en évidence pour les apprenants de niveau inférieur et moyen durant l’année scolaire. Les enseignants ont rempli le Technology Implementation Questionnaire (TIQ) qui mesure le but et l’étendue de l’intégration technologique. Des corrélations négatives ont été trouvées en gains au niveau de la lecture pour les items associés à l’utilisation de haut niveau des ordinateurs, en communication, en évaluation et en création.


Bernard, R., Bethel, E., Abrami, P., Wade, C. & Wade, C. (2008). Introducing laptops to children: An examination of ubiquitous computing in Grade 3 reading, language, and mathematics. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 33(3),. Canadian Network for Innovation in Education. Retrieved February 20, 2019 from .

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