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Ubiquitous wireless laptops in upper elementary mathematics
Article

, Pennsylvania State University, United States

JCMST Volume 28, Number 1, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

This quasi-experimental investigation considers the second year of implementation of wireless laptops (1:1 ratio) in three 6th grade mathematics classrooms in one school compared to non-laptop classrooms (5:1 ratio) in seven other schools in the district. Comprehensive mathematics software from CompassLearning delivered via the internet was structured by the teacher to align to state standards and replaced the print-based textbook. The seven non-laptop schools accessed the same software using desktop computers in the classroom and lab. In the laptop classrooms, students moved at their own pace, students assumed responsibility for their own learning, the teacher’s role shifted substantially towards one-on-one interaction with each student, there was increased record-keeping to monitor student’s progress, and the teacher was more willing to give responsibility for learning to the student. Analysis of achievement data showed that the laptop students significantly out-scored the non-laptop students on the four Quarterly Benchmark examinations (effect sizes ranged from 0.47 to 0.90), but not on the state examination, though the laptop school’s relative rank in the district improved. The relationship between required benchmark testing and state tests is discussed and recommendations for future implementation are provided.

Citation

Clariana, R. (2009). Ubiquitous wireless laptops in upper elementary mathematics. Journal of Computers in Mathematics and Science Teaching, 28(1), 5-21. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 25, 2019 from .

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Cited By

  1. Connected Education: Teachers’ Attitudes towards Student Learning in a 1:1 Technology Middle School Environment

    Tian Luo, Old Dominion University, United States; Alexander Murray, Ohio University, United States

    Journal of Online Learning Research Vol. 4, No. 1 (February 2018) pp. 87–116

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