Not better teachers but a scheme that blends technology with human intervention should help improve student learning. In math speak, this means that one laptop computer per student leads to significant pluses in academic achievement. A new study from Michigan State University (MSU) found that “one-to-one” laptop programmes with a comprehensive approach were associated with higher test scores in English, mathematics, science, and writing, along with other benefits. "In the past couple decades, one-to-one laptop programmes have spread widely, but so has debate about whether they are cost-effective and beneficial to educational outcomes," said principal study author Binbin Zheng, assistant professor of educational technology, in a news release. "I believe this technology, if implemented correctly, is worth the cost and effort because it lifts student achievement, enhances engagement and enthusiasm among students, improves teacher-student relationships and promotes 21st century skills such as technological proficiency and problem solving." Zheng and her team reviewed nearly 100 academic studies on one-to-one laptop programmes dating back to 2001, although only 10 of the studies were included in the final analysis. Successful programmes provided benefits such as improved scores on standardised tests, as well as an improved writing process. "Students received more feedback on their writing, edited and revised their papers more often, drew on a wider range of resources to write and published or shared their work with others more often," Zheng said. However, one-to-one laptop programmes can only improve educational outcomes when there is teacher buy-in, suitable technical support and professional development for teachers, and appropriate implementation with the curriculum. "Just putting a laptop before a student doesn't really help them with anything," Zheng said. "Technology should not be implemented for technology's sake." The availability of cheaper laptops makes it feasible to implement individualised laptop programmes in schools. "Knowing the general impact of these programmes can help school districts better shape their technology policies," Zheng said. Source
