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One to World Technology

One to World Technology

One-to-world technology is the idea of students having access to technology and the internet both at school and home because of a personal electronic device. By providing one-to-world technology, schools shift to a student-centered classroom where each student can work at his or her own pace. This allows students to expand their knowledge in the areas that they need the most help. According to a study conducted by the University of Michigan, the use of individual technology as well as additional support were able to raise the level of academic achievement within the students (McGraw-Hill Education, 2016). One-to-world technology engages students and creates a positive environment that improves students’ problem-solving skills (Doran and Herold, 2016). Students can take charge of their learning and become motivated to learn more. 

Another benefit of one-to-world technology is the creation of constant communication. Communication is important in schools whether teacher to student or student to student. The one-to-world initiative provides each student the ability to be in constant communication with their teachers. This communication creates a supportive atmosphere where students and teachers can understand one another. Also, it allows teachers to send out information in an easy and efficient manner. One-to-world learning encourages students to interact with one another through group projects. Technology allows students to easily share and work on projects. One-to-world technology allows students to engage in a learning community with constant 24-hour support and communication (November, 2013). 

One-to-world technology provides many indirect benefits for students, teachers, and communities. Students in schools that have implemented a one-to-world initiative have experienced a decrease in disciplinary problems (Goodwin, 2011). The decrease in disciplinary problems benefits schools as well as the communities as students become better citizens. Also, the use of technology creates a cost-efficient environment due to the decrease in paper consumption and textbooks (Goodwin, 2011). By providing every student with the same resource, schools will help increase equity throughout the classroom and give each student the ability to take control of their learning.   

One-to-world technology can improve students’ academic achievements, help develop communication skills, and benefit entire communities. In a study from Boston College, 62% of pilot teachers reported that their students’ learning had improved due to the implementation of the one-to-world initiative (Bebell and Kay, 2010, pg. 21). Through the one-to-world initiative, students will not only improve their test scores but also gain valuable skills for the future.

Bebell, D. and Key, R. (January 2010). One to One Computing: A Summary of the Quantitative Results from the Berkshire Wireless Learning Initiative. The Journal of Technology, Learning, and Assessment, 9. Retrieved from https://ejournals.bc.edu/ojs/index.php/jtla/article/viewFile/1607/1462-accessdate=19  

Doran, L. and Herold, B. (May 17,2016). 1-to-1 Laptop Initiative Boost Student Scores, Study Finds. Education Week, 35 (31). Retrieved from https://www.edweek.org/ew/articles/2016/05/18/1-to-1-laptop-initiatives-boost-student-scores-study.html  

Goodwin, B. (February 2011). One-to-One Laptop Progress Are No Silver Bullets. Educational Leadership, 68 (5). Retrieved from http://www.ascd.org/publications/educational_leadership/feb11/vol68/num05/One-to-One_Laptop_Programs_Are_No_Silver_Bullet.aspx  

November, A. (February 10, 2013). Why Schools Must Move Beyond One-to-One Computing. November Learning. Retrieved from http://novemberlearning.com/educational-resources-for-educators/teaching-and-learning-articles/why-schools-must-move-beyond-one-to-one-computing/  

The Benefits of One-to-One Technology in the Classroom. (2016) McGraw-Hill Education. Retrieved from https://www.mheducation.ca/blog/the-benefits-of-one-to-one-technology-in-the-classroom/  

One to World Technology Research

1-to-1 Laptop Initiatives Boost Student Scores

  • A 1-to-1 laptop environment often led to increased frequency and breadth of student technology use, typically for writing, Internet research, note-taking, completing assignments, and reading. 
  • Students used laptops extensively throughout the writing process, expanding the genres and formats of their work to include writing for email, chats, blogs, wikis, and the like. 
  • Student-centered, individualized, and project-based learning appeared to increase in at least some instances of 1-to-1 laptop rollouts. 
  • Student-teacher communications (via email and Google docs, for example) and parental involvement in their children’s school work increased in some instances. 
  • Students expressed “very positive” attitudes about using laptops in the classroom, as findings consistently showed higher student engagement, motivation, and persistence when laptops were deployed to all students. 
  • Students’ technology and problem-solving skills improved and their ownership of their own learning increased, according to some evidence. 
  • There were mixed findings on whether 1-to-1 laptop programs helped overcome inequities among students and schools. 
  • Meta-analysis of 15 years worth of research studies; focusing solely on 1:1 laptop efforts.

One-to-One Technology-Enhanced Learning

  • We see ubiquitous access to mobile, connected, personal, handhelds creating the potential for a new phase in the evolution of technology-enhanced learning, marked by a continuity of the learning experience across different environments. We term this “seamless learning.” Seamless learning implies that a student can learn whenever they are curious in a variety of scenarios and that they can switch from one scenario to another easily and quickly using the personal device as a mediator. (page 6) 
  • (1) Portability that takes the computer to different sites and allows movement within a site so that the bounds of the classroom are extended to the limits of wireless networks; (2) Social interactivity supported by via mobile and wireless technologies that enables direct peer-to-peer communication, data exchange, and face-to-face interactions and collaboration; (3) Customization to the individual’s path of investigation; (4) Context sensitivity that automatically logs and aggregates usage for designing collaborative filtering systems and predictive user interfaces; (5) Connectivity that creates a true shared environment via a common network for data collection among distributed devices; (6) Combining digital and physical worlds with sensors, smart rooms, and ambient environments that capture real-world information of users, devices, and locations (geographical information systems). (page 7) 

Why Schools Must Move Beyond One-to-One Computing

  • As soon as you shift from “one- to-one” to “one-to-world,” it changes the focus of staff development from technical training to understanding how to design assignments that are more empowering—and engage students in a learning community with 24-hour support.

One to One Computing: A Summary of the Quantitative Results from the Berkshire Wireless Learning Initiative

  • Despite growing interest in and excitement about 1:1 computing, there has generally been a lack of large-scale research and evaluation studies focusing on teaching and learning in these intensive computing environments (Penuel, 2006). However, early studies suggest several positive outcomes emerging from 1:1 laptop initiatives including: increased student engagement (Cromwell, 1999; Rockman, 1998; MEPRI, 2003; Bebell, 2005; Penuel, 2006), decreased disciplinary problems (Baldwin, 1999; MEPRI, 2003), increased use of computers for writing, analysis and research (Cromwell, 1999; Baldwin, 1999; Guignon, 1998; Russell, Bebell, & Higgins, 2004; Penuel, 2006), and a movement towards student-centered classrooms (Rockman, 1998). Baldwin (1999) also documented effects on student behaviors at home such that students reported spending less time watching television and more time on homework. Similarly, Russell, Bebell and Higgins (2004) reported that students’ academic use of computers at home occurred more frequently when students were provided with their own laptops. (page 6) 
  • In the final teacher survey, nearly all of teachers (83%) reported that their own computer skills had improved since the beginning of the BWLI program. Teacher use of technology also increased dramatically as the program was implemented and for a wide variety of ways to support their work. (page 19) 
  • In assessing the impact of these changes in their own teaching, teachers were largely positive with 62% of pilot teachers reporting that their teaching had “improved as a result of the 1:1 program”. (page 21) 
  • Frequency of 1:1 and Comparison Students’ Various Computer Uses During The 2007–2008 School Year (Average Number of School Days per Year). (See Figure 2, page 23)
  • Summary of Pilot Teacher Sentiments Towards 1:1 Computing. (See Table 7, page 26)

One-to-One Laptop Programs Are No Silver Bullet

  • More engaged learners. A four-year study of 5,000 middle school students in Texas found that those engaged in laptop immersion programs were less likely to have disciplinary problems (but slightly more likely to be absent from school) than students in schools without laptops. (Shapley et al., 2009)
  • Better technology skills. The Texas study also found that the technology skills of students in the laptop programs improved significantly— so much so that after three years, low-income students in the laptop schools displayed the same levels of technology proficiency as wealthier students in the control schools. (Shapley et al., 2009)
  • Cost efficiencies. Proponents of one-to-one programs also assert that such programs create savings in other areas, including reduced costs for textbooks, paper, assessments, and paperwork, as well as a reduction in disciplinary actions. (Greaves, Hayes, Wilson, Gielniak, & Peterson, 2010)

The Benefits of One-to-One Technology in the Classroom

  • Schools have already started unofficially addressing digital character education in the form of acceptable Internet use agreements that specify virtual behavior standards for students. Although these are important, they are not enough. We need to create formal digital citizenship programs that deal with character education in the digital age deeply, directly, and comprehensively.