Article Critique: One-on-One Computing

The use of technology is very beneficial in education today, however, some educators feel as though they are essential for improving the learning process. Roblyer & Doering (2013) suggests that "developing a sound rationale for using technology in specific situations requires reviewing research findings and other evidence that technology, is indeed, helping address some of educations' most urgent need and problems"(p. 24). The following article critique takes a deeper look at one-on-one computing.

1.      Provide the complete article title and author

Found in the January 2010 edition of The Journal of Technology, Learning, and Assessment, “Laptops and Fourth-Grade Literacy: Assisting the Jump over the Fourth-Grade Slump” by Kurt A. Suhr, David A. Hernandez, Douglas Grimes, and Mark Warschauer takes a look at one-on-one computing instruction.

2.      State the intended audience. (What is empirical research and how does it help the classroom?)           

Penn State University Librarian Ellysa Stern Cahoy (2013) explains that “empirical research is based on observed and measured phenomena and derives knowledge from actual experience rather than from theory or belief” (Cahoy, 2013). Empirical research allows educators to get real first hand evidence and results for future use to adjust instruction teaching strategies and teaching tools to meet the needs of the students in the classroom. Educators, district administrators, parents and other stakeholders within the field of education with an interest in ELA and literacy are the intended audience.  

3.      What is/are the research question/questions or hypothesis/hypotheses?

Suhr, Hernandez, Grimes, & Warschauer, (2010) state “The purpose of this study was to compare longitudinal changes in ELA achievement of students participating in a one-to-one laptop program (treatment group) with students who did not participate in the program (control group). We asked three closely related research questions:

1. Were there significant differences in the total ELA score changes in the California Standards Test (CST) over the two-year period from third grade to fifth grade between the one-to-one laptop group and the non-laptop group, after controlling for other factors?

2. Were there significant differences in the six subtests used to compute those total ELA scores for the same two groups?

3. Can participation in a one-to-one laptop program be used to predict changes in ELA total and subtest scores over the two year period from third grade to fifth grade?” (p.11).

4.      Describe the subject (participants) and the procedures (methods) used by the researcher(s)?

Participants in this study were third, fourth and fifth grade students at two middle schools and two elementary schools with the ESD school district.  Within the district one elementary school participated in the laptop program, where all three fourth-grade classes in the school were in the laptop program. At the other school, one mixed third/fourth grade class of students in the Gifted and Talented Education (GATE) program were participants in the laptop program (p. 12). As stated “the treatment group for this study consisted of all 54 fourth-grade students who participated in the one-to-one laptop program in the 2004–2005 school year (year 1), and the same students as fifth graders in the 2005–2006 school year (year 2). The control group consisted of 54 fourth-grade students who were placed in non-laptop classes in ESD” (p.13).  Researchers used “diverse statistical analyses of the baseline data (the students’ CST scores from third grade) to identify factors other than the one-to-one laptop program that might have affected test outcomes, and (b) calculation of correlation coefficients among the five CST subtests” (p.20) as the methodology for the study.

5.      What were the conclusions of the researchers? Do you agree or disagree with the conclusions? Support your position.

Based on the conclusion of the ELA tests, both the laptop group and the non-laptop group showed growth, but, the laptop group showed a higher percentage in growth. This difference between groups, however, was not statistically significant. Therefore “ELA scores indicate that neither group experienced the fabled “fourth-grade slump.” However, the non-laptop group experienced a slump in fifth grade, while the laptop group did not. In addition, the laptop group’s relative progress in fifth grade was greatest in two subtests closely associated with laptop use” (pg. 28). The differences in data could be caused by several contributing factors, therefore, I agree that integration of technology within it is important to remember that student success and improvement does not happen overnight.  “Laptops are not the magic bullet that will single-handedly overcome unsatisfactory ELA test scores (pg. 39).  Educators must use various teaching methods, strategies and other tools along with the use of technology, based on the needs of the students to increase student learning and success. Just as Roblyer & Doering (2013) imply “when these contributions are combined, technology seems to make the greatest difference (pg. 25).

6.      What suggestions for further research do the authors suggest? What other suggestions for future research would you suggest.

Suhr, Hernandez, Grimes, & Warschauer, (2010) state “Further research, with larger sample sizes, more diverse student demographics, longitudinal evaluation, a wider array of outcome measures (including those taken on both paper and computer and those involving both standardized tests and alternative forms of assessment), and, where possible, random assignment, will help us continue to shed light on the effects of laptop use on literacy and learning” (pg. 41). Agreeing with Roblyer & Doering (2013) other suggestions are “effective practice skills, self-paced learning tools, and engagement through real world experiences” (pg. 26).  

More information regarding one-on-one computing

http://www.susd12.org/node/4504

http://www.districtadministration.com/article/one-one-computing-has-failed-our-expectations

 

One-on-One Computing:Effective or non-effective? Read http://t.co/mlN92vn3Vl and http://t.co/LbcYqXKu4c for more information #ED5059413UWA
— ✏ReGina LaTrese (@ginalatrese) June 19, 2013

References:

 

Cahoy, E. S.. (May 29, 2013). Empirical Research. In Penn State University Libraries. Retrieved June 18, 2013, from http://www.libraries.psu.edu/psul/researchguides/edupsych/empirical.html
 
Roblyer, M.D. & Doering, A.H. (2012). Integrating educational technology into teaching 6th edition.  Columbus, Ohio: Merrill Prentice Hall.

Suhr, Hernandez, Grimes, & Warschauer, (2010). Laptops and Fourth-Grade Literacy: Assisting the Jump over the Fourth-Grade Slump. The Journal of Technology, Learning, and Assessment, 9(5), 1-46.