Over the past decade, the number of one-to-one laptop programs in schools has steadily increased. Despite the growth of such programs, there is little consensus about whether they contribute to improved educational outcomes. This article reviews 65 journal articles and 31 doctoral dissertations published from January 2001 to May 2015 to examine the effect of one-to-one laptop programs on teaching and learning in K–12 schools. A meta-analysis of 10 studies examines the impact of laptop programs on students’ academic achievement, finding significantly positive average effect sizes in English, writing, mathematics, and science. In addition, the article summarizes the impact of laptop programs on more general teaching and learning processes and perceptions as reported in these studies, again noting generally positive findings.

Learning in One-to-One Laptop Environments A Meta-Analysis and Research Synthesis

What is our current understanding of one-to-one computer projects: A systematic narrative research review

This literature review examined empirical research conducted between 2004 and 2014 regarding 1:1 technologies in K–12 educational settings. Our overarching research question was: What does research tell us about 1:1 technology in K–12 classrooms? We used the constant-comparative method to analyze, code, and induce themes from 46 relevant articles. Findings showed that the studies selected for analyses primarily concentrated on the following themes: effects on student achievement, changes to the classroom environment, classroom uses, effects on learner motivation and engagement, and challenges to classroom integration. In this article, we define each of these themes, describe the implications of the use of technologies on a 1:1 basis in classrooms, and offer suggestions for future research.

One-to-One Technology in K–12 Classrooms: A Review of the Literature From 2004 Through 2014

This paper is based on a systematic literature review relevant to classroom integration of computer technologies in schools. The purpose of this review is to gain an accumulated view of uses, impacts and implementations of 1:1 computing initiatives for school children. Unlike previous reviews this study is not limited to certain countries or certain technologies. It includes any devices used in 1:1 computing (not just the PC), and schools worldwide. The paper investigates the themes being researched regarding 1:1 use in schools as well as exhibits some which are not yet being researched but should be important to investigate. The study finds mixed results including positive, negative and no-effects. The findings of this review are expected to be useful both for academics as well as policy makers for gaining insights for further research and successful educational policy reforms.

An international literature review of 1:1 computing in schools

Technology purchased for use in the classroom often goes unused. We identify a primary reason for the lack of technology integration as ineffectively developed professional development opportunities for teachers. Then we recommend a sustained, administrative-supported and mentor-supported approach to professional development as an alternative to the ineffective traditional approach. The importance of considering the role of teachers' attitudes and beliefs on their use of technology in professional development is also discussed.

Technology integration for instructional improvement: The impact of professional development

This study, conducted in the Southwestern United States , investigated teacher and student uses of tablet laptop computers in a one-to-one initiative involving fifth grade through eighth grade students and their teachers. The campus initiative led to higher than expected technology integration and student- teacher and student-student collaborations. Teacher interviews underscored that the accessibility of the technology allowed for remarkable moments of teaching. Longitudinal data in the coming years can determine the long-term success of the program , but findings strongly support the effectiveness of a one-to-one laptop/tablet initiative in a middle school.

https://www.jstor.org/stable/pdfplus/41406064.pdf

Robert M. Maninger

Papers

Put the Textbooks Away: Preparation and Support for a Middle School