Learning with laptops: the impact of one-to-one computing on student attitudes and classroom perceptions

ABSTRACT

This study examined the ways in which two urban elementary school teachers integrated laptops in their instructional practices. It also investigated the impact of laptop integration on students' attitudes and perceptions of the classroom environment compared to control classrooms. Issues under student perceptions included: a) perceived importance of technology; b) computer enjoyment; c) student-teacher and student-student interactions; and d) motivation toward school and learning. The study used both quantitative and qualitative data. Although some evidence indicated that fourth grade laptop students had more positive attitudes toward school than fourth grade non-laptop students, quantitative data did not reveal significant differences among laptop and control students. Qualitative data, however, painted a positive picture of experiences in laptop classrooms. Laptop students perceived computers as important learning tools and consistently used educational applications to perform academic activities. Such activities influenced classroom interactions and created a sense of pride and empowerment among laptop students. These behaviors were not evident among control students.

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