Ubiquitous Wireless Laptops In Upper Elementary Mathematics

摘要

This quasi-experimental investigation considers the second year of implementation of wireless laptops (1:1 ratio) in three 6th grade mathematics classrooms in one school compared to non-laptop classrooms (5:1 ratio) in seven other schools in the district. Comprehensive mathematics software from Com-passLearning delivered via the internet was structured by the teacher to conform to state standards and replaced the print-based textbook. The seven non-laptop schools accessed the same software using desktop computers in the classroom and lab. In the laptop classrooms, students moved at their own pace, students assumed responsibility for their own learning, the teacher's role shifted substantially toward one-on-one interaction with each student, there was increased record-keeping to monitor student's progress, and the teacher was more willing to give responsibility for learning to the student. Analysis of achievement data showed that the laptop students significantly outscored the non-laptop students on the four Quarterly Benchmark examinations (effect sizes ranged from 0.47 to 0.90), but not on the state examination, though the laptop school's relative rank in the district improved. The relationship between required benchmark testing and state tests is discussed and recommendations for future implementation are provided.