When each one has one: The influences on teaching strategies and student achievement of using laptops in the classroom

摘要: In this study, we examined the educational effects of providing fifth-, sixth-, and seventh-grade students with 24-hour access to laptop computers. Specifically impact laptops on classroom activities, student use technology their writing problem-solving skills. Participating teachers received computer integration training using iNtegrating Technology for inQuiry (NTeQ) model develop problem-based lessons that engage in critically examining authentic issues, strengthen research A matched treatment-control group design was employed, which classes taught at same grade levels five participating schools served as (1 per student) control (5+ computers class) contexts. Participants included students, teachers, parents from two groups. Although systematic observations revealed relatively few differences teaching methods between classrooms, used more frequently, extensively, independently. Writing assessment results showed substantial significant advantages over six eight effect sizes exceeding +0.80. Results also seven components task.