Research on 1:1 computing and technology integration occurs in a variety of settings and uses a range of research methods. This annotated bibliography provides a sample of the breadth of that research.
Bebell, D., & Kay, R. (2009). Berkshire Wireless Learning Initiative: Final evaluation report. Boston, MA: Technology and Assessment Study Collaborative, Boston College.
Results from a three year pilot of 1:1 computing in a selection of schools with students ranging from Pre-K to 12 indicated enhanced student achievement, improved student engagement, fundamental changes in teaching practices, and enhanced student research skills and collaboration.
Fullan, M., & Langworthy, M. (2014). A rich seam: How new pedagogies find deep learning.
In this follow-up to Fullan’s (2013) Stratosphere, Fullan and Langworthy report examples of schools in the U.S. and abroad that are harnessing learner-centered pedagogies and ubiquitous technology to improve learning outcomes.
This report identifies critical implementation factors for 1:1 programs, including the integration of technology into core subjects and interventions, and the use of technology for formative assessment, collaboration, and research. In 997 schools across 49 states and the District of Columbia, schools implementing these strategies outperformed those that did not.
Levin, B. B., & Schrum, L. (2013). Using systems thinking to leverage technology for school improvement: Lessons learned from award-winning secondary schools/districts. Journal of Research on Technology in Education, 46(1), 29-51.
This report, based on the analysis of interviews, focus groups, classroom observations, and document analysis, identifies eight factors necessary when using technology in school reform. Effective implementation simultaneously addresses vision, distributed leadership, technology planning and support, school culture, professional development, curriculum and instructional practices, funding, and partnerships.
Li, Q. & Ma, X. (2010). A meta-analysis of the effects of computer technology on school students’ mathematics learning. Educational Psychology Review, 22(3), 215-243.
An analysis of 46 studies involving 36,793 learners indicated significant positive effects of computer technology on mathematics achievement. Effects were particularly significant for elementary school students and students with special needs. Effects were also greatest when combined with a student-centered approach to learning.
Lowther, D. L., Inan, F. A., Ross, S. M., & Strahl, J. D. (2012). Do one-to-one initiatives bridge the way to 21st century knowledge and skills? Journal of Educational Computing Research, 46(1), 1-30.
Results of the Michigan Freedom to Learn 1:1 initiative revealed greater use of research-based best practices by teachers and increased 21st century knowledge and skills in comparison to non-1:1 classrooms.
Morrison, G.R., Morrison, J.R, & Ross, S.M. (2016). A Review of the Research Literature on the Infusion of Technology into the School Curriculum. Johns Hopkins University, Baltimore, MD.
In this literature review, the authors identify six benefits of integrating computer technology in the classroom revealed through the studies included in the report. Benefits discussed include higher engagement of students, increased interactions with peers, increase in student-centered instruction, and a positive impact on student learning.
Mouza, C. (2008). Learning with laptops: Implementation and outcomes in an urban, underprivileged school. Journal of Research on Technology in Education, 40(4), 447-472.
This study examined a 1:1 computing initiative in a predominantly low-income, minority school. Results revealed that in comparison to students in classrooms without laptops, students with access to computers demonstrated enhanced motivation and engagement with schoolwork, increased peer sharing and collaboration, increased confidence, and academic gains in writing and mathematics.
Rosen, Y., & Beck-Hill, D. (2012). Intertwining digital content and a one-to-one laptop environment in teaching and learning: Lessons from the Time to Know program. Journal of Research on Technology in Education, 44(3), 225-241.
This study evaluated a learner-centered 1:1 computing initiate in 4th and 5th grade classrooms. Results indicated positive results in math and reading achievement, differentiation in teaching and learning, higher student attendance, and decreased disciplinary actions.
Spires, H. A., Wiebe, E., Young, C. A., Hollebrands, K., & Lee, J. K. (2012). Toward a new learning ecology: Professional development for teachers in 1:1 learning environments. Contemporary Issues in Technology and Teacher Education, 12(2), 232-254.
This report provides recommendations for professional learning to support 1:1 computing implementation, based in part on North Carolina’s implementation of a 1:1 computing initiative. Recommendations include building teachers’ capacity to use technology meaningfully for content instruction, to engage teachers in project-based inquiry and performance-based assessment as instructional models, and to develop teachers'21st century skills.
This report argues that technology access for learning is a fundamental right for students, and describes how technology supports research on how students learn. Technology supports research-based strategies of active learning, deeper learning, social construction of knowledge, and self-monitoring. The report also provides specific examples of technologies that improve learning with evidence of outcomes.
World Economic Forum. (2016). New vision for education: Fostering social and emotional learning through technology. Geneva, Switzerland.
This report discusses the close relationship between 21st century skills and social and emotional learning (SEL) both inside and outside the classroom. The authors discuss features of educational technologies and how the features of these games and tools support SEL. A roadmap is shared for educators and organizations to advance SEL through curriculum.