S.T.A.T. Annotated Bibliography of Selected Research Aligned to BCPS S.T.A.T.

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.
London: Pearson.
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.

Greaves, T.; Hayes, J.; Wilson, L.; Gielniak, M.; & Peterson, R. The technology factor: Nine keys
to student achievement and cost-effectiveness. MDR 2010.
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.

Harris, J; Al-Bataineh T., Mohammed; Al-Bataineh, A. (2016) One to One Technology and its Effect on Student Academic Achievement and Motivation Contemporary Educational Technology, 7(4), 368-381.
This research was a quantitative study using 4th grade participants from a Title 1 elementary school. This study set out to determine whether 1:1 technology truly impacts and effects the academic achievement of students. This study’s second goal was to determine whether 1:1 Technology also effects student motivation to learn. The results show that 1:1 Technology could be a factor in student academic achievement and motivation to be at school- mean scores in 1:1 implementation classroom were higher than traditional classroom.

Hutchison, A., Beschorner, B., & Schmidt‐Crawford, D. (2012). Exploring the use of the iPad for literacy learning. The Reading Teacher, 66(1), 15-23.
This article includes analysis and discussion of the use of one-to-one devices to support literacy instruction, as well as examples of learning experiences. When instruction is designed with the components of the TPACK framework in mind, personal devices may help teachers meet traditional print-based literacy goals while also providing students with opportunities to learn the new literacies of 21st-century technologies by responding to texts in new ways. The authors found that using the iPads for literacy instruction not only supported student learning, but students were also highly engaged and able to demonstrate unique and creative ways of responding to text using a technology tool that offers some unique affordances to users.

Leu, D. (2006). New literacies, reading research, and the challenges of change: A deictic
perspective. In J. Hoffman, D. Schallert, M. Fairbanks, J. Worthy, & B. Malloch (Eds.), 55th Yearbook of the National Reading Conference (pp. 1–20). Oak Creek, WI: National Reading Conference.
Making the argument that internet is the defining technology for this generation’s learning and literacy, Leu discusses how online reading is changing the world and how we receive information. Through access to information and support for all learners, the internet ensures equity for all learners.

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.

Lowther, D. L., Ross, S. M., & Morrison, G. M. (2003). When each one has one: The influences on teaching strategies and student achievement of using laptops in the classroom. Educational technology research and development, 51(3), 23-44.
This study examines the effect of 1:1 devices for students in grades 5 through 7, focusing on classroom activities, use of technology, writing and problem-solving skills. Results showed substantial and significant advantages for students in the 1:1 classrooms in areas of writing and problem-solving as compared to the control group, despite minimal differences in teaching methods between the groups.

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.

Nusir, S.; Alsmadi, I.; Al-Kabi, M.; Sharadgah, F. (2013) Studying the Impact of Using Multimedia Interactive Programs on Children's Ability to Learn Basic Math Skills Acta Didactica Napocensia, 5(2), 17-32.
This study investigates the impact of utilizing multimedia technologies on enhancing the effectiveness of teaching students at early stages in Jordanian primary schools. Two groups were selected from a local school based on their own class distribution, where one group was taught the subject in basic math using a program developed for this purpose and the second class was taught the same subject using traditional methods of teaching. Results showed that the computer-based group using interactive multimedia significantly outperformed the traditional group as measured by the test scores. Results also showed that there is no significant difference in learning and knowledge skills and information absorption based on gender distribution.

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.

Shapley, K., Sheehan, D., Maloney, C., & Caranikas-Walker, F. (2011). Effects of technology immersion on middle school students’ learning opportunities and achievement. The Journal of Educational Research, 104(5), 299-315.
An experimental study of the Technology Immersion model involved comparisons between 21 middle schools that received laptops for each teacher and student, instructional and learning resources, professional development, and technical and pedagogical support, and 21 control schools. Authors found that Technology Immersion had a positive effect on students’ technology proficiency and the frequency of their technology-based class activities and small-group interactions, while disciplinary actions declined.

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.

U.S. Department of Education, Office of Education Technology. (2014). Learning technology
effectiveness.Washington, DC: U.S. Government Printing Office.
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 constru`ction of knowledge, and self-monitoring. The report also provides specific examples of technologies that improve learning with evidence of outcomes.

Warschauer, M., & Matuchniak, T. (2010). New technology and digital worlds: Analyzing evidence of equity in access, use, and outcomes. Review of research in education, 34(1), 179-225.
An in-depth analysis of the impact of access to computers and internet- in and out of school- and the academic impact of that access on students of various socio-economic status, race, ethnicity, and native language. Includes analysis of how computers in school and access to computers at home affect the rate of student pursuing post-secondary degrees in computer-related fields.

Warschauer, M., Zheng, B., Niiya, M., Cotten, S., & Farkas, G. (2014). Balancing the one-to-one equation: Equity and access in three laptop programs. Equity & Excellence in Education, 47(1), 46-62.

This comparative case study analyzes the one-to-one laptop programs in California, Colorado, and Alabama. Referencing a variety of programs that show the success of the technology initiatives- such as Maine (2010) which showed a higher percentage of low SES and ELL students achieved proficiency on eighth-grade math (80% versus 69%) and reading (79% versus 59%) scores compared with all public school students- the authors discuss the components of these programs which must be considered to support equity for all learners.
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