1. Evaluation of a Laptop Program Deborah L. Lowther Steven M. Ross Gary R. Morrison

2. Research Questions In a laptop classroom: Is teaching different? Is student behavior different? Is student achievement different?

3. Design Evaluation period –September 1, 1999 through May 30, 2000. Participants –Laptop 5 th & 6 th grade students, teachers, and parents –Non-Laptop 5 th & 6 th grade students and teachers –Eight schools

4. Laptop Teachers Ten full days of professional development prior to the 1999-2000 academic year Six one-half day sessions during the year. Training based on the NTeQ model –Framework to develop problem-based lessons that utilize: Real-world resources Student collaboration Use of computer tools to reach solutions Student research and writing skills.

5. Analysis Comparative analyses –Teaching activities –Learning outcomes Descriptive analyses –Reactions to Laptop Program Student Teacher Parent

6. Data Sources Laptop and Non-Laptop –Classroom observations –Student writing test scores Laptop –Student surveys and focus groups –Teacher surveys and focus groups –Parent surveys and interviews

7. Final Data Evaluation MeasureTotalParticipants Observation: SOM50 32 Laptop/18 Non-Laptop Observation: SCU3330 Laptop/3 Non-Laptop Writing Test6432 Laptop/32 Non-Laptop Student Survey397Laptop Student Focus Group58Laptop Teacher Survey13Laptop Teacher Interview7Laptop Parent Survey187Laptop Parent Interview40Laptop

8. Instruments School Observation Measure (SOM © ) –Use/non-use of 24 instructional strategies e.g., direct instruction, performance assessment, work centers, team-teaching –60 minutes of observation about 4, 15-minute segments –1 SOM Data Summary form 4 segments summarized

9. Instruments Survey of Computer Use (SCU) –Completed if students were observed using the computer –Data collected: Technology Access Capacity Configuration Student computer activities Type of activity Tool used Overall meaningfulness

10. Instruments Extended Rubric –Completed if any of the following were observed: hands-on learning independent inquiry project-based learning student discussion cooperative learning higher-level questioning

11. Instruments Walled Lake Consolidated Schools (WLCS) Writing Test –Prompted essay writing Write a letter of introduction to his/her “new” teacher for next year. –Blind assessment WLCS Writing Scoring Guide Four-point rubric –Ideas and Content –Organization and Form –Style –Conventions

12. Method Surveys, Interviews, and Focus Groups –Primary Questions: Have the laptop computers: –Had a personal impact (increased skills – research, computer, learning)? –Impacted what happens in the classroom? What are the –Benefits –Difficulties –Ways to improve the program?

13. Results Observed vs. Not Observed

14. SOM Results Frequency of Observation 0= Not Observed, 4 = Extensively Observed ES = +2.29ES = +0.95ES = +0.89ES = +0.61

15. SOM Results Frequency of Observation 0= Not Observed, 4 = Extensively Observed ES = +0.64ES = +0.59

16. SCU Results Observation of Technology Skills* *Percent of observations with high-level skills observed Frequently or Extensively **p <.0001 ES = +2.99ES = +2.41ES = +2.86

17. SCU Results Observation of Computer Activities* *Percent of observations with activity observed Frequently or Extensively **p <.003 ES = +1.15

18. SCU Results Observation of Computer Activities* *Percent of observations with activity observed Frequently or Extensively **p <.021 ES = +0.85

19. SCU Results Observation of Computer Activities* *Percent of observations with activity observed Frequently or Extensively **p <.017 ES = +0.89

20. Writing Test Results Range 1 – 4; 4 = highest rating ES = +0.78ES = +0.75ES = +0.76ES = +0.61

21. In general~ Students felt positive that laptops: –Increased computer skills –Increased Internet research skills Students were less certain that laptops: –Increased their interest in learning –Made them want to get better grades –Improved their writing –Made it easier for them to work with other students Use of laptop at home –Over half used laptop/Internet for completing homework –More than half used laptop for “other things” »most frequently cited were email/chat and games. Laptop Student Survey Results

22. When asked ~ How well do you use the following software? Percent of “Very Well” responses: –Word-processing (84%) –Reference resources (71%) –Databases (66%) –E-mail (65%) Laptop Student Survey Results

23. When asked ~ What is the Best thing about having a laptop? helped them learn computer skills helped with school assignments provided access to the Internet helped the students become more organized What is the Hardest part of having the laptop? it was difficult to keep track of difficult to carry back and forth to school technical problems (e.g., freezes, charging, slow) using Microsoft Access lacking sufficient computer skills. Laptop Student Survey Results

24. Overall ~ Results show that students were: Highly appreciative of having laptop computers Used laptop for a variety of learning activities both at school and at home Were more likely to experience benefits for the development of specific technology skills than for increasing interest in school and grades Laptop Student Focus Group Results

25. Personal impact on Teachers ~ All (100%) reported increased: basic computer skills emphasis on higher-order learning use of project-based learning ability to integrate computers into lessons frequency of technology integration interactions with students and parents Laptop Teacher Survey Results

26. Impact on Students ~ All teachers (100%) believed –that the program increased student interest in learning and research skills. Over three-fourths –indicated that students’ performance/grades and ability to work with other students increased. About two-thirds –also felt that student writing skills had increased. Laptop Teacher Survey Results

27. When asked ~ What are the most beneficial aspects of the project? –Students were more engaged, motivated, use more problem-solving skills, etc. –Students have become leaders/teachers when normally they would not. –Improved student ability to synthesize. –Projects helped to teach student responsibility and consequences –Changed teaching practices Laptop Teacher Focus Group Results

28. When asked ~ What are the most difficult aspects of the project? Classroom mgmt. (guidelines for parents, monitoring student internet use, cheating) Technical problems (battery charging, printing, server) Lack of knowledge on how to meet state standards Assessment of performance

29. In General ~ Parent responses were positive: 58% reported that their children regularly used the laptop to complete school work at home. 45% reported comparable usage of the laptop for activities other than school work. 63% felt that the program increased their child’s interest in school Parent Survey Results

30. Parent Interview Results In General ~ Laptop Parent responses were positive: 85% indicated that the laptop had increased the child’s interest in learning. 70% indicated child was involved in more project- based learning 82.5% of parents attended laptop training Majority indicated their involvement with child’s homework had increased

31. Conclusions Research Question 1 Is teaching different in a laptop classroom? –Laptop students were taught differently Teachers incorporated technology to a much greater degree Teachers tended to employ more student-centered strategies. Overall, the Laptop classes were “busier” and more active learning environments.

32. Conclusions Research Question 2 Do students behave differently in a laptop classroom? –Laptop students were more active, autonomous, and collaborative in their classroom behaviors. –Cooperative learning was observed “frequently” or “extensively” in 35% of the Laptop classes but in only 11% of the Control classes. –Students frequently or extensively engaged in projects in 55% of the Laptop classes compared to only 17% of the Control classes.

33. Conclusions Research Question 3 Do students achieve differently in a laptop classroom? –Student achievement was assessed in terms of writing performance on a prompted essay. –Results significantly favored the Laptop group on all evaluation dimensions—Organization, Ideas, Style, and Conventions. –The differences across all dimensions reflected relatively strong advantages for the Laptop group.

34. Summary At this point, given the present data, we are most certain of one program result— Laptop students are much more fluent than other students with using the technology of the 21 st Century for: learning, research, and production. For them, computers are fully integrated with and a natural part of their educational experiences both at school and at home.