1. By: Jaqueline Lundie & Darren West EDIT 6900 Spring 2011

2.  Numerous studies have been conducted to evaluate the success of using laptops as an instructional tool.  Studies have suggested the following:  There is a link between using laptops as a teaching tool across instructional approaches  Increased enthusiasm for learning  Increased academic gains  Concerns:  Costs  Lack of statistical data in the form of test scores as supportive evidence.

3.  The purpose of this study will be to learn more about student engagement as it relates to technology within their learning environment. It will address the following questions:  To what extent does the increased implementation of technology, specifically laptops, affect students’ level of academic achievement and success?  How does the laptop usage affect the students’ level of engagement?

4.  Two sections of 7 th grade Language Arts classes will be selected to participant in this study.  Section one(7A) will use the laptops to view lessons, take quizzes and tests, and complete assignments  Section two (7B) will receive traditional instruction, (lecture, use textbooks, and paper/pencil tests and quizzes.

5.  Uses both qualitative and quantitative research methods.  Participants  One teacher and ten students from 7A and ten students from 7B Language Arts classes, which is a total of 21 participants.

6.  The following will be used to collect data:  Baseline survey  5-point Likert Scale  The above tools will be used to ask about their present perception of their learning and engagement within the school learning environment.  Participants will converse about the two learning designs: traditional approach and laptop/technology approach.

7.  How much do you use a laptop at school during a typical week?  Do not use a laptop  1-4 hours per week  5-10 hours a week  More than 10 hours per week  In which subjects do you use your laptop for class work or projects? (Check all that apply.)  None  Foreign Language  Math  Language Arts/English  Other________________  Did you have a computer at home before you got your laptop at school? _Yes _No  Do you have access to the Internet at home? _Yes _No  How do you rate your computer skills overall? (Check one.)  Beginner (I am just learning)  Intermediate (I am comfortable using a computer)  Advanced (I can help teach others)

8.  Studies are showing that computer mediated learning is more interactive, engaging, and effective for middle and secondary school learner than traditional approach.  Emerging technologies have a great impact on how today’s classes are conducted.  Instruction needs to provide students with the skills necessary to succeed as productive members of society.  Exploring and studying the impact of laptops in education has the potential to further the achievement and knowledge-base of today’s learners.  The purpose of this study is to assess the impact and overall effectiveness of computer mediated learning in classrooms.

9.  Carter, Kim (May 2001). “Laptop Lessons: Exploring the Promise of One-to-One Computing.” Technology & Learning ww.techlearning.com/db_area/archives?TL/200105/laptops.html  Fouts, Jeffrey (February 2000). Reasearch on Computer and Education: Past, Present, and Future. Prepared for the Bill & Melinda Gates Foundation. www.gatesfoundation.org/nr/www.gatesfoundation.org/nr/ downloads/ed/researchevaluation/ComputerResearchSummary.pdf  Gulek, J. C. & Demirtas, H. (2005). “Learning with technology: The impact of laptop use on Student achievement.” Journal of Technology, Learning, and Assessment, 3(2). www.jtla.org  Lane, Dawn M. (April 2003). The Maine Learning Technology Initiative: Impact on Students and Learning University of Southern Maine, Center for Education Policy, Applied Research, and Evaluation.  Lowther, D. I., Ross, S. M., & Morrison, G. M. (2003). “The influence on Teaching Strategie and Student Achievement of Using Laptops in the Classroom.” Educational Technology Research and Development, 51, 3, 23-44.  Maine Education Policy Research Institute (March 2003). The Maine Learning Technology Initiative: Teacher, Student, and School Perspectives, Mid-Year Evaluation Report. University of Southern Maine, Center for Education Policy, Applied Research, and Evaluation.

10.  Ray, Doris (August 2003). MSAD #4 PCHS Laptop Initiative Study Report. Prepared for Superintendent of Schools, MSAD 4,  Rockman et al (September 2000). A More Complex Picture: Laptop Use and Impact in the Context of Changing Home and School Access. San Francisco, CA. www. Microsoft.com/education/downloads/aal/research3report.doc  Russell, M., Bebell, D., & Higgins, J. (2004). “Laptop Learning: A comparison of teaching and learning in upper elementary classrooms equipped with shared carts of laptops and permanent 1:1 laptops.” Journal of Educational Computing Research, 30 (4), 313-330.  Sargent, Katherine I. (April 2003). The Maine Learning Technology Initiative: What is the Impact on Teacher Beliefs and Instructional Practices? University of Southern Maine, Center for Education Policy, Applied Research, and Evaluation.  Silvernail, David L. and Dawn M. Lane (February 2004). The Impact of Maine’s One-to-One Laptop Program on Middle School Teachers and Students: Phase One Summary Evidence. Maine Education Policy Research Institute, University of Southern Maine.  Stevenson, Kenneth R. (November 1998). Evaluation Report – Year 2: Schoolbook Laptop Project, Beaufort County School District, South Carolina. University of South Carolina, Department of Educational Leadership and Policies.