Laptops in school debate

The use of laptop computers in schools varies widely and generally falls into three categories. First, some schools provide faculty members with laptop computers in order to enhance classroom instruction. In such cases, teachers can use laptops to create multimedia presentations, have online access during class time, or network with each other through email, chat rooms, and other communication programs.

Second, mobile technology classroom programs aim to introduce many different technology-based support materials to assist teachers and students during class time. In mobile technology classrooms, portable "laptop stations" that can be transported between classrooms are always a feature.

Finally, laptop or "one-to-one" programs are initiatives to provide all students and faculty of a school or school district with laptop computers to enhance instruction. For example, many schools or districts have replaced traditional textbooks with laptops so that students can access online lesson plans, exams, and projects. In most cases, the schools have extensive wireless networks so that students and faculty can gain access from any area of the school. Schools that have initiated these programs are often referred to as "laptop schools."

There is relatively little debate about the first two types of programs; most of the discussion involves their cost. Laptop schools, however, are considered highly controversial for many reasons.

Supporters of laptop schools claim that online, computer-based instruction is the way of the future and that student performance is improved with the use of laptops rather than books. Most supporters also see one-to-one programs as a way of leveling the playing field between students who have access to technology and students who do not.

On the other hand, opponents of laptop schools feel that laptops are a distraction to students and that they are used for social, rather than academic purposes. Furthermore, critics argue that laptops in classrooms unnecessarily expose students to the dangers of the Internet. In addition, some schools have turned to major corporations for their computer equipment needs, and these "market one-to-one programs" are decried by many educators as advertising opportunities for the companies rather than education opportunities for students.

History

Personal computers were introduced in schools during the 1970s. Because computers at that time were large, bulky, and difficult to use, most schools had room for only a single machine, or a small group of computers for students. Computer use was considered an elective or extracurricular activity in the same vein as art, music, or other "non-essential" subjects.

As computers became smaller and more user-friendly, educators became interested in using computers as a part of basic instruction. Widespread use of the Internet also contributed to this trend: the Internet showed potential as a bank of easily accessible knowledge as well as an open forum for discussion of academic issues. In the late 1980s, the first technology classroom programs arose; and a few years later, mostly outside of the United States, the first laptop school programs began.

In the mid-1990s, a small number of school districts in the United States adopted laptop school programs; many more provided laptops for teachers and mobile technology classrooms. Educators and legislators saw the advantages of laptop-based instruction for students with various socio-economic backgrounds. Supporters of laptop schools also saw the programs as a way of teaching technological competency as well as literacy. Advocates felt that laptops offered students more opportunities to learn essential research skills in a more exciting environment and to create their own presentations and individualized educations.

Arizona and Maine became the models for laptop school programs. Most of Arizona and all of Maine provided laptops to their middle-school students and made efforts to train teachers to use the new technology. At the time, the United States was experiencing an economic boom, with technology companies such as Microsoft and Apple leading the way into what many felt was a new era of computer technology.

Problems arose almost immediately after these programs were implemented. Teachers who were unaccustomed to computers found them too difficult to use, or were resistant to incorporating computers into their traditional teaching methods.

By 2001, the technology boom had ended. Many school districts that had enjoyed years of economic prosperity found themselves unable to pay for costly laptop programs due to budget cuts. Schools that had once received grants from the government and technology corporations did not have those grants renewed, leaving school systems scrambling for money to maintain their programs. Some schools turned to market one-to-one programs, but this became problematic, as the schools in these programs were often limited to using the sponsoring company's learning materials, eliminating the flexible learning environment that laptops had once promised.

Laptop school programs also experienced serious setbacks when many parents complained that their children used their laptops for socializing rather than studying. The Internet provided students with many distractions from schoolwork—online chats, shopping, and other non-academic activities were cited. The Internet also proved dangerous for some children who were exposed to predators and inappropriate material when using their laptops. While schools could block websites and chat rooms on their own wireless networks, they could not control the students' access to inappropriate material at home. Many parents argued that the benefits of computer-based education did not outweigh the dangers or the cost to maintain the programs.

Laptop schools also faced logistical challenges. Laptop computers proved to be much more difficult to maintain and repair than desktop computers, and students were more likely to break them. Wireless technology also proved more difficult to maintain than other networks, fueling complaints about the cost of laptop schools.

Laptops in Schools Today

Most schools in the United States and abroad recognize the value of computers in academic instruction and try to at least provide computer access for their students and faculty. Mobile technology classrooms are not uncommon in wealthier school districts, though relatively few districts have adopted full-scale laptop programs. Teacher one-to-one programs are the most popular, as multimedia presentations have encouraged teachers to try more innovative and technology-based lessons. However, teachers cannot utilize the technology if they do not know how to do so. One of the biggest complaints by students is that teachers don't use the technology enough in the classroom. While making computers available to every student and every teacher is a positive advancement for schools, adequate training for instructors—as well as technological maintenance for every provided laptop—should also be part of the budgeted costs of a one-to-one program if success is the aim.

Some results from studies conducted in laptop schools have outlined the benefits and disadvantages of laptop-based instruction. A 2004 study of Maine's middle school one-to-one program showed that laptops have increased student interest in academic subjects because students feel more engaged. The quality of student work also rose, along with grades, especially those of disadvantaged and at-risk students. However, the use of laptops in schools has caused a decline in penmanship (handwriting), and laptop computers do not help students prepare for standardized tests. Overall, the Maine program has been considered a success

The Texas Center for Educational Research studied the impact of a laptop initiation in Texas middle schools in 2006. Their results were similar to those found in Maine. Student engagement in school increased. While actual "test scores" did not necessarily improve, David Warlick, teacher, administrator, and IT specialist, noted that test scores are an ineffective way to determine an academic initiative's success. He stated that,

Their [student] scores on their government tests do not increase dramatically, but the skills they are developing: to ask essential questions, research, evaluate, collaborate, process, mix and remix, and publish their findings—learning to be active learners in a rapidly changing world—these skills are not tested.

A few school districts abandoned their laptop school programs after objections from parents. For example, in Cobb County, Georgia, schools were forced to discontinue their programs when the tax proposal meant to fund it was defeated after a lawsuit by disgruntled parents.

The success of laptop schools seems to depend upon the financial state of the schools that use them, and how relevant the technology is to the students and teachers. In 2014, a computer science professor at Dartmouth further stoked the laptop debate when he posted an article on the New Yorker's website arguing in favor of banning the technology from classrooms due to students' inability to multitask. While their fate is uncertain, it is clear that the use of laptops in schools will continue in some form because of the benefits they provide.

In addition to laptops, Apple’s iPad, which was introduced on April 3, 2010, became a more common tool for the classroom in 2012. Part of the iPad’s appeal to students is its novelty; therefore, students are more motivated to learn on an iPad than a conventional computer. In fact, the majority of Maine schools switched to tablets such as the iPad in 2013.

Apple has specifically targeted the Educational market with its largest sales force in 2011 and 2012. The iPad 2, released in March, 2011, was less expensive at $399 than its predecessor, and therefore more attractive to schools. In January 2012, McGraw Hill Education, one of the leading global providers of educational materials, announced that they were partnering with Apple to facilitate the movement of textbooks to eBook formats, increasing the marketability of iPads in academia. Consequently, the prevalence of technology, such as the iPad, in the classroom is expected to increase concurrently with the rise of electronic textbooks in the upcoming decade.

Understanding the Discussion

Firewall: A barrier that protects a computer network from outside invasion. Laptop schools use firewalls to limit students' access to inappropriate material on the Internet.

Laptop Schools: Schools or school districts which have chosen to distribute laptop computers to all students and faculty instead of using traditional textbooks.

Market One-to-One Programs: One-to-one programs that are offered by a specific company. Corporations will sometimes donate equipment to schools in exchange for promoting the corporation's products and support materials in the classroom.

One-to-One Programs: These programs provide every student and every teacher with a laptop, and encourage computer-based instruction and research.

Bibliography

Bain, Alan and David Smith. "Technology Enabling School Reform" The Journal. Oct. 2000: 90. Print.

Chase, Jen. "Evolving toward Digital Instruction." District Administration Dec. 2012: 24–26. Print.

Cotten, Shelia R. "Using Affordable Technology to Decrease Digital Inequality." Information, Communication & Society. 14.4 (2011): 424–444. Print.

Davison, Ralph. "Is It Time to Go Wireless?" Independent School 60.2 (2001): 60. Print.

Edwards, Mark. "Our Digital Conversion." Education Digest Sept. 2012: 4–9. Print.

"Giving Up on Laptops." America 196.19 (2007): 4. Print.

Klieger, Aviva. "Integrating Laptop Computers into Classroom: Attitudes, Needs, and Professional Development of Science Teachers—A Case Study" Journal of Science Education & Technology. 19.2 (2010): 187–198. Print.

Lipponen, Lasse, et al. "Patterns of participation and discourse in elementary students' computer-supported collaborative learning." Learning & Instruction 13.5 (2003): 487. Print.

McLester, Susan. "One Tablet Per Child?" District Administration June 2012: 58–67. Print.

Mitra, Ananda, and Timothy Steffensmeier. "Changes in Student Attitudes and Student Computer Use in a Computer-Enriched Environment." Journal of Research on Computing in Education 32.3 (2000): 417. Print.

Murray, Kristen E. "Let Them Use Laptops: Debunking the Assumptions Underlying the Debate Over Laptops in the Classroom." Oklahoma City University Law Review. 36.1 (2011). 185–229. Print.

Philips, Matthew. "The Laptop Gets Booted." Newsweek 151.20 (2008): 10. Print.

Sande, Steven. “McGraw Hill VP bullish on $399 iPad 2 for students.” Tuaw. AOL, 13 Mar. 2012. Web. 3 Dec. 2014.

Satariano, Adam. “Apple Sees Schools Buoying Tablet Lead With IPad in Class.” Bloomberg. Bloomberg, 22 Oct. 2012. Web. 3 Dec. 2014.

Stoll, Michael. "Lessons on laptops." Christian Science Monitor 90.0 (1998): B1. Print.

Yu, Fu-Yun, and Hsin-Ju Jessy Yu. . "Incorporating e-mail into the learning process: its impact on student academic achievement and attitudes." Computers & Education 38.1–3 (2002): 117. Print.

Zehr, Mary Ann. "Laptops for All Doesn't Mean They're Always Used." Education Week 19.39 (2000): 1. Print.

These essays and any opinions, information or representations contained therein are the creation of the particular author and do not necessarily reflect the opinion of EBSCO Information Services.