One-to-One Technology in K–12 Classrooms: A Review of the Literature From 2004 Through 2014

This literature review examined empirical research conducted between 2004 and 2014 regarding 1:1 technologies in K–12 educational settings. Our overarching research question was: What does research tell us about 1:1 technology in K–12 classrooms? We used the constant-comparative method to analyze, code, and induce themes from 46 relevant articles. Findings showed that the studies selected for analyses primarily concentrated on the following themes: effects on student achievement, changes to the classroom environment, classroom uses, effects on learner motivation and engagement, and challenges to classroom integration. In this article, we define each of these themes, describe the implications of the use of technologies on a 1:1 basis in classrooms, and offer suggestions for future research.     

A regression analysis of elementary students’ ICT usage vis-à-vis access to technology in Singapore

This paper explores the relationship among ICT infrastructure (i.e., computing devices and Internet), one-to-one computing program and student ICT activities in school. It also looks into the differences of how ICT is being used in the teaching of English, mathematics and science at the elementary school level in relation to the availability of computing devices, Internet connection and one-to-one program. A total of 360 Grade 5 students from three schools (120 students from each school) in the western part of Singapore participated in a questionnaire adapted from the Program for International Student Assessment (PISA) ICT Familiarity Component for Student Questionnaire regarding students’ ICT use. One of the participating schools has implemented a school-based one-to-one computing program for all its students for the past nine years, with the school providing the necessary computing devices for all its Grade 1 to 3 students and a student computer ownership program to encourage all its Grade 4 students to procure their own computing devices to be used till completion of elementary education at Grade 6. The regression analyses suggest that how ICT is being used plays a more significant role in predicting the frequency of ICT use for the various subject areas than ICT infrastructure and one-to-one computing program. Further analysis also reveals that one-to-one computing program and availability of computing devices have a significant interaction effect on the frequency of ICT usage for English but not for mathematics and science—the presence of computing devices seem to have an impact for the usage of ICT for English but not the other two subject areas. The findings concur with earlier studies that there are differences in frequency and how ICT is being used in the teaching of English, mathematics and science.     

一对一数字化学习研究的领域与趋势

在对MLTI项目、HSLI项目、FSD1:1项目、OLPC项目、CFF项目、TIP项目、"跨越式"项目、"手持式"项目、电子书包项目、TOTL项目、FTL项目等典型一对一数字化学习项目的介绍与梳理的基础上,文章归纳了当前八个主要的一对一数字化学习研究领域,包括:一对一数字化学习环境部署、整合技术的创新教学模式、基于生态视角的学校变革、面向过程的教师专业发展、一对一项目效益评估、学生21世纪技能提升、一对一网络班级文化管理、跨区域教育公平。整合技术的创新教学与效果评估将依然是未来一对一数字化学习研究的重点,研究将呈现个案化、微观化和过程化的发展趋势,并且教学创新问题、班级管理问题、学校变革问题、教师培训问题、效果评估问题等将全面纳入研究的视域当中。     

Exploring epistemological approaches and beliefs of middle school students in problem-based learning

Abstract

The authors investigated the influence of engaging in a problem-based learning unit on middle school students' epistemic beliefs, and how such students' epistemic beliefs and approaches to argumentation within and outside of their small groups related. Data sources include state science achievement test scores, epistemic beliefs pre- and posttests, videotaped class sessions, retrospective interviews, and pre- and post-cognitive interviews. Quantitative data were collected and analyzed from 59 students, while the qualitative subsample consisted of 15 students. Engaging in problem-based learning led to a significant effect on students' epistemic beliefs. The effect was of a large magnitude among high-achieving students, of a small magnitude among average-achieving students, and of a small negative magnitude among lower-achieving students. Students employed different approaches to generating and evaluating arguments in different ecosystems, including as small groups and in discussions with the teacher.     

Leading the Pack: Developing Empowering Responsible Use Policies

School leaders around the world navigate a learning environment where most students have (or soon will have) ubiquitous access to an Internet-connected device. As a result, districts have implemented acceptable use policies (AUPs) to address the ways that students are using those technologies. In this study, we analyzed the AUPs of 75 one-to-one computing school districts in one Midwestern state in the United States. We examined and coded each AUP and identified three major themes. Based on the findings from that analysis, a roadmap for creating a responsive and empowering responsible use policy (RUP) is proposed.     

Common Challenges and Experiences of School Districts That Are Implementing One-to-One Computing Initiatives

This article explores the implementation of various K–12 one-to-one computing initiatives to determine if patterns exist. These initiatives are funded in times of limited resources and constitute a serious investment in technology for the schools and districts adopting them. The goals of this study were to understand how and why one-to-one computing initiatives are being implemented, how these initiatives are funded and supported, and expectations or assumptions of stakeholders that are driving adoption of this type of technology. The results suggest that these school districts, and those like them, will face many challenges—some financial, some technical, and some procedural—as they work to integrate technology into instruction and assessment. Common themes or challenges identified from this work, and linked with previous research, include leadership and vision, funding, teacher professional development, and project evaluation.     

L-fuzzy权与L-fuzzy邻域算子

设X是集合,L是Hutton代数,FW(X,L)是X上的L-fuzzy的权的全体,FN(X,L)是X上的L-fuzzy领域算子的全体,文中给出了从FW(X,L)到FN(X,L)的一一对应12.     

雏议篮球运动过人技术(突破)

在CBA联赛中和CNBA联赛中采用1994—1998年新篮球规则,不准打联防只准打盯人,并延用6.25米三分区,这就给中国篮坛注入了新的生机。 为了适应新情况,各队必将在盯人防守和进攻盯人防守、运球、传球、远投上狠下功夫,特别对快速运球过人技术掌握与运用,将是衡量各队水平高低的主要标志之一。为此,本文就运球过人的地位、作用、具体的动作方法及应用中的实际问题,提出些浅见。     

基于CRM理论探讨大学管理学生方式

与众多的企业面临客户流失问题一样,大学也面临着生源流失的问题。很多大学将日趋激烈的生源竞争问题聚焦于学校办学质量的差异上,表现为各大学争夺各种排名次序来吸引更多的生源。然而,大学客户的最终价值并未体现出大学排名的效果,越来越多的学生毕业后失业。大学应该致力于优质的学生管理,提高学生满意度和毕业生价值,通过与学生建立良好关系获得长远发展。