Susan Moore May 28, 2013 AEET 780
Critique 2 Storz, M. G., & Hoffman, A. R. (2013).
Examining Response to a One-to-One Computer Initiative: Student and Teacher Voices. RMLE Online: Research In Middle Level Education, 36(6). Retrieved from http://www.eric.ed.gov/PDFS/EJ995733.pdf Introduction Examining Response to a One-to-One Computer Initiative: Student and Teacher Voices is an article that presents the findings of a study conducted by researchers at John Carroll University. The purpose of this study was to determine the effectiveness of the One-to-One Initiative in terms of student learning and teacher’s instructional strategies based on the voice of both students and teachers. The One-to-One Initiative is a movement that allots enough mobile devices, such as laptops, in each classroom so that each student has his/her own. The study took place at a middle school (grades 6-8) located in an urban district. This specific school had a range of ethnicities, and had not met Adequate Yearly Progress for the past three years. All students in eighth grade were invited to participate in the study, as the researchers sought diversity. However, only approximately half of these students returned consent forms. Fortunately, teachers reviewed those who were participating and claimed that this selection of the eighth grade body accurately represented a balanced perspective of the entire grade in terms of personalities and abilities. The study was driven based on interview solely. Teachers and students were interviewed prior to beginning the one-to-one computing initiative, and then a follow-up interview was conducted two months after utilizing laptops for two months in a 1:1 ratio. During these two months students used the laptops both in class and at home, and to perform a variety of tasks, including chatting, research, and presentation creations. The results of this study produced an abundance of mixed results. Being so early in the process of utilizing laptops more regularly, there were a variety of pros and cons outlined. On a positive note, it was obvious that the use of technology enabled the use of innovative and engaging instructional approaches. Learning also became more self-directed, and communication among peers as well as student/teacher was enhanced. Based on the results of the surveys, students felt as though they had more choices, and many of the activities and tasks they completed on the laptops were more fun because they felt like games. Creativity was also encouraged, and students were much more attentive at the task at hand without being distracted by others in the room. Students learned research tools and methods, while remaining positive and looking forward to completing assignments. It was also easier for students to turn in assignments via DropBox, instead of having to remember to come in to turn a project in on time. However, the multitude of benefits is accompanied by quite a few disadvantages as well. For one, the freedom and excitement that comes along with laptops can easily distract a
student and turn into off-task behavior. On the same note, while communication is better, messaging programs are also being used during class at inappropriate times. Also, with an increased amount of independent work, it presents a challenge for teachers to keep track of each student, and could take longer to plan out the management. While a majority of students claim to like using laptops in the class, some believe that the laptops have made students lazier, as everything is now available at the push of a button. Some students and teachers are also noticing that some work is of less quality. The researchers acknowledge that this study’s main limitation is the fact that the study was conducted extremely early in the One-to-One Initiative. According to the article, “further research is needed to explore the effects of such an initiative on the achievement of the students.” The authors admit that these interviews were conducted early and therefore cannot comment on the academic achievement results. It would be interesting to compare the results from this study with additional data acquired later in the process. I would like to compare these voice responses with actual, anecdotal data that breaks down the specific usage of the devices, as well as assess this data with information associated with the academic progress of these students. Further data collections could be conducted every two months, until data begins to develop a constant pattern. No apparent implications are stated in this article, as the researcher desires more research to be done first before affirming that the One-to-One Initiative is completely effective. Critique The abstract and other beginning parts of this research article are organized in a somewhat confusing fashion. The abstract not only states the purpose of this study, but also includes some past research and literature reviews that examines the same content. Because of this, it is confusing to determine what information was determined from this study, and what information is related to past research. However, towards the end of the article, it does state that the authors conducted this study because they were interested in hearing the students’ candid views and teachers’ perceptions both before and after the One-to-One Initiative was introduced at their school. There are helpful subheadings throughout the article, but it tends to switch back and forth between the current study and past findings, probably due to comparisons and contrasts. However, a copious amount of past research and literature is mentioned throughout the article, which is beneficial in supporting the decision to conduct the study. There is a section of the article that explains the theoretical framework behind the One-to-One Initiative, which helps the reader better understand not only the study, but also the logistics behind the initiative and the desired outcomes. The writing itself is easy and accessible to all users. However, instead of solely stating the responses of the students and teachers, it would have been advantageous if the authors had included tables or graphs to display the results in a more visual fashion. By the end of the report, the reader has had the opportunity to read a multitude of positive and negative effects of the One-to-One Initiative in the early stages in terms of personal opinions from both students and teachers. The article never states a clear conclusion of
whether the One-to-One Initiative should definitely be implemented or not. It does, however, acknowledge that more research should be conducted later on in the initiative for a more accurate measure of its effectiveness. Also, a negative aspect of this study is that the data it presents is based on surveys only. This is all qualitative data that is subjective based on each participant. For a true measure of the initiative’s effectiveness, one must also take up a variety of types of data, and examine more than just the opinions of those who participated. There needs to be a way to measure the effectiveness in a more objective fashion. As I begin to explore the Common Core State Standards (CCSS) and attempt to find a correlation with technology in the classroom, it is clear that the One-to-One Initiative would be supported by the CCSS. CCSS claims to root itself in the importance of research and nonfiction text, as well as “require students to present complex information, ideas, and evidence through listening and speaking as well as through media.” In addition, the importance of engagement and “digging deeper” into each subject matter can be achieved through the use of personal laptops and other mobile devices, and students are able to explore on their own. (“Implementing,” 2012) Conclusion
This study was interesting to read as I was able to acquire information from real participants in the One-to-One Initiative. On one hand, it was refreshing to hear the responses from real students and teachers, yet on the other hand I feel that this data is not fully valid without being supported with real “number” data behind it. The information gathered from the students was perhaps the most interesting and useful to me. Without students being fully on board, it is difficult for an initiative to live up to it’s full potential. It taught me how to use the iPads I currently have in my classroom, or perhaps how not to use these devices (don’t exhaust the students solely with projects and presentations). It was also noteworthy to note that the teaching styles of teachers changed after the implementation of the initiative. This change is expected, as there was less wholeclass, lecture-format instruction and more small-group and individualized instruction – any teacher’s dream. As previously mentioned, further research needs to be conducted at later periods in the initiative. Surveys may continue to be used, however other data collection methods should also take place. I would be very interested to read the findings on later data retrieval. These findings are rather limiting for my current situation, as I only have access to 5 mobile devices in my classroom. However if my school system continues in the pattern that it is currently following, it will not be long before each elementary teacher will indeed have a class set. I would be willing to record my own data after beginning this initiative, as I believe a majority of the benefits outweigh the possible detriments.
References Implementing the Common Core State Standards. (2012). Common Core State Standards Initiative. Retrieved May 22, 2013, from http://www.corestandards.org/resources/ key-points-in-english-language-arts.