Does one-to-one access to laptops improve learning : Lessons from New Brunswick’s individual laptop school initiative

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DOIResolve DOI: http://doi.org/10.1016/j.sbspro.2010.03.929
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TypeArticle
Journal titleProcedia-Social and Behavioral Sciences
Volume2
Issue2
Pages56865692; # of pages: 7
Subjectindividual laptops; science; mathematics; language arts; problem-based learning
AbstractA two-year study on the use of laptop computers by New Brunswick (Canada) grade 7-8 francophone students aimed to better understand the impact of laptops on learning. Two problem-based learning (PBL) interdisciplinary scenarios (math, science, language arts) were implemented in eight experimental classes to measure students’ learning process, particularly in terms of their ability to scientifically investigate complex problems, to reason mathematically, and to communicate. Based on our findings, we argue that laptops in themselves may not automatically lead to better results on standardized tests, but rather create opportunities for more open-ended, constructive, collaborative, reflective, and cognitively rich learning tasks.
Publication date
LanguageEnglish
AffiliationNational Research Council Canada (NRC-CNRC); NRC Institute for Information Technology
Peer reviewedYes
NPARC number15336799
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Record identifier6124510c-3602-4b2e-a0da-e6777b376b0e
Record created2010-06-10
Record modified2016-05-09
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