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

Freiman, Viktor; Beauchamp, Jacinthe; Blain, Sylvie; Lirette-Pitre, Nicole; Fournier, Hélène

doi:10.1016/j.sbspro.2010.03.929

NRC Publications Archive

DOI: Resolve DOI: http://dx.doi.org/10.1016/j.sbspro.2010.03.929

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

Author(s):

Search for Freiman, Viktor; Search for Beauchamp, Jacinthe; Search for Blain, Sylvie; Search for Lirette-Pitre, Nicole; Search for Fournier, Hélène

Affiliation:

National Research Council Canada (NRC-CNRC); NRC Institute for Information Technology

Language:

English

Type:

Article

Journal:

Procedia-Social and Behavioral Sciences

Volume:

Issue:

Date:

2010

Pages :

5686-5692

URL:

http://www.sciencedirect.com/science?_ob=ArticleListURL&_method=list&_ArticleListID=1340517882&view=c&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=635892a21f0851a4daa4b71a43a9a034

NPArC #:

15336799

Keywords:

individual laptops; science; mathematics; language arts; problem-based learning

Abstract:

A 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.

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