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

 
 
Affiliation:
National Research Council Canada (NRC-CNRC); NRC Institute for Information Technology
Language:
English
Type:
Article
Published in:
Procedia-Social and Behavioral Sciences
Date:
2010
Pages :
5686-5692
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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