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February 1, 2006 The Impact of Maine's One-to-One Laptop Program on Middle School Teachers and Students This
report presents some of the most noticeable evidence from the Phase One
evaluation of Maine Learning Technology Initiative. It presents
evidence on both the use and impacts of the laptop technology on
teachers and students. The initial
phase of the Maine Learning Technology Initiative (2002-2004) has
provided all 7th and 8th grade students and their teachers with laptop
computers, and provided schools and teachers technical assistance and
professional development for integrating laptop technology into their
curriculum and instruction.
Evaluation evidence collected and analyzed during this initial phase indicates:
Teachers are using the laptops in a variety of ways, and most
often in developing instructional materials, conducting research
related to instruction, and communicating with colleagues.
Teacher usage is 20 to 30% higher for teachers with more
advanced technology skills, and higher for teachers who have
participated in four or more professional development activities.
Students report using the laptops most frequently in finding
information (90%), organizing information (63%), and taking class notes (57%).
Student usage of the laptops for completing class work is higher for students who may take the laptops home.
Over 70% of the teachers surveyed reported that the laptops
helped them to more effectively meet their curriculum goals, and
individualize their curriculum to meet particular student needs.
Over 75% of the teachers reported that having the laptops
helped them better meet Maine's statewide learning standards, the
Learning Results.
More than 4 out of 5 teachers surveyed reported that students
are more engaged in their learning, more actively involved in their own
learning, and produce better quality work.
More than 70% of the students surveyed reported that the
laptops helped them to be better organized, to get their work done more
quickly, and with better quality.
Teachers reported that all types of students are more engaged
in their learning and more motivated to learn, particularly at-risk and
special needs children.
A sample of ninth grade students who no longer have laptops
reported that they get less work done without the laptops, and the
quality of their work has declined without the laptops.
Teachers and principals reported considerable anecdotal
evidence that the laptops have had a very positive impact on student
attendance, behavior, and achievement, although concrete evidence is
still sparse.
Teachers reported that the greatest obstacles in integrating
the laptop technology more into their curriculum and instruction are
the lack of technical support, the lack of more professional
development opportunities, and the lack of time.
Some teachers, students, and principals still report
continuing problems with the technology, but these problems appear to
have declined substantially after the first few months of the program.
Superintendents reported some increases in costs with implementation of the laptops.
In summary, the evidence collected for this evaluation indicates that a
large majority of Maine's middle schools have successfully implemented
the one-to-one laptop program, and there is already substantial
self-reported evidence that student learning has increased and
improved. Additional research needs to be conducted in the coming years
to document and understand the long-term impacts of the laptop
initiative on teachers and teaching, students and learning, and on
schools.
To read the entire report, click here.
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