Laptops and Tablets

Laptops and tablets are increasingly making their way into the classroom in order to achieve the optimum one-to-one student to computer ratio---- which is referred to as ?ubiquitous computing.? Though wireless laptops have been the tool that most schools have used to achieve this ratio, tablets have been considered, also. Tablets have several advantages over the traditional laptops. First, they can be loaded with the same software as laptops, but they also have ink-enabled applications. These ink-enabled applications allow the student to interact directly with the screen with a stylus. Students can practice handwriting and solve math problems, tasks which can be difficult to impossible using a traditional laptop. Tablets also provide teachers with some advantages. They can project and change material for a lesson and return to that same material the next day. Teachers also say that projecting material using the tablet keeps students attention, because they can highlight and circle information for the students to focus on. In addition, teachers can electronically access the students work, make comments and return it. Other advantages include a longer-life battery, the capability to view the screen in both landscape and portrait mode and they are lighter to carry. Disadvantages are that tablets are still more expensive that the traditional laptop and the screens may be hard to see for some users. After reviewing the Tablet Feature Chart in the article, Exploring Table PCS, I thought that the Gateway M273 had the best features for the price. The screen is large, 14:1, which should help with the display problem, has 1.6 GHz hard drive, a DVD/CD drive and is moderately priced at $1,799. (Godsall, 2005)

One-to-one or ubiquitous computing allows each student and teacher 24/7 access to computers and has been used to reduce inequities in access, raise student achievement, improve classroom culture, increase students? engagement, encourage more student centered instruction through differentiation and problem/project based learning, increase the economic competitiveness of the region (Maine) and to improve home school connections. The article, Lessons Learned About Providing Laptops for All Students, Learning, stressed the need for a methodical and comprehensive implementation of the   program and strong leadership if it is to be successful. I agreed with the authors that the leadership needed to be able to look at things through ?three different lenses: the lens of the curriculum and content; the lens of the culture of the building; and the lens of technical needs.? I also agreed with the authors that training and professional development was essential. I liked the idea of co-teaching which I have used for literacy training and think that would work well for technology integration as well. You can learn so much from just observing other teachers. I also think that teacher collaboration in creating technology rich lessons provides all teachers, no matter what level of expertise, support and encouragement and helps to build confidence.

I have used technology with a 5:1 ration and a 1:1 ratio and there is no doubt that 1:1 ratio makes a big difference on student achievement. All students are engaged, there are few behavior problems and more time for the teacher to work one on one with students. I think that most teachers would embrace the use of technology if given the opportunity to have a 1:1 ratio. The classroom management and equity issues with a   5:1 or even 3:1 ratio can be daunting. I thought that it was interesting that studies found that ?it is only when you implement one-to-one computing that the power happens.? Muir, 2004)

Posted at 03:49PM Jun 15, 2006 by LEOUSIS, REBECCA in General  |  Comments[0]