What does a one-to-one laptop environment look like?

Well ... what does a one-to-one laptop classroom environment ‘look’ like? And, how can we support teachers facing this reality?

What do we know from the numerous one-to-one computing initiatives that have been running in the US since 1994?

Here is a selection of some readings to give you a sense of where the thinking currently lies:

· Implementation and effects of one-to-one computing initiatives: a research synthesis – this paper synthesises findings from a number of studies into the impact of one-to-one laptop initiatives. Students in these programs often improve their technology literacy and skills in the use of word processing tools (explains the other studies that find that students length and quality of writing improves). It isn’t clear yet as to the effects of student attainment. We probably need to be very clear about the goals of the implementation and methods to monitor the effects to get really good data about this. This paper does provide some ‘pieces of the jigsaw’ and as usual, there is a need for more research!

· Fostering girls’ computer literacy through laptop learning – can mobile computers help to level out gender difference? – this study found that students using laptops outperformed those from non-laptop classes having a significant effect on students computer literacy – in particular, their knowledge about hardware and software, and the use of the internet for retrieval of information and for communication. There was no difference found between girls and boys. Why? No doubt more research into impact of self-confidence for girls

· Teachers learning to use technology within the context of a laptop learning initiative: the interplay of personal histories, social dynamics an institutional culture – this paper outlines the challenges for a teacher facing the prospect of a laptop program: developing a working technological literacy, understand how computers can facilitate curriculum, managing the classroom environment and imagining how these tools can transform the teaching and learning environment. Quite an interesting discussion around how influences of socio-cultural factors impact on teachers participation in laptop programs.

· Anytime, anywhere learning final evaluation report of the laptop program: year 3 – this is the final report on the implementation of a laptop program in Michigan. They found that students increased their use of computers as learning tools, they improved their ICT skills and computer work became meaningfully integrated into curriculum. Also their findings suggest improved writing and problem-solving skills.

· The laptops are coming! The laptops are coming! – this is a short article by a teacher who reflects on what she has learnt after one year in a laptop program. She provides an interesting list of questions that she would have liked to have asked at the start.

Using the web's connectivity potential

Are you creating documents with several contributers? Do you find that you have a problem with version control? Try Google docs - you have only one version and you can invite as many people as you like to contribute. This short video by Common craft shows you how.

The latest video to be doing the conference rounds is on by Professor Michael Wesch. It is a four-minute guide to web 2.0 (a term which is fast losing its currency, like cloud computing - these terms are becoming meaningless). However, it is a good visual of some of the potential of the web environment.

Have you visited slideshare.net? People post their slideshow presentations no audio but even so some very interesting (and also very strange! but that's the web) stuff. George Siemens has posted some thought provoking presentations, e.g. Rethinking teacher: networks and social connections.