Laptop Computers in the Elementary Classrooms: Authentic instruction with at-risk students

Kemker, K., Barron, A.E., and Harmes, J.C. (2007). Laptop Computers in the Elementary Classrooms: Authentic instruction with at-risk students. Educational Media International, 44, 305-321.

This case study investigated the integration of laptop computers into an elementary classroom in a low socioeconomic status (SES) school. The study was brought about after past researchers found that the curriculum offered to students from families with low-SES was often lacking in cognitively rich tasks that require critical thinking skills, and others found the astronomical disparity in use of computers between low-SES and high-SES students. The school that was selected held Title I status—74% of the students qualified for free and reduced lunch. The composition of ethnic groups in the student population was 21% African-American, 10% Asian/Pacific Islander, 10% Hispanic, 3% Multiracial and 56% Caucasian. There were a total of 26 students in this third grade classroom. Of this group, 12 were males and 14 werefemales. While the majority of students came from low socioeconomic backgrounds, several students in the targeted classroom also had additional challenges including 3 with specific learning disabilities, 3 more with deficits in reading, writing, or math, and 5 English language learners.

Each student was given his own laptop for use in authentic learning tasks, a lesson plan for the year was prearranged for the teacher and focused on these tasks. A mixed methods approach included classroom observations (6-8 hours a week for two years), interviews with the teacher, interviews with the students, and analysis of student projects. The results provide insight regarding the benefits and challenges of integrating wireless technology in an elementary classroom with at-risk students. Through classroom observations, researchers found the students to be using the computers as tools to learning, just like a pen or a pencil, and not depend on them as was one of their worries before starting the case study. Students respected the computers and no mal-treatment was recorded. Researchers also observed a positive change in classroom management and students working together whenever computer problems arose. Using the technology became second nature to the students within a month. From the teacher’s interview, researchers recorded that the technology helped her stay organized as she kept students digital work in one central location. She also noted that she felt better about the environment. The only negative thing she expressed was that parents wished their students brought more work home to show them what they’d done in school. The student interviews yielded positive results as well. Students enjoyed the projects and remarked that they didn’t feel like they were learning all year but just having fun. However, their test scores drastically improved.

I am a definite proponent of technology in the classroom. I enjoyed this article, and could have kept writing pages about it. I wanted to be brief so didn’t go into detail on the exact projects that the students did but they were great, and students seemed engaged and eager to learn which is of course, one of my main goals as a teacher. The other thing I absolutely loved is that the researchers went above and beyond by making a website called ‘No Strings Attached’, which contains dozens of sample lessons and offers practical classroom ideas, training tips and reflections by teachers and students. If only these schools could actually afford individual laptops for students. Another issue I had was that the researchers had a complicated way of determining if student’s work showed improvement, I was definitely not able to summarize it for you!