Here are some of the key ideas:
- ... the Liverpool Central School District, just outside Syracuse, has decided to phase out laptops starting this fall, joining a handful of other schools around the country that adopted one-to-one computing programs and are now abandoning them as educationally empty —
- “After seven years, there was literally no evidence it had any impact on student achievement — none,” said Mark Lawson, the school board president here in Liverpool, one of the first districts in New York State to experiment with putting technology directly into students’ hands. “The teachers were telling us when there’s a one-to-one relationship between the student and the laptop, the box gets in the way. It’s a distraction to the educational process.”
Yet school officials here and in several other places said laptops had been abused by students, did not fit into lesson plans, and showed little, if any, measurable effect on grades and test scores at a time of increased pressure to meet state standards. Districts have dropped laptop programs after resistance from teachers, logistical and technical problems, and escalating maintenance costs.
Such disappointments are the latest example of how technology is often embraced by philanthropists and political leaders as a quick fix, only to leave teachers flummoxed about how best to integrate the new gadgets into curriculums. Last month, the United States Department of Education released a study showing no difference in academic achievement between students who used educational software programs for math and reading and those who did not.
Many school administrators and teachers say laptops in the classroom have motivated even reluctant students to learn, resulting in higher attendance and lower detention and dropout rates. But it is less clear whether one-to-one computing has improved academic performance — as measured through standardized test scores and grades — because the programs are still new, and most schools have lacked the money and resources to evaluate them rigorously.
Take a look at that last sentence of the quote..... no money or resources to evaluate the initiatives rigorously. No wonder there's no good data out there to show the true gains that technology can make when it's planned for prior to dumping all these new tools on teachers and students and when it is used effectively.
Although 1:1 initiatives are expensive, the cost of implementing them half-heartedly and watching them fail is far more expensive. Let's face it: technology is not going to curl up and go away because our K-12 schools weren't about to find a way to embrace it. Technology is here to stay and it is changing every aspect of life.
- But Mr. Warschauer, who supports laptop programs, said schools like Liverpool might be giving up too soon because it takes time to train teachers to use the new technology and integrate it into their classes. For instance, he pointed to students at a middle school in Yarmouth, Me., who used their laptops to create a Spanish book for poor children in Guatemala and debate Supreme Court cases found online.
“Where laptops and Internet use make a difference are in innovation, creativity, autonomy and independent research,” he said. “If the goal is to get kids up to basic standard levels, then maybe laptops are not the tool. But if the goal is to create the George Lucas and Steve Jobs of the future, then laptops are extremely useful.”