Evolving pedagological perceptions of teachers integrating ubiquitous computing in their classrooms: A case study of the South Dakota laptop program
With technology changing the world at a rapid rate, the impact of ubiquitous computing in the classroom has had an influence on education. As the number of one-to-one laptop initiatives grows, the need for further research on the effects of teaching and learning also increases. This case study sought to examine changes in teaching that resulted from the implementation of a one-to-one laptop initiative involving the South Dakota Classroom Connections project. The multi-site study interviewed teachers and administrators involved in the program.
From these interviews several conclusions were drawn from the findings. Among them are that teaching strategies evolve as teachers continue to use laptops and that teaching practices become more constructivist in a one-to-one environment. The study supported the current research that professional development is essential to successfully implementing a one-to-one initiative. The research found that certain aspects of student learning are enhanced with laptops including students being more engaged, motivated, and organized. Teachers reported that students research, write, and communicate more with laptops. The notion of lesson adaptability also emerged from the study. Teachers discussed how increased access to the Internet enabled them to immediately adapt their lessons to the students' questions making learning more relevant. Finally, evidence from this study also suggests laptops enhance 21st century skills.