Models 1:1 in education. International practices, comparative evidences and policy implications
DOI:
https://doi.org/10.35362/rie560513Keywords:
educational policies; digital break; educative innovation; program evaluationAbstract
During the last decade, increasingly more public and private actors, in both developed or developing countries, have supported initiatives 1:1 in education (a computer for each student). This initiatives represent a qualitative leap from the prior educative experiences with the information and communication technologies (TIC), because each child has access to a personal device, normally portable, mini laptops or mobile devices. The document tries to systematize the most outstanding evidence about such initiatives from the official web sites, program evaluations and academic meta-evaluations. Includes information about the expectations of these policies, the designs of the programs and the challenges for an effective implementation of the model 1:1. Due to the limited evidence available, the document emphasizes some doubts, without response, about effectiveness-cost and educational impacts that these programs have in education.
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References
BEBELL, D. (2005). Technology Promoting Student Excellence: An Investigation of the First Year of 1:1 Computing in New Hampshire Middle Schools. Disponible en: http://escholarship.bc.edu/intasc/32.
BEBELL, D. y KAY, R. (2010). «One to One Computing: A Summary of the Quantitative Results from the Berkshire Wireless Learning Initiative». Journal of Technology, Learning, and Assessment (JTLA), vol. 9, n.º 2.
BEBELL, D. y O’DWYER, M. (2010). «Educational Outcomes and Research from 1:1 Computing Settings». Journal of Technology, Learning, and Assessment, vol. 9, n.º 1. Disponible en: www.eric.ed.gov/PDFS/EJ873675.pdf.
DRAYTON, B. y OTROS (2010). «After Installation: Ubiquitous Computing and High School Science in Three Experienced, High-Technology Schools». Journal of Technology, Learning, and Assessment, vol. 9, n.º 3. Disponible en: www.eric.ed.gov/PDFS/EJ873677.pdf.
DUNLEAVY, M., DEXTER, S. y HEINECKE, W. F. (2007). «What Added Value Does A 1:1 Student to Laptop Ratio Bring to Technology-Supported Teaching and Learning?» Journal of Computer Assisted Learning, vol. 23, n.º 5, pp. 440-452.
FAIRMAN, J. (2004). Trading Roles: Teachers and Students Learn with Technology. Orono, ME: Maine Education Policy Research Institute, University of Maine Office.
FRANK, K. A., ZHAO, Y. y BORMAN, K. (2004). «Social Capital and the Diffusion of Innovations within Organizations: The Case of Computer Technology in Schools». Sociology of Education, vol. 77, n.º 2, pp. 148-171.
GULEK, J. C. y DEMIRTAS, H. (2005). «Learning with Technology: The Impact of Laptop Use on Student Achievement». The Journal of Technology, Learning, and Assessment, vol. 3, n.º 2. Disponible en: http://escholarship.bc.edu/jtla/vol3/2.
HARRIS, W. J. y SMITH, L. (2004). Laptop Use By Seventh Grade Students with Disabilities: Perceptions of Special Education Teachers. Orono, ME: Maine Education Policy Research Institute, University of Maine Office.
KANAYA, T., LIGHT, D. y MC MILLAN CULP, K. M. (2005). «Factors Influencing Outcomes from a Technology Focused Professional Development Program». Journal of Research on Technology in Education, vol. 37, n.º 2, pp. 313-329. Disponible en: www.eric.ed.gov/PDFS/EJ690974.pdf.
LEI, J., CONWAY, P. y ZHAO, Y. (2007). The Digital Pencil: One-to-One Computing for Children. Londres y Nueva York: Lawrence Erlbaum Associates.
LEI, J. y ZHAO, Y. (2008). «One-To-One Computing: What Does It Bring to Schools?» Journal of Educational Computing Research, vol. 39, n.º 2, pp. 97-122.
LIGHT, D., MCDERMOTT, M. y HONEY, M. (2002). Project Hiller: The Impact of Ubiquitous Portable Technology on an Urban School. Nueva York: Center for Children and Technology, Education Development Center.
LOWTHER, D. L., ROSS, S. M. y MORRISON, G. R. (2001). «Evaluation of a Laptop Program: Successes and Recommendations». Documento presentado en la National Education Computing Conference, Chicago, IL.
MAINE EDUCATION POLICY RESEARCH INSTITUTE, SILVERNAIL, D. L. y HARRIS, W. J. (2003). The Maine Learning Technology Initiative Teacher, Student, and School Perspectives: Mid-Year Evaluation Report. Portland, ME: Maine Education Policy Research Institute, University of Southern Maine. Disponible en: http://maine.gov/mlti/articles/research/Mid-Year%20Evaluation2003.pdf.
NUGROHO, D. y LONDSDAL, M. (2009). Evaluation of OLPC Programs Globally: A Literature Review. Australian Council for Educational Research.
ORGANIZACIÓN PARA LA COOPERACIÓN Y EL DESARROLLO ECONÓMICOS (OCDE) (2009). Beyond the Textbooks. Digital Learning Resources as Systemic Innovation in the Nordic Countries. París: OCDE/Center for Educational Research and Innovation (CERI).
ORGANIZACIÓN PARA LA COOPERACIÓN Y EL DESARROLLO ECONÓMICOS (OCDE) (2010). Are the New Millennium Learners Making the Grade? Technology Use and Educational Performance in PISA 2006. París: OCDE/CERI.
PENUEL, W. R. (2006). «Implementation and Effects of One-to-One Computing Initiatives: A Research Synthesis». Journal of Research on Technology in Education, vol. 38, n.º 3, pp. 329-348.
PENUEL, W. R. y OTROS (2001). Using Technology to Enhance Connections between Home and School: A Research Synthesis. Menlo Park, CA: SRI International.
ROCKMAN y OTROS (2004). Kamehameha Schools Maui Laptop Project: Findings from Classroom Observations and Teacher Interviews. Disponible en: www.rockman.com/projects/129.pase.maui/maui_laptop1_final.pdf.
ROSCHELLE, J. (2003). «Keynote Paper: Unlocking the Learning Value Of Wireless Mobile Devices». Journal of Computer Assisted Learning, vol. 19, n.º 3, pp. 260-272.
ROSS, S. M. y STRAHL, J. D. (2005). Evaluation of Michigan’s Freedom to Learn Program. Disponible en: www.techlearning.com/techlearning/events/techforum06/LeslieWilson_MI_Evaluation_Brief.pdf.
RUSSELL, M., BEBELL, D. y HIGGINS, J. (2004). Laptop Learning: A Comparison of Teaching and Learning in Upper Elementary Classrooms Equipped with Shared Carts of Laptops and Permanent 1:1 Laptops. Boston, MA: Technology and Assessment Study Collaborative, Boston College. Disponible en: www.bc.edu/research/intasc/PDF/Andover1to1.pdf.
SCHAUMBURG, H. (2001). «Fostering Girls’ Computer Literacy through Laptop Learning. Can Mobile Computers Help to Level Out the Gender Difference?» Documento presentado en la National Educational Computing Conference, Chicago, IL. Disponible en: www.notesys.com/Copies/necc01.pdf.
SHAPLEY, K. S. y OTROS (2010). «Evaluating the Implementation Fidelity of Technology Immersion and its Relationship with Student Achievement». Journal of Technology, Learning, and Assessment, vol. 9, n.º 4.
SILVERNAIL, D. L. y LANE, D. M. M. (2004). The Impact of Maine’s One-to-One Laptop Program on Middle School Teachers and Students: Phase One Summary Evidence. Portland, ME: Maine Education Policy Research Institute, University of Southern Maine. Disponible en: www.bryan.k12.oh.us/Forms/MLTIPhaseOne.pdf.
SUHR, K. A. y OTROS (2010). «Laptops and Fourth-Grade Literacy: Assisting the Jump over the Fourth-Grade Slump». Journal of Technology, Learning, and Assessment, vol. 9, n.º 5.
TRIMMEL, M. y BACHMANN, J. (2004). «Cognitive, Social, Motivational and Health Aspects of Students in Laptop Classrooms». Journal of Computer Assisted Learning, vol. 20, n.º 2, pp. 151-158.
WARSCHAUER, M. (2006). Laptops and Literacy: Learning in the Wireless Classroom. Nueva York: Teacher s College Press.
WESTON, M. y BAIN, A. (2010). «The End of Techno-Critique: The Naked Truth about 1:1 Laptop Initiatives and Educational Change». Journal of Technology, Learning, and Assessment, vol. 9, n.º 6.
WINDSCHITL, M. y SAHL, K. (2002). «Tracing Teachers’ Use of Technology in a Laptop Computer School: The Interplay of Teacher Beliefs, Social Dynamics, and Institutional Culture». American Educational Research Journal, vol. 39, n.º 1, 165-205.
ZUCKER, A. A. y MCGHEE, R. (2005). A Study of One-to-One Computer Use in Mathematics and Science Instruction at the Secondary Level in Henrico County Public Schools. Arlington, VA: SRI International. Disponible en: www.ubiqcomputing.org/FinalReport.pdf.
ZUCKER, A. A. y LIGHT, D. (2009). «Laptop Programs for Students». Science, vol. 323, nº. 5.910, pp. 82-85.
BEBELL, D. y KAY, R. (2010). «One to One Computing: A Summary of the Quantitative Results from the Berkshire Wireless Learning Initiative». Journal of Technology, Learning, and Assessment (JTLA), vol. 9, n.º 2.
BEBELL, D. y O’DWYER, M. (2010). «Educational Outcomes and Research from 1:1 Computing Settings». Journal of Technology, Learning, and Assessment, vol. 9, n.º 1. Disponible en: www.eric.ed.gov/PDFS/EJ873675.pdf.
DRAYTON, B. y OTROS (2010). «After Installation: Ubiquitous Computing and High School Science in Three Experienced, High-Technology Schools». Journal of Technology, Learning, and Assessment, vol. 9, n.º 3. Disponible en: www.eric.ed.gov/PDFS/EJ873677.pdf.
DUNLEAVY, M., DEXTER, S. y HEINECKE, W. F. (2007). «What Added Value Does A 1:1 Student to Laptop Ratio Bring to Technology-Supported Teaching and Learning?» Journal of Computer Assisted Learning, vol. 23, n.º 5, pp. 440-452.
FAIRMAN, J. (2004). Trading Roles: Teachers and Students Learn with Technology. Orono, ME: Maine Education Policy Research Institute, University of Maine Office.
FRANK, K. A., ZHAO, Y. y BORMAN, K. (2004). «Social Capital and the Diffusion of Innovations within Organizations: The Case of Computer Technology in Schools». Sociology of Education, vol. 77, n.º 2, pp. 148-171.
GULEK, J. C. y DEMIRTAS, H. (2005). «Learning with Technology: The Impact of Laptop Use on Student Achievement». The Journal of Technology, Learning, and Assessment, vol. 3, n.º 2. Disponible en: http://escholarship.bc.edu/jtla/vol3/2.
HARRIS, W. J. y SMITH, L. (2004). Laptop Use By Seventh Grade Students with Disabilities: Perceptions of Special Education Teachers. Orono, ME: Maine Education Policy Research Institute, University of Maine Office.
KANAYA, T., LIGHT, D. y MC MILLAN CULP, K. M. (2005). «Factors Influencing Outcomes from a Technology Focused Professional Development Program». Journal of Research on Technology in Education, vol. 37, n.º 2, pp. 313-329. Disponible en: www.eric.ed.gov/PDFS/EJ690974.pdf.
LEI, J., CONWAY, P. y ZHAO, Y. (2007). The Digital Pencil: One-to-One Computing for Children. Londres y Nueva York: Lawrence Erlbaum Associates.
LEI, J. y ZHAO, Y. (2008). «One-To-One Computing: What Does It Bring to Schools?» Journal of Educational Computing Research, vol. 39, n.º 2, pp. 97-122.
LIGHT, D., MCDERMOTT, M. y HONEY, M. (2002). Project Hiller: The Impact of Ubiquitous Portable Technology on an Urban School. Nueva York: Center for Children and Technology, Education Development Center.
LOWTHER, D. L., ROSS, S. M. y MORRISON, G. R. (2001). «Evaluation of a Laptop Program: Successes and Recommendations». Documento presentado en la National Education Computing Conference, Chicago, IL.
MAINE EDUCATION POLICY RESEARCH INSTITUTE, SILVERNAIL, D. L. y HARRIS, W. J. (2003). The Maine Learning Technology Initiative Teacher, Student, and School Perspectives: Mid-Year Evaluation Report. Portland, ME: Maine Education Policy Research Institute, University of Southern Maine. Disponible en: http://maine.gov/mlti/articles/research/Mid-Year%20Evaluation2003.pdf.
NUGROHO, D. y LONDSDAL, M. (2009). Evaluation of OLPC Programs Globally: A Literature Review. Australian Council for Educational Research.
ORGANIZACIÓN PARA LA COOPERACIÓN Y EL DESARROLLO ECONÓMICOS (OCDE) (2009). Beyond the Textbooks. Digital Learning Resources as Systemic Innovation in the Nordic Countries. París: OCDE/Center for Educational Research and Innovation (CERI).
ORGANIZACIÓN PARA LA COOPERACIÓN Y EL DESARROLLO ECONÓMICOS (OCDE) (2010). Are the New Millennium Learners Making the Grade? Technology Use and Educational Performance in PISA 2006. París: OCDE/CERI.
PENUEL, W. R. (2006). «Implementation and Effects of One-to-One Computing Initiatives: A Research Synthesis». Journal of Research on Technology in Education, vol. 38, n.º 3, pp. 329-348.
PENUEL, W. R. y OTROS (2001). Using Technology to Enhance Connections between Home and School: A Research Synthesis. Menlo Park, CA: SRI International.
ROCKMAN y OTROS (2004). Kamehameha Schools Maui Laptop Project: Findings from Classroom Observations and Teacher Interviews. Disponible en: www.rockman.com/projects/129.pase.maui/maui_laptop1_final.pdf.
ROSCHELLE, J. (2003). «Keynote Paper: Unlocking the Learning Value Of Wireless Mobile Devices». Journal of Computer Assisted Learning, vol. 19, n.º 3, pp. 260-272.
ROSS, S. M. y STRAHL, J. D. (2005). Evaluation of Michigan’s Freedom to Learn Program. Disponible en: www.techlearning.com/techlearning/events/techforum06/LeslieWilson_MI_Evaluation_Brief.pdf.
RUSSELL, M., BEBELL, D. y HIGGINS, J. (2004). Laptop Learning: A Comparison of Teaching and Learning in Upper Elementary Classrooms Equipped with Shared Carts of Laptops and Permanent 1:1 Laptops. Boston, MA: Technology and Assessment Study Collaborative, Boston College. Disponible en: www.bc.edu/research/intasc/PDF/Andover1to1.pdf.
SCHAUMBURG, H. (2001). «Fostering Girls’ Computer Literacy through Laptop Learning. Can Mobile Computers Help to Level Out the Gender Difference?» Documento presentado en la National Educational Computing Conference, Chicago, IL. Disponible en: www.notesys.com/Copies/necc01.pdf.
SHAPLEY, K. S. y OTROS (2010). «Evaluating the Implementation Fidelity of Technology Immersion and its Relationship with Student Achievement». Journal of Technology, Learning, and Assessment, vol. 9, n.º 4.
SILVERNAIL, D. L. y LANE, D. M. M. (2004). The Impact of Maine’s One-to-One Laptop Program on Middle School Teachers and Students: Phase One Summary Evidence. Portland, ME: Maine Education Policy Research Institute, University of Southern Maine. Disponible en: www.bryan.k12.oh.us/Forms/MLTIPhaseOne.pdf.
SUHR, K. A. y OTROS (2010). «Laptops and Fourth-Grade Literacy: Assisting the Jump over the Fourth-Grade Slump». Journal of Technology, Learning, and Assessment, vol. 9, n.º 5.
TRIMMEL, M. y BACHMANN, J. (2004). «Cognitive, Social, Motivational and Health Aspects of Students in Laptop Classrooms». Journal of Computer Assisted Learning, vol. 20, n.º 2, pp. 151-158.
WARSCHAUER, M. (2006). Laptops and Literacy: Learning in the Wireless Classroom. Nueva York: Teacher s College Press.
WESTON, M. y BAIN, A. (2010). «The End of Techno-Critique: The Naked Truth about 1:1 Laptop Initiatives and Educational Change». Journal of Technology, Learning, and Assessment, vol. 9, n.º 6.
WINDSCHITL, M. y SAHL, K. (2002). «Tracing Teachers’ Use of Technology in a Laptop Computer School: The Interplay of Teacher Beliefs, Social Dynamics, and Institutional Culture». American Educational Research Journal, vol. 39, n.º 1, 165-205.
ZUCKER, A. A. y MCGHEE, R. (2005). A Study of One-to-One Computer Use in Mathematics and Science Instruction at the Secondary Level in Henrico County Public Schools. Arlington, VA: SRI International. Disponible en: www.ubiqcomputing.org/FinalReport.pdf.
ZUCKER, A. A. y LIGHT, D. (2009). «Laptop Programs for Students». Science, vol. 323, nº. 5.910, pp. 82-85.
How to Cite
Valiente González, Óscar. (2011). Models 1:1 in education. International practices, comparative evidences and policy implications. Iberoamerican Journal of Education, 56, 113–134. https://doi.org/10.35362/rie560513
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2011-05-01
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