Assessing the Educational Value of One-to-One Devices: Have We Been Asking the Right Questions?

Autor/inn/en	Blikstad-Balas, Marte; Davies, Chris
Titel	Assessing the Educational Value of One-to-One Devices: Have We Been Asking the Right Questions?
Quelle	In: Oxford Review of Education, 43 (2017) 3, S.311-331 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2017.1305045
Schlagwörter	Educational Benefits; Handheld Devices; Laptop Computers; Technology Uses in Education; Cost Effectiveness; Outcomes of Education; Evidence; Technological Literacy; Educational Change; Usability; Case Studies; Foreign Countries; Secondary School Students; Age Differences; Observation; Interviews; United Kingdom (England); Norway; Denmark + Suchen Sie Ihr Suchwort? Bildungsertrag; Laptop computer; Laptop; Computer; Digitalrechner; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Lernleistung; Schulerfolg; Evidenz; Technisches Wissen; Bildungsreform; Case study; Fallstudie; Case Study; Ausland; Sekundarschüler; Age; Difference; Age difference; Altersunterschied; Beobachtung; Interviewing; Interviewtechnik; Norwegen; Dänemark
Abstract	The provision for every pupil in schools of one-to-one digital devices such as tablets and laptops is claimed to offer a range of benefits, both practical and educational. Opinions are still divided as to whether the benefits for teaching and learning in fact outweigh the cost, disruption to established teaching practice, and distraction for learners. This paper presents studies carried out in three different settings where such schemes have been implemented, in order to consider the extent to which the benefits as presented in the research literature are working out in reality, and whether such benefits constitute an adequate argument in support of investing further in these technologies. The paper finds that there is considerable evidence of practical benefit for processes of teaching and learning from the availability in schools of one-to-one devices, but limited evidence of concerted or systematic strategies on the part of schools for helping young people to engage profitably and wisely with the digital world, with respect both to their learning and their wider lives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01