Do One-to-One Initiatives Bridge the Way to 21st Century Knowledge and Skills?

Autor/inn/en	Lowther, Deborah L.; Inan, Fethi A.; Ross, Steven M.; Strahl, J. Daniel
Titel	Do One-to-One Initiatives Bridge the Way to 21st Century Knowledge and Skills?
Quelle	In: Journal of Educational Computing Research, 46 (2012) 1, S.1-30 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
Schlagwörter	Quasiexperimental Design; State Programs; Best Practices; Inservice Teacher Education; Teacher Attitudes; Student Attitudes; Achievement Tests; Grade 7; Computer Assisted Instruction; Questionnaires; Control Groups; Experimental Groups; Laptop Computers; Technology Integration; Program Descriptions; Program Effectiveness; Mixed Methods Research; Observation; Surveys; Comparative Analysis; Data Analysis; Educational Strategies; Educational Policy; Grants; Michigan + Suchen Sie Ihr Suchwort? Regierungsprogramm; Lehrerfortbildung; Lehrerverhalten; Schülerverhalten; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; School year 07; 7. Schuljahr; Schuljahr 07; Computer based training; Computerunterstützter Unterricht; Fragebogen; Laptop computer; Laptop; Computer; Digitalrechner; Beobachtung; Survey; Umfrage; Befragung; Auswertung; Lehrstrategie; Politics of education; Bildungspolitik; Grant; Finanzielle Beihilfe
Abstract	This article presents findings from an investigation of the overall effectiveness of Michigan's Freedom to Learn (FTL) One-to-One initiative. The major goal of the FTL initiative was to help students to gain 21st century knowledge and skills while increasing their learning and achievement through the integration of over 20,000 laptop computers with comprehensive teacher professional development. This study used a mixed-methods descriptive and quasi-experimental design. Data were collected with validated observation and survey instruments. The findings reveal greater use of research-based best practices in FTL classrooms and greater teacher confidence to integrate technology as compared to normative data. FTL students performed as well as control students yet demonstrated greater 21st century knowledge and skills. (Contains 8 tables and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10