Investigating Choices of Appropriate Devices for One-to-One Computing Initiatives in Schools Worldwide

Abstract

Abstract-The use of technology in schools is rapidly increasing -today most notably through the one-to-one (1:1) programs that are being implemented all around the world. Considering how new technologies are emerging fast and obsoleting others in schools, there is a need to continuously monitor and understand the features of various devices in terms of embedded technology and interaction with users. This paper therefore presents the nature of computing devices used in 1:1 computing programs in schools around the world, including investigating the benefits and drawbacks, by means of a systematic literature review and a survey conducted in some schools in Sweden. The paper also presents findings based on how the various uses of technology affect cooperation practices as well as personal exploration.Index Terms-One-to-one computing, computer integration, constructionist learning, one laptop per child, 21st century skills.

Variations of Symbolic Power and Control in the One-to-One Computing Classroom: Swedish Teachers’ Enacted Didactical Design Decisions

“…Changes to the classroom environment concern students' learning experience, differentiated instruction, constructivist teaching, and cooperative learning. Research on one-to-one computing includes studies about the use of laptops, tablets and handheld devices (Islam & Andersson, 2016). Islam and Andersson argue that the different technologies have different benefits (e.g., in creating presentations or writing text), and that it is preferable to take a flexible approach in order to avoid creating unnecessary constraints for teachers and students.…”

“…When some of the control was distributed to the students, these designs can possibly describe the nature of teaching as a planned and organised adventure (Jahnke et al, 2014) that contains unpredictability aspects (Tallvid, 2015) and students as producers (Kjällander, 2011, Pegrum et al, 2013. Further, Islam and Andersson (2016) argue that different technologies have different benefits. In this paper, the tablet plays an important role since it opens up to an array of content such as YouTube videos and possibilities, as in sports, for students to be active in analysing their own progress.…”

Usages and impacts of the integration of information and communication technologies (ICTs) in elementary classrooms: case study of Swedish municipality schools

“…In other words schools use a variety of devices in their education activities. Therefore they are flexible to create a diverse technological environment for the students (Islam & Andersson, 2016). Tablets were the most commonly used device; but there were two participant groups (Eklundaskolan) that used laptops in combination with tablets.…”

Sociomaterial entanglement in one-to-one computing classrooms: exploring patterns of relations in teaching practices

“…A significant trend in the digitalisation of elementary schooling is the massive investment in mobile devices such as tablets. For instance, the implementation of one-to-one computing, when a tablet is given to each student (Burden, Hopkins, Male, Martin, & Trala, 2012), is common both globally and in the Nordic countries (Blikstadt-Balas & Klette, 2020;Islam & Andersson, 2016;Islam & Grönlund, 2016;Jahnke, Bergström, Mårell-Olsson, Häll, & Kumar, 2017). This has become a pervasive strategy for developing schools and innovating teaching (Bocconi, Kampylis, & Punie, 2013;Harper & Milman, 2016;Meyer, 2020;Pegrum, Oakley, & Faulkner, 2013).…”