Potential of one-to-one technologies in the classroom: teachers and students weigh in

Varier, Divya; Dumke, Erika K.; Abrams, Lisa; Conklin, Sarah; Barnes, Jamie S.; Hoover, Nancy R.

doi:10.1007/s11423-017-9509-2

Cited by 38 publications

(30 citation statements)

References 22 publications

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“…With Google Workspace for Education, the company offers both free (i.e., Google Workspace for Education Fundamentals) and paid (i.e., Google Workspace for Education Plus) versions. Educators have applauded Google for how Chromebooks work with existing networks, their prices compare to competitors’ laptops, and Google apps integrate and interact with other software and hardware (Varier et al, 2017 ; Vu et al, 2019 ).…”

Section: The Rise Of Googlementioning

confidence: 99%

Don’t Be Evil: Should We Use Google in Schools?

2021

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Google is a multinational technology company whose massive advertising profits have allowed them to expand into many areas, including education. While the company has increasingly faced public scrutiny, the use of Google software and hardware in schools has often resulted in little debate. In this paper, we conduct a technoethical audit of Google to address ethical, legal, democratic, economic, technological, and pedagogical concerns educators, students, and community members might consider. We describe how Google extracts personal data from students, skirts laws intended to protect them, targets them for profits, obfuscates the company's intent in their Terms of Service, recommends harmful information, and distorts students’ knowledge. We propose that educators and scholars more closely interrogate the tools of Google and other technology companies to move toward more democratic and just uses of technology in schools.

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Section: The Rise Of Googlementioning

confidence: 99%

Don’t Be Evil: Should We Use Google in Schools?

2021

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“…Internasjonale studier og reviewer av en-til-en klasserommet har lagt vekt på implementering av teknologien (Fleischer, 2017;Penuel, 2006;Selwyn, Nemorin, Bulfin, & Johnson, 2017;Vu, Fredrickson, & Gaskill, 2019), laeringsutbytte til elevene (Bebell & Kay, 2010;Oliver & Corn, 2008;Zheng, Warschauer, Lin, & Chang, 2016) og hvordan undervisningen og laeringen oppleves av elever og laerere (Bergström, Mårell-Olsson, & Jahnke, 2019;Doron & Spektor-Levy, 2019;Harper & Milman, 2016;Heath, 2017;Higgins & BuShell, 2018;Kaufman & Kumar, 2018). En rekke studier påpeker at en-til-en klasserommet er relatert til mer elevsentrerte arbeidsformer og økt individuelt arbeid med vekt på meta-kognitive ferdigheter (Varier et al, 2017). Få studier av en-til-en klasserommet har imidlertid problematisert hvordan elever bruker laeremidler og digitale verktøy.…”

Section: Hva Sier Forskningen Om Det Nye Laeremiddellandksapet?unclassified

På nye veier: læremidler og digitale verktøy fra kunnskapsløftet til fagfornyelsen

Gilje¹

2021

NPT

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“…Researchers have found that implementation of one-to-one learning results in changes to teaching practice and student learning including increases in self-directed learning and more engagement in learning among students. For example, in their qualitative study of International Journal of Instruction, April 2019 • Vol.12, No.2 18 elementary, middle and high school classrooms, Varier et al (2017) explored teachers' use and integration of one-to-one learning devices and the perceived impact of one-to-one learning on student motivation and engagement. The authors found that, in a one-to-one environment, students became more self-directed and independent as learners.…”

Section: One-to-one Learningmentioning

confidence: 99%

“…Other researchers have found improvement in student motivation in one-to-one learning environments. For example, Lindsay (2016), Swan, Van 't Hooft, Kratcoski and Schenker (2007), Varier et al (2017) and Zheng, Warschauer, Lin and Chang (2016) have examined student motivation in one-to-one learning environments with findings that students were more motivated learners in one-to-one learning environments. In their mixed methods study of 16 kindergarten to Year Seven one-to-one learning classrooms, Swan et al (2007) found that teachers reported that one-to-one learning enhanced student motivation.…”

Section: One-to-one Learningmentioning

confidence: 99%

One-To-One Learning and Self-Determination Theory

Turner¹

2019

INT J INSTRUCTION

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One-to-one learning refers to an instructional environment where all students have their own personal computer and relevant software available 24 hours a day, seven days a week. This qualitative phenomenological study was conducted with 11 Year Six classroom teachers who were conducting one-to-one learning programs. Through this study's analysis made using the lens of self-determination theory, it was found that teachers could use the affordances of one-to-one learning classroom environments to support students' autonomy, competence and relatedness needs, enhancing student motivation. These findings may be applicable in other similar contexts. The findings of this study provide a unique contribution to knowledge around one-to-one learning and student motivation through the lens of selfdetermination theory. This study will enable educators to recognise the affordances of one-to-one learning environments in optimising student motivation.

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Potential of one-to-one technologies in the classroom: teachers and students weigh in

Cited by 38 publications

References 22 publications

Don’t Be Evil: Should We Use Google in Schools?

Don’t Be Evil: Should We Use Google in Schools?

På nye veier: læremidler og digitale verktøy fra kunnskapsløftet til fagfornyelsen

One-To-One Learning and Self-Determination Theory

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