The Intersection between 1:1 Laptop Implementation and the Characteristics of Effective Middle Level Schools

Abstract

The number of middle level schools adopting 1:1 laptop programs has increased considerably during the past decade (e.g., Lowther, Strahl, Inan, & Bates, 2007;Storz & Hoffman, 2013; Texas Center for Educational Research, 2009). The cornerstone practices of the middle school concept (National Middle School Association, 2010), therefore, often serve as the backdrop for 1:1 implementation. The purpose of this qualitative study was to examine the intersection between 1:1 program implementation and the characteristics of effective middle schools associated with the middle school concept over a fouryear period. Through ongoing participant observation, individual interviews, focus groups, and reviews of digital student work and documents, we explored the implementation of a 1:1 program by one middle school team that also espoused the middle school concept. We begin by providing perspectives on 1:1 programs and on the middle school concept from research and theoretical lenses. We then describe the qualitative methodology we employed to conduct this study. Next, we present an analysis of our findings, illustrating the opportunities, tensions, and trajectories that appeared when we examined 1:1 implementation alongside the characteristics of effective middle level schools. Finally, we explore the implications of these findings for middle level educators, school leaders, and other stakeholders as they adopt 1:1 programs in schools for young adolescents.

Learning Management System (LMS) Use with Online Instruction

“…Instructors played essential roles in moderating clicker discussions in online academic settings to enhance the probability of learner engagement. As online automation makes it more cost-efficient to use LMS technological resources, more instructors can give learners access to technical systems in the online environment (Downes & Bishop, 2015).…”

“…Data sources included observations, structured interviews with instructors and learners, meeting transcripts, and student work samples. According to the results, three areas align with the most effective middle schools: (a) ability and society identifications; (b) instruction, curriculum, and testing characteristics; and (c) organization and leadership characteristics (Downes & Bishop, 2015;National Middle School Association, 2010).…”

Does 1:1 Computing in a Junior High-School Change the Pedagogical Perspectives of Teachers and their Educational Discourse?

“…These conditions include appropriate school leadership and the creation of teachers' professional communities of practice, the purpose of which is to build up knowledge and skills of teachers, coordinate their lesson plans, expose colleagues to appropriate educational apps, and collaborate on designing digital learning materials (Bebell et al, 2014;Downes, & Bishop, 2015;Lindqvist, 2015). In order to feel a sense of ownership of the pedagogical change, a teacher must be an active partner in the formulation of the pedagogical vision of technology integration, and the processes of learning and professional development must focus on this change (Ertmer & Ottenbreit-Leftwich, 2010).…”

“…Collaboration among teachers is a significant factor in improving the level of teaching and an integral part of teacher's professional development (Daly, Moolenaar, Bolivar, & Burke, 2010;Downes, & Bishop, 2015). Indeed, it appears that the teachers' ability to learn and collaboratively design digital learning materials adapted to specific needs of their students, is one of the most important conditions for the success of the 1:1 initiative (Lindqvist, 2015).…”

“…That being said, it's clear that the level of functioning of the curricular team depends on the human factor, regardless of the requirements of the initiative leadership and educational decision-makers (Blau & Hameiri, 2012). The initiative created the necessity for adapting curriculum and to devote more time to collaborative design of digital learning materials (Downes, & Bishop, 2015). All the teachers referred to this necessity in positive terms.…”