| Article ID | Journal | Published Year | Pages | File Type |
|---|---|---|---|---|
| 348158 | Computers & Education | 2016 | 21 Pages |
•A low SES state (1:1 laptops) did better in science than a high SES state without.•Students in both states succeeded on only 50% of online research and learning tasks.•The greatest difference between these two states appeared in online locating tasks.
Previous studies of one-to-one computing programs have suffered from several methodological limitations and produced mixed results. Especially surprising is that previous studies have not evaluated students' ability to use the Internet to learn from online information. This study evaluated the ability of 1129 seventh grade students, in two different states, to conduct online research and learn in science. One state, Maine, had implemented a one-to-one program for several years, beginning in seventh grade. It ranked 33rd (out of 50 states) in median family income (U.S. Census Bureau, 2012). The other, Connecticut, had yet to implement a similar policy and ranked 4th among all states in median family income. Stratified random sampling was used to select participating students who were representative of each state. The primary measure was a performance-based assessment of online research and learning, with demonstrated validity and reliability. Students completed two online research projects in science on two different days. Results for students in the two states were compared using regression models that conditioned on student prior knowledge and school level indicators of socioeconomic status and teacher experience. The adjusted mean scores for online research and learning were generally significantly higher for Maine, the state that provided laptops to middle and high school students. The overall effect size was comparable to about a half a year of annual growth, the same amount of time that students had access to one-to-one laptops in their classrooms. These results are discussed in terms of their implications for technology investments by state and local educational agencies, especially in light of the new educational standards beginning to appear in Australia, the United States, and other nations. Limitations are also explored.
