As KAS moves to a 1-to-1 program in Middle School and High School it is important to emphasize the educational benefits that this initiative will bring:
More engaged learners. A four-year study of 5,000 middle school students in Texas found that those engaged in laptop immersion programs were less likely to have disciplinary problems (but slightly more likely to be absent from school) than students in schools without laptops (Shapley et al., 2009).
Better technology skills. The Texas study also found that the technology skills of students in the laptop programs improved significantly— so much so that after three years, low-income students in the laptop schools displayed the same levels of technology proficiency as wealthier students in the control schools (Shapley et al., 2009).
Cost efficiencies. Proponents of one-to-one programs also assert that such programs create savings in other areas, including reduced costs for textbooks, paper, assessments, and paperwork, as well as a reduction in disciplinary actions (Greaves, Hayes, Wilson, et. al., 2010).
That same study (Greaves, Hayes, Wilson, et al., 2010) identified nine factors that, if present, appear to contribute to higher levels of achievement in schools that have adopted one-to-one programs. The top three factors were:
- Ensuring uniform integration of technology in every class.
- Providing time for teacher learning and collaboration (at least monthly).
- Using technology daily for student online collaboration and cooperative learning.
- Shapley, K., Sheehan, D., Sturges, K., Caranikas-Walker, F., Huntsberger, B., & Maloney, C. (2009). Evaluation of the Texas Technology Immersion Pilot: Final outcomes for a four-year study (2004–05 to 2007–08). Austin: Texas Center for Educational Research.
- Greaves, T., Hayes, J., Wilson, L., Gielniak, M., & Peterson, E. (2010). Project RED key findings. Shelton, CT: MDR. Retrieved from http://www.projectred.org/uploads/ISTE%202010%20Presentation%20v2.pdf