Learning with Laptops: Implementation and Outcomes in an Urban, Under-Privileged School
Abstract
This study examined the implementation and outcomes of a laptop program initiative in a predominantly low-income, minority school. Both quantitative and qualitative data were collected, analyzed, and compared with students in non-laptop classrooms within the same school. Results of the study revealed that in the hands of well prepared teachers, laptops enabled disadvantaged students to engage in powerful learning experiences. Although quantitative data did not reveal significant differences in student attitudes towards computers and school between laptop and comparison students, qualitative data indicated that laptop integration created enhanced motivation and engagement with schoolwork, influenced classroom interactions, and empowered students. Such behaviors were not evident among comparison students. Furthermore, qualitative data indicated that the laptop program produced academic gains in writing and mathematics within the laptop group. Results of the study have implications for policy makers, researchers, and practitioners, especially those interested in bridging the digital divide in education.
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Structured tasks with specific and clearly indicated requirements for technology usage are less likely to catalyze off-task multitasking than unstructured tasks.
“Structured tasks with specific and clearly indicated requirements for technology usage are less likely to catalyze off-task multitasking than unstructured tasks.”
From Efficient, helpful, or distracting? A literature review of media multitasking in relation to academic performance (2018) · cites this paper as Mouza, 2008
Complex tasks emphasizing project-based, constructivist learning encouraged on-task laptop use, as opposed to recitation or drill-and-practice tasks that led to off-task usage (Mouza, 2008).
“Complex tasks emphasizing project-based, constructivist learning encouraged on-task laptop use, as opposed to recitation or drill-and-practice tasks that led to off-task usage (Mouza, 2008).”
From Efficient, helpful, or distracting? A literature review of media multitasking in relation to academic performance (2018) · cites this paper as Mouza, 2008
Research on laptop use in the classroom reveals effects dependent upon classroom environment (i.e., structured vs. unstructured use of technology) and the way in which the laptop was used (i.e., on-task vs. off-task multitasking).
“Research on laptop use in the classroom reveals effects dependent upon classroom environment (i.e., structured vs. unstructured use of technology) and the way in which the laptop was used (i.e., on-task vs. off-task multitasking).”
From Efficient, helpful, or distracting? A literature review of media multitasking in relation to academic performance (2018) · cites this paper as Mouza, 2008
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- Authors
- Mouza, C.
- Affiliations
- University of Delaware (US)
- Corresponding author
- Mouza, Chrystalla
- ORCID
- Mouza, Chrystalla
- Venue
- Journal of Research on Technology in Education
- Publisher
- Informa UK Limited
- Published
- 2008-06
- Volume
- 40
- Issue
- 4
- Pages
- 447-472
- ISSN
- 1539-1523 (ISSN-L)
- 1945-0818
- OpenAlex
- W2021802665
- Cited by
- 172
- References
- 30
- Citations by year
- 2026: 2 · 2025: 2 · 2024: 2 · 2023: 4 · 2022: 1 · 2021: 7 · 2020: 3 · 2019: 10 · 2018: 14 · 2017: 14 · 2016: 11 · 2015: 21 · 2014: 16 · 2013: 25 · 2012: 14
- FWCI
- 37.64
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Research on Technology in Education (publishedVersion)
- Funders
- Educational Testing Service
- Topics
- Social Sciences › Education › Education and Technology Integration
- Social Sciences › Education › School Choice and Performance
- Physical Sciences › Computer Science › Information Systems › Educational Innovations and Technology
- Keywords
- laptop programs, educational technology integration, digital divide, low-income schools, minority students, student motivation, student engagement, classroom interaction, student empowerment, academic performance, writing performance, mathematics achievement, teacher readiness, student attitudes toward computers
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