Abstract:

Adopting 1-1 computing for students is always a challenging proposition for schools. There are many factors to consider for an effective implementation of such a program for schools. Besides beefing up the technology infrastructure, issues such as visionary and supportive leadership, teacher professional development, and curriculum integration are some that have risen from research (Bebell & O’Dwyer, 2010). This study was conducted to examine a case of a secondary school which attempted to integrate the use of 1-to-1 computing into the classroom teaching and learning. The study focuses on two objectives. (i) To find out how teachers adopt and adapt their pedagogy to capitalize on the availability of slate computers by every student in the class during lessons. (ii) To determine students’ reaction of their learning when having a slate computer during class time and beyond.
Class observations and interviews with the teachers were conducted. Two classroom observations were undertaken with one observation each in Mathematics and in English Language. A History lesson was not observed but instead an interview was conducted to ask the teacher to describe ICT-based lessons that were carried out earlier with the class. Results showed that teachers used different pedagogies when teaching in a 1-1 computing environment as compared to a normal one-computer teacher directed classroom. Teachers were using Web 2.0 tools such as Blogs, to enhance the learning.
Students' feedback on the use of 1-1 computing was solicited through an on-line survey. The students were very positive on the use of computer in the class and felt that using computers did not distract the class activities as they were busily engaged. While there were fears that when students were given the slate computers they would spent lots of time at home using the slate computers for entertainment, the survey results did not support this fear. Students were positive about the impact of the use of slate computers in class as well as at home. They felt that using slate will help them in their work. They recommended that other students should also use slate computers in their lessons.
Teachers’ pedagogy plays an important role in the success of implanting of a 1-1 computing program in schools. The teachers from the school were very strong in their pedagogy even without using technology and they were able to enrich their lessons further with technology. As results from other research studies show that the key factor in this 1-1 computing program is the teachers and this study support this. The results are encouraging and those schools which intend to implement a 1-1 computing program can learn from this study.