An AlphaSmart for Each Student: Does Teaching and Learning Change with Full Access to Word Processors?
Michael Russell, Damian Bebell,
Jennifer Cowan, & Mary Corbelli
An AlphaSmart for Each Student:
Does Teaching and Learning Change with Full Access to Word Processors?
This study emerged from a question posed to us by the Wellesley Public Schools (Massachusetts): "How does teaching and learning change when each student is provided with his/her own AlphaSmart?" Specifically, the study aimed to identify which classroom practices change, if any, when the ratio of students to technology is increased from about 3 to 1 to 1 to 1? The study focused on the way in which students produce work, interact with each other, and interact with their teachers when they are provided full access to their own AlphaSmart. To examine these issues, we undertook a year-long study that included classroom observations before and after the AlphaSmart ratio was increased, student interviews, teacher interviews and student drawings. A report detailing the studys findings is available through the Report link (right).
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