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Sachin Mathew (2001), LAPTOP The Transformation.

This research paper ensures that laptops are the future of the computing world. The time is
coming soon when desktops will no longer be in offices and used as home computers because the
tremendous benefits of laptops will become apparent to the general public and the prices will
drop enough for most people to purchase them. Laptops are already gaining in popularity as
employees continue to discover how much more work could be done with a portable computer.
Laptops are now being made better than ever. These machines generally come ready-made with
more memory and free space than your average desktop, and they usually have a faster Internet
connection with the same Internet provider. Some laptops have a reputation of breaking down
after a few years, but the well-made high-quality brands will run well for much longer and even
the lesser brands have about the same life-span as a desktop.

Shean Thomas (2001), Laptop Benefits facultys views.

According to previous researches by Indiana State Laptop Program, students and faculty
indicated that there were many benefits associated with having laptop computers. The benefits
had to do with convenience, enhanced communication, and in several cases, the broadening and
deepening of learning or skill development. Most faculties believed that the personal laptop
computers enhanced students ability to learn the course material and work more collaboratively.
Most students agreed that faculty were using the laptops effectively to help students learn.
Although some frustrations were expressed with technical and practical problems, students and
faculty were able to work through most of these difficulties.

Dale Addis ETEC 500 Research methodology in education


section 66 A Professor: Clifford Falk University of British
Columbia July 29, 2010
Many schools have (or are implementing) one-to-one (1:1) laptop
programs wherein each student uses a laptop during class,
allowing mobile internet access to benefit learning from
computers (Lei, Conway, & Zhao, 2008). For the past three years I
have been concurrently teaching 1:1 laptop-based and nonlaptopbased science 8 and 9 classes. I have noticed students distracted
by the multimedia functions available, and question whether they
are helped or hindered by the devices. The purpose of this

literature review is to examine the effects of a 1:1 laptop program


on student behaviour (including engagement, motivation, being
off-task) and academic achievement.
Jing Leis (2010) qualitative survey/interview based study
examined the four year evolution of a 1:1 middle school laptop
program. Teacher, grade 7 and 8 student survey/interview results
were collected every June between 2004 and 2007.
Data was collected for: demographics; attitudes and beliefs on
technology; investigation on current technology use;
evaluation on current information technology proficiency.
Statistical analyses of surveys and analysis of interviews were
conducted. Student behaviours, attitudes and technology
proficiencies changed over the years. During the first year of the
program students played games, communicated with each other
and surfed the web. Then the novelty wore off. Eventually
students stayed more on-task and used the computers for
academic purposes, simultaneously becoming more computerproficient. The paper fails to report class sizes and student
participant numbers. Generalization of results cannot be made as
the number of students within the study is unknown. Laptop
program effects 4 Donavan et al (2010) performed a qualitative
study of student behaviours in a 1:1 laptop program in seventh
grade classes at a middle school. The one school-year study
included student behaviour analyses within the different
class/laptop environments. An Innovation Configuration (IC) map
was created from interviewing twelve grade 7 teachers and from
40 hours of class observations. The map was used to cluster
components, conduct further focused observations/interviews (20
more
observable
hours),
and
finally
write
implication/configuration narratives identifying how students
worked together and their off-task behaviours. Three 1:1
environment configurations were derived from the narratives.
Configuration A: students came prepared to learn and laptops
were used at all times; Configuration B: some students did not
have their laptops (laptops not used all of the time);
Configuration C: students and teachers did not use laptops as

many students did not bring them to every class. The authors
concluded laptops do not increase student academic
engagement; they do increase motivation to use technology, but
for non-academic purposes. Off-task behaviour was evident in
each of the configurations. Configuration B students were most
off-task. Configuration A students appeared more engaged in their
work, but further observations revealed they were off-task as
much as C students. Configuration As teacher allowed them to be
off-task as they always handed in their work (unlike B and C). In
fact, A student projects were allowed notably longer time periods
to complete. Laptop program effects 5 The reliability of off-task
recorded observations by the authors is questionable. For
example, Donovan et al (2010) identified that a 50 % indicator of
off-task behaviour was when the behaviour was observed half the
number of times they observed the class. However, percent offtask behaviours were not directly recorded. Rather, they
compared off-task behaviours on a frequency scale while not
explaining how the scale was derived. Furthermore, observation
totals for each laptop environment were not provided.
. Mellon, C.
Present a study on laptop usage rate inside and outside the
classroom and the respective effect of laptop usage in improving
students performance level and improving work quality. Moses, P.
et al (2008)The study focus on empowering the teachers with the
latest technology through training and concluded that laptop
usage in the study as an instructional tool is an effective media to
enhance students learning. Kay, R. H. and Lauricella, S.highlights
the impact of unstructured vs. structured use of laptops for 177
university students and revealed that structured use of laptops
resulted in significantly more time spent on note taking and
academic activities and significantly less time spent on sending
personal emails, instant messages and playing games during
class. Fried, C.B. Examine in his study the impact of laptop usage
in the class and noticed a favourable improvement in students
workink.Grimes,D.& Warshauer, M. also conducted a study on the
students of three different schools of California by mean of one-

to-one laptop program and found that in second after introducing


this programe the students perform better than non-laptop user
students.Vuojrvi, H.In this study qualitative interview data with
twenty students (identified and selected by quantitative survey)
was analyzed using the grounded theory approach during which a
multi aspect domestication process was identified. Results
highlight the importance of a structured way of organizing laptop
initiatives in universities. In a survey on 200 students conducted
in winter 2005, a slight replacement was notified in students
behaviour. Students start preferring Laptop computer in place of
desktop due to its portability feature.

Title:
A study on awareness and acceptance level of laptops among
students.
Objectives:
1. Factors influencing the buying behavior of students in
purchase of laptop
2. Factors effecting the buying behavior of students i.e
demographic factors, education
3.