ONE TO ONE CLASSROOMS

One to One Classrooms

Katherine W. Hoy, L26802696
Liberty University
Summer 2016 EDUC 631-Foundations of Technology- BO1
Dr. David Holder

ONE TO ONE CLASSROOMS

Abstract
This paper discusses the effects of one to one integration of
technology in K-12 classrooms. Education has changed throughout the years
with many things being added or taken away from the classrooms. One
dynamic that has been in the classroom for thirty-five years is technology. In
many school districts in the United States, schools are implementing this
idea of one to one technology or where each student has a computer or
tablet. This paper explores the affects on students, classroom uses, and the
benefits of this kind of program.

Key words: Applications, classroom environment, classroom integration,

iPads, laptops, one to one, technology, and learner motivation.

ONE TO ONE CLASSROOMS

Introduction
I will instruct you and teach you in the way you should go: I will
counsel you with my loving eye on you (Psalm 32:8, New International
Version). Education is necessary in order for someone to be successful in
society today. In the world of education change is also necessary. One thing
that has changed throughout the years in education is technology and
technology has most certainly changed how students learn in the classroom.
Even deeper into technology that has changed in recent years is an idea
called the one-to-one computing initiative where each student receives an
iPad or laptop so they can have access to the Internet while at school. Some
school districts allow their students to take their devices home with them so
they can work on homework, class assignment, and group projects. This is a
great initiative in the technology world because it allows students access to
more technology and to learn more about different technology. This is
wonderful for teachers as well since this gives them more resources for
creativity in assignments for their students and more responsibility is laid on
the students in keeping up with their work, especially older ones
Changes to Classroom Environment
The first item that must change in preparation of this one-to-one
initiative is the classroom environment. This author believes it is important
to have the classroom setup in a way that is conducive to students and the
teacher to moving about freely without bumping into things. This will make

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it easier for the iPad cart or laptop cart to be moved into the classroom
without having to move items in order to get the technology set up in the
classroom. The placing of technology equipment in the classroom can deter
or even promote students in their learning activities (Tondeur, DeBruyne, Van
Den Driessche, McKenney, & Zandvliet, 2015). In order to keep up with
changing technology and changing times in the education world schools
should replace ```desks or computer labs that were meant for bulky desktop
computers. The tablets and laptops that are being integrated in classrooms
with the one-to-one initiative do not require various cables to charge that go
along with the large desks or tables (Michael, 2013). This author believes it
is important for teachers to be extremely flexible when creating their
classroom environment when implementing a one-to-one initiative. Some
teachers are very set in their ways and like their room a certain way, but the
way technology is arranged can make a difference in students learning and
activity time. For example, a teacher could create a sitting area towards the
back of her classroom where students could work on a group project with
their tablets instead of always sitting at the desks or seats. Therefore it is
extremely important that the classroom environment be arranged with
technology in mind with the one-to-one initiative.
Student Academic Achievement
The obvious goal when one-to-one technology initiatives are
implemented in a school or classroom is to enrich students learning
experiences. The author believes it has become more difficult than ever to

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keep children engaged in learning and activities in the classroom. The oneto-one technology initiative is said to have shown mixed results in numerous
studies within English Language Arts and mathematics across different grade
levels (Bebell, & Pedulla, 2015). The author believes this can change based
on what schools do to support the teachers who are implementing the oneto-one initiative as well as how effectively they are using the technology.
According to Bebell, & Pedulla, 2015, Like most prior educational
technology devices, the objectives and the actual usage of the iPad in school
settings has ranged widely and must first be fully understood before
evaluating its potential impacts (Bebell, & Pedulla, 2015). To add to this
statement, the Auburn Public Schools in Maine, studied the iPad one-to-one
implementation programs, and student outcomes from these studies. The
Auburn Public Schools decided to implement their one-to-one program by
staggering it by grade level each year with kindergarten having a three year
implementation period. Their focus was not just on forcing the technology
on students and teachers, but the learning and student achievement (Bebell,
& Pedulla, 2015).
This particular school district in Maine also focused on researching
specific applications for their kindergarten iPad one-to-one time. The author
thinks this is significant in student achievement since some teachers just
hand students an iPad or laptop to stay busy because they do not want to
teach them at the moment. Through this study conducted by Auburn Public
Schools though the results were mixed and not all positively trending. From

ONE TO ONE CLASSROOMS

the results of the study English Language Arts had more positive results than
mathematics (Bebell, & Pedulla, 2015). This is not uncommon from other
studies completed on one-to-one initiatives.
Student achievement with one-to-one initiatives should be
measured closely with strict implementation plans and should be studied
before the implementation process even begins. The use of technology such
as iPads and laptops can be used to encourage students to stay involved in
their own learning and teach motivation. This all comes down to what types
of programs are being used on the iPads and laptops though.
Learner Motivation and Engagement
As previously stated, it has become more difficult than ever to keep
children engaged in learning and activities in the learning environment.
Educators have tried many things to keep students involved in learning and
responsible for their own education including educational games, group
work, partners, peer teaching, and student-led classrooms. Another way
educators have been motivating their students recently is by incorporating
serious games into their existing curriculum with the learning aspects at the
forefront of the game instead of just the fun factor (Petkov, & Rogers, 2011).
This is a resource that is encouraging to educators because students enjoy
playing video games and while they play these serious games they can also
be engaged in learning. The serious games are educational video games
that do not replace teaching curriculum by the teacher, but just are a
motivational tool for the students. Educators are aware that students cannot

ONE TO ONE CLASSROOMS

sit and listen to lectures, watch PowerPoint slides, and even read a book for
very long especially young students. Therefore, educators must change their
teaching habits to fit the needs of the students in order to motivate them.
By implementing the one-to-one initiative in middle level grades,
students and teachers reported that students were more creative when the
iPads were given to them than before and their teachers felt like their
students were more involved in the work (Storz, & Hoffman, 2013). In this
particular school district this study was conducted in the focus was on
student experiences. Before the one-to-one implementation students would
not necessarily take initiative when assigned work, but once given the
laptops they started to take control of their own learning experiences and
exceed their teachers expectations.
This is a great example of how iPads and laptops can be used to
encourage, motivate, and inspire students to learn and take their learning
into their own hands and be creative, instead of relying on teachers to do all
of the work.
Classroom Uses
The author has witnessed several useful programs that have been
successfully implemented into classrooms in numerous states. For example,
in a Florida school district, elementary school students use Spatial Temporal
(ST) Math on the classroom set of laptops for thirty minutes per day to
increase their understanding of math concepts. They also use the laptops

ONE TO ONE CLASSROOMS

five at a time during math stations for Fast Math in order to learn their math
facts.
In Rhode Island, kindergarten students utilize the mobile iPad cart
by using Lexia Core Five Reading. This is an application that provides
differentiated literacy instruction for students and even provides teachers
with the tools to view what students are doing while on the application.
Teachers can print levels of achievement certificate as well to encourage
younger students to keep progressing throughout the levels. Another way
that students take advantage of the iPads is an application called Dreambox
Learning, which is a math program that challenges students and changes to
their level with each lesson.
Some teachers have found it effective to communicate with
reminders like voicemails with their students through the iPads, tablets or
laptops especially with the one-to-one initiative the students are allowed to
take their device home with them. Students could also create an iMovie for a
creative assessment as well as teachers using the technology creatively to
enhance their teaching (Grant, Tamim, Brown, Sweeney, Ferguson, & Jones,
2015).
Another effective way to use technology in the classroom is through
the iPod Touch. The iPod Touch has been used in numerous early childhood
classroom in the United States to download books on so that students can
listen to them while they follow along with the book in hand in the listening
center instead of using the outdated books on tape. Instead of teachers

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purchasing class sets of calculators, students can use the Calculator feature
on the class set of iPod touches for quick math configuring (Bannister, 2010).
Especially for kindergarten through twelfth grades the Maps feature
on the iPod Touch is a good resource particularly in satellite view that gives
images of real life details so students could see traffic patterns in different
areas of the county or country (Bannister, 2010). The Maps feature could
also be a good tool when educators are teaching a lesson about maps,
globes, and focusing on directions since everyone would have an iPod Touch
and they could zoom in or out and see everything on their own screen.
A lot of the available applications for the iPod Touch can be
customized to fit the needs of each classroom or student in each classroom;
it is not a one size fits all. Teachers can customize the applications for
specific students needs especially for English Language Arts and
mathematics. There are even applications available for social studies and
science. One science application, according to Bannister (2010), Earth3D,
provides a visual simulation of Earths rotation with the Sun and moon
positions (Bannister, 2010). This type of application would be a wonderful
resource in any level of science lesson whether it is elementary, middle, or
high school since it is a visual representation and it pertains to all learners.
Another great classroom use of the iPod Touch is that students can share files
through the cloud when using these devices. Teachers would need to
monitor closely the files that are being shared, but this would be useful in

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group or partner work. Overall, the usefulness of the iPod Touch in the oneto-one initiative holds strong.
Challenges to Classroom Integration
Consider it pure joy, my brothers and sisters, when you face trials
of many kinds, because you know that the testing of your faith produces
perseverance (James 1:2-3, New International Version). There are many
challenges that could arise when implementing one-to-one technology into K12 classrooms. The first challenge is funding and who will supply the money
for the program especially with so many school systems cutting back on their
budgets. One solution to this problem could be for several teachers to write
grants. Technology is extremely popular and many agencies are looking to
fund schools technology programs. Another challenge may be the cost of
the whole program. Many advocates of the one-to-one initiative are
supportive because it is said to be cost-effective in the long term. Whereas
many critics think it is expensive due to the fees relating to maintenance,
software, and training (Topper, & Lancaster, 2013). This could balance out
over the long term though when viewing costs of textbooks over the course
of five years since textbooks have to be bought by the school system every
so often and the software on a computer has to be updated as well.
Another challenge to classroom integration is the non-supportive
teacher or staff. If the faculty and staff at a school are not supportive of a
one-to-one initiative then students are not going to be excited about the
learning possibilities that go hand-in-hand with this unique setup. This is

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why it is so important for schools that are on the one-to-one path to have
required professional development that focuses on how to effectively
integrate iPads or laptops into their classrooms. This could be done with an
onsite trainer showing exactly how and what to do with examples. With this
type of training teachers could be set up to help their students succeed with
one-to-one technology.
If the classroom teacher has not setup his or her classroom readily
available for one-to-one iPads or laptops then the class and teacher will
encounter many problems when it comes time to start using those devices.
As previously stated, classroom environments should be conducive to the
new technology so that students are able to move about with the device and
even collaborate with others on group projects in a free space without
bumping into things.
Conclusion
In conclusion, one-to-one technology is a great resource for K-12
education to utilize. There are many wonderful programs at educators
fingertips just waiting to be discovered and used by students such as
Dreambox, Spatial Temporal (ST) Math, Fast Math, Lexia Core Five Reading,
and many other that pertain to upper elementary, middle and high school
students. Before implementing this beneficial program no steps may be
overlooked because as previously stated each step in the implementation
process is critical since teachers and students are affected. Student and
teacher interest, learner motivation and engagement, effects on student

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12

engagement, changes to the classroom environment, budgets and

professional development should all be considered and planned effectively.
This will help the process be more efficient and everyone involved
be more willing to be patient throughout the stages of implementation
instead of years later establishing that the system did not work for teachers
or students because someone decided it needed to be rushed. Technology is
a valuable resource for students and educators, but it should be a thoughtout process when students are involved. Instead of teachers purchasing
class sets of calculators, students can use the Calculator feature on the class
set of iPod touches for quick math configuring (Bannister, 2010).
Especially for kindergarten through twelfth grades the Maps feature
on the iPod Touch is a good resource particularly in satellite view that gives
images of real life details so students could see traffic patterns in different
areas of the county or country (Bannister, 2010). The Maps feature could
also be a good tool when educators are teaching a lesson about maps,
globes, and focusing on directions since everyone would have an iPod Touch
and they could zoom in or out and see everything on their own screen.

References

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Banister, S. (2010). Integrating the iPod touch in k-12 education: Visions and vices. Computers
in the Schools, 27(2), 121-131. Retrieved from http://ezproxy.liberty.edu:2048/login?
url=http://search.proquest.com/docview/742873429?accountid=12085
Bebell, D., & Pedulla, J. (2015). A quantitative investigation into the impacts of 1:1 iPads on
early learners ELA and math achievement. Journal of Information Technology Education:
Innovations in Practice, 14, 191-215. Retrieved from
http://www.jite.org/documents/Vol14/JITEv14IIPp191-215Bebell1720.pdf
Grant, M.M., Tamim, S. Brown, D.B., Sweeney, J.P., Ferguson, F.K., Jones, L.B. (2015).
Teaching and learning with mobile computing devices: Case study in k-12 classrooms.
TechTrends, 59(4), 32-45. DOI: http://dx.doi.org/10.1007/s11528-015-0869-3
Michael, J. (2013). The changing classroom environment: Ideas for updating furniture and
furnishings in education facilities. American School and University. Retrieved from
http://asumag.com/furniture-amp-furnishings/changing-classroom-environment
Petkov, M., & Rogers, G.E. (2011). Using gaming to motivate todays technology dependent
students. Journal of STEM Teacher Education, 48(1), 7-12. Retrieved from
http://files.eric.ed.gov/fulltext/EJ952041.pdf
Storz, M.G. & Hoffman, A.R. (2013). Examining response to a one-to-one computer initiative:
student and teacher voices. Research in Middle Level Education Online, 36 (6).
http://files.eric.ed.gov/fulltext/EJ995733.pdf
Tondeur, J., De Bruyne, E., Van Den Driessche, M., McKenney, S., & Zandvliet, D. (2015). The
physical placement of classroom technology and its influences on educational practices.
Cambridge Journal of Education, 45(4), 537-556. DOI: 10.1080/305764X.2014.998624

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Topper, A., & Lancaster, S. (2013). Common challenges and experiences of school districts that
are implementing one to one computing initiatives. Computers in The Schools, 30(4), 346358. Retrieved from
http://web.a.ebscohost.com.ezproxy.liberty.edu:2048/ehost/pdfviewer/pdfviewer?
sid=c9937d48-6120-4930-b226-58371a5d900a%40sessionmgr4004&vid=1&hid=4201

The Texas Computer Education Association has been supporting placing more
technology into PK-12 schools for a long time. Their conference of Tots and Technology would
be an appropriate place to present my paper because I am an advocate of technology in schools
and an advocate for early childhood education. The Tots and Technology Conference is about
technology in the elementary classroom and my paper is about the one-to-one initiative in

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kindergarten through twelfth grade education, but the main focus of it is on elementary schools.
Therefore I still feel as though it is appropriate this conference would be acceptable.