Research Analysis 2

In our modern, technologically driven society, Information Technology plays an important role in every day life.  Therefore, having competent skills with computers and computer applications is an essential  skill for all students to acquire (Trimmel & Bachmann, 2004). However what are the issues involved in changing our classrooms from the traditional use of pens and paper to the use of laptop computers? Is the expense and associated distractions worth the change to current technology or can laptops improve other area’s of student achievement besides just improving Information Communication Technology (ICT) skills?

There is much data supporting the positive aspects of students using laptop computers in class.  One of the main findings is that laptops increase student motivation in classes where they are used (Trimmel & Bachmann, 2004), (Lauricella & Kaye, 2010). Besides this laptop computers also improve attendance rates of students as well as increased learning interest in classes where laptops are used. (Trimmel & Bachmann, 2004). This is a positive outcome that comes with technology in general in that it has a fun element to it. Research seems to also suggest that students who use laptops over time have improvements in their academic grades (Lauricella & Kaye, 2010).  A further study by Trimmel and Bachmann (2004) shows increased scores in tests on spatial intelligence. Another finding that isn’t too surprising is that students who use laptops regularly have better general computing skills than students that don’t use them.

While there is much positive data around laptop use there are also negative aspects to this technology. One main argument against students using laptops in the classroom is the distraction that they cause .  According to one study by Lauricella and Kaye (2010) 74% of students admitted to spending up to 50% of class time sending and receiving messages by Instant messenger or by email, with another study by Kraushaar and Novak (2010) finding that up to 42% of class time is taken up with students multitasking and looking at non-class related material. Multitasking is a real problem as it students attention switches back and forward between productive class work and non-productive material that is not associated with class work (Kraushaar & Novak, 2010).  Other studies show that multitasking leads to a dramatic increase in memory errors and the processing time required to learn new material (Rubenstein, Meyer & Evans, 2001).

Another argument against schools adopting laptops are the negative health affects surrounding them.  It was found that students commonly complained of sore arms and fingers and stiff necks and backs, as well as dry eyes related to starring at the laptop screens (Trimmel & Bachmann, 2004).

Besides these implications other considerations to be made when adopting laptop technology in schools is the disruptions and lost time caused by technical failures and the associated cost in improvements in the wireless infrastructure and IT support systems as well as repairs and replacements of damaged or lost laptops (McVay, Snyder & Graetz, 2005).

While there are many negative arguments against adopting laptop computers in the classroom there is a lot of data promoting the improved outcomes in student motivation and enhanced learning experience as well as increasing students attendance, this is a major achievement in a time when youth are becoming disengaged with the education system and truancy is at an all time high. Besides this it appears that laptops have shown to increase cognitive spatial ability that seems to transfer into higher test scores. Some of the issues around physical strain can be managed with teachers mixing  activities up so students aren't sitting there looking at their laptops all day and teachers and other staff promoting correct posture for backs and necks. As well as this schools can limit the distraction caused by laptops by using network oversight for teachers and blocking network access to certain sites in certain areas of school. In conclusion it is evident that the benefits provided by laptops in the classroom out weigh the negative issues. In a highly digital society computers are here to stay and they will play an ever increasing roll in our lives including our education system, laptops can't be used in every lesson but they will play an important roll in the future of education.  



Bibliography

Fink III, J. (2010). Why We Banned Use of Laptops and "Scribe Notes" in Our Classroom. American Journal of Pharmaceutical Education, 74(6), 1-2. Retrieved  October 11, 2010, from Education Research Complete database.


 

Kraushaar, J., & Novak, D. (2010). Examining the Affects of Student Multitasking With Laptops During the Lecture. Journal of Information Systems Education, 21(2), 241-251. Retrieved October 11, 2010, From Education Research Complete database.


 

Lauricella, S. & Kay, R. (2010) Assessing laptop use in higher education classrooms: The laptop effectiveness scale. Australasian Journal of Educational Technology, 26(2). Retrieved September 27, 2010, from http://www.ascilite.org.au/ajet/ajet26/lauricella.pdf

 

McVay, G., Snyder, K. & Graetz, K. (2005). Evolution of a laptop university: a case study.British Journal of Educational Technology, 36 (3), 513-524. Retrieved October 10, 2010, from CAUL Wiley-Blackwell database.

Moon, S. (2009). Beyond laptops: The real education revolution. Retrieved October 11, 2010, From http://www.openforum.com.au/content/beyond-laptops-real-education-revolution

Trimmel, M., & Bachmann, J. (2004). Original article Cognitive, social, motivational and health aspects of students in laptop classrooms. Journal of Computer Assisted Learning, 20(2), 151-158. Retrieved October 12, 2010,  from EBSCO host database.



Rubenstein, J., Meyer, D., Evans, J. (2001), Executive Control of Cognitive Processes in Task Switching. Journal of experimental Psychology: Human Perception and Performance, 27, 763-797. Retrieved October 14, 2010, from PsycARTICLES database.