Revised Research Analysis 2

In our modern, technologically driven society, Information Technology plays an important role in everyday 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 traditional use of pen 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 a great deal of data supporting the positive aspects of students using laptop computers in class. Besides the increased efficiency with personal computers (PC) that students gain by their frequent use of laptops in every day class situations, studies show that students personal motivation levels increase in classes where laptop computers are used (Trimmel & Bachmann, 2004), (Lauricella & Kaye, 2010). This is a positive side effect as many teachers regard motivation as the “life blood” of learning, that it is the reason why learners decide to make an effort and it determines how long they will sustain an activity or how connected they feel to the activity (Rost, 2006). Another advantage of laptops being used in the classrooms according to a study by Trimmel & Bachmann   (2004) is an improvement in student attendance rates at school.  This result fits in with the finding of increased motivation; if students are motivated and feel more engaged it is only natural that their attendance rates at school will improve. This is a positive outcome that comes with technology in general in that it has a ludic or fun element to it.  In the same study a further finding was that students in classes where laptops are used showed increased scores in tests on spatial intelligence, which is an intelligence skill that deals with foresight and the ability to visualise (Trimmel & Bachmann, 2004).  

A key finding by Lauricella & Kaye, (2010) is that research suggests that students who use laptops over time have improvements in their academic grades (Lauricella & Kaye, 2010). This is a key reason why governments are investing money to roll out laptops in schools. Evidenced based research that shows improvements in students’ grades will always attract funding by respective education departments.

However, while there is a great deal of 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 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 switches students’ attention back and forth between productive class work and non-productive material which is not associated with actual class work (Kraushaar & Novak, 2010).  Other studies show that multitasking leads to a dramatic increase in memory errors and the processing time required learning 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 staring at the laptop screens (Trimmel & Bachmann, 2004).  Other considerations to be made when adopting laptop technology in schools are disruptions and lost time caused by technical failures, repairs and replacements of damaged or lost laptops as well as the associated cost in improvements in the wireless infrastructure and IT support systems (McVay, Snyder & Graetz, 2005).

Although there are many negative arguments against adopting laptop computers in the classroom a lot of data promotes the improved outcomes in student motivation and enhanced learning experience.  This is a major achievement in an age when youth are becoming disengaged with the education system.  Laptops have shown to increase cognitive spatial ability that transfers into higher test scores.  Some of the issues around physical strain can be managed with teachers mixing activities up so students are not looking at their laptops for long periods and through promoting correct posture for backs and necks. Schools can limit the distraction caused by laptops by using network oversight for teachers and network restrictions.  In conclusion, it is evident that the benefits provided by laptops in the classroom outweigh the negative issues. In a highly digital society computers are here to stay and they will play an ever increasing role in our lives, including within our education system.  While laptops cannot, and should not, be used in every lesson 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.

Rost, M. (2006). Generating Student Motivation.  Retrieved October 25, 2010, from http://www.pearsonlongman.com/ae/worldview/motivation.pdf

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.