Article Critique 3

Karmen Lowery
FRIT 7237
November 7, 2021
Lowther, D. L., Ross, S. M., & Morrison, G. M. (2003). When each one has one: The influences

on teaching strategies and student achievement of using laptops in the classroom.

Educational Technology Research and Development, 51(3), 23–44.

https://doi.org/10.1007/BF02504551

Summary

The purpose of this study was to provide further insight and a refined evaluation of a

district’s initiative to implement school laptop programs and its degree of influence on students’

educational experiences and learning. The research questions and methodology of the study

evolved from the internal validity threats of the preliminary findings, including inconsistent

student samples and identification, variable teacher training, and limited indicators of

achievement. Thus, the current study incorporated an analysis of preprogram achievement scores

of all participants, samples of only those teachers who received the same training, and dependent

measures of student performance in both problem-solving and writing skill. The two primary

research questions were (a) Is teaching and student behavior different in laptop compared to

control classrooms, and (b) Do students achieve differently in laptop classrooms?

The study consisted of a total of 21 classrooms, 12 laptop and 9 control classrooms, from

five different schools across the district, which predominately served suburban middle-class

families. The criterion for participating schools was that a laptop classroom and a comparable

control classroom were taught at the same grade level in the same school. Laptop classrooms

were classrooms in which each student was assigned a laptop that they could use at school and at

home while control classrooms were classrooms equipped with 5-6 desktop computers for

students to share. The participant sampling pools consisted of all teachers, students and parents
associated with both groups. There were three laptop and three control classrooms from 5th grade,

six laptop and three control classrooms from 6th grade, and three laptop and three control

classrooms in 7th grade.

Both quantitative and qualitative data were collected through observations, surveys,

interviews, student focus groups, and writing and problem-solving assessments. Classroom

observations were conducted by trained observers and used the SOM, an observation instrument,

to collect data regarding instructional practices. Another observation tool, the SCU, was used to

capture student use of technology including computer capacity and currency, configuration,

student computer ability, and student activities while using computers. Student surveys were

administered online during class time and consisted of multiple choice, Likert-type questions,

and open-ended questions. The student focus group consisted of 71 randomly selected students

and the questions were conducted by university researchers. Six teachers were randomly

selected, one teacher per grade level in both groups, for teacher interviews which were conducted

by university researchers. A writing assessment was used to determine the impact of the laptop

program on student performance and a problem-solving assessment was used to assess the ability

of students to comprehend problems and formulate solutions. In addition, a district parent survey

was conducted that addressed the best and worst aspects of the laptop program.

The results of the study indicated that the laptop classrooms consisted of a higher level of

student interest and engagement and greater uses of student-centered teaching strategies, such as

project-based learning, independent inquiry, and cooperative learning. Laptop students were

rated higher on computer literacy, keyboarding skills, and use of production tools, such as word

processing. According to the student surveys, the laptop students also felt more confident in

using all the basic software applications and conducting internet searches. Laptop students also
demonstrated superior writing skills over the control students. Although there were some

drawbacks to the laptop initiative, such as technical issues and the additional weight of carrying

around, there were far more benefits and positive impacts found in the laptop classrooms.

Critique

It was impressive to find that the current evaluation study was refined and evolved from

the district’s pilot study of their laptop program. It was unclear if this was a planned two-year

evaluation study from the beginning or not, but either way, I did appreciate the realization of

how the internal validity threats reduced the level of confidence in the preliminary findings and

what was done to ensure reliability and validity throughout the current study.

A principal element that was corrected, and I think was done well, was obtaining a fair

sample of participants. For each school selected, there had to be at least one laptop classroom

and one comparable control classroom of the same grade level. For the purpose of establishing

group equivalence, the evaluators analyzed fifth grade writing scores on the district test, and

seventh grade science scores on the state mandated test. The results of these tests established that

the laptop student sample did not enter the study with an advantage over the control student

sample. Another element that was corrected was ensuring that all teacher participants in both

groups received the training based on the iNtegrating Technology for inQuiry (NTeQ) model,

which provided extensive professional development not only on technology integration but also

on associated student-centered teaching methods. Lastly, a problem-solving assessment was

added to provide an additional measurement of student achievement along with the writing

assessment. The problem-solving assessment was to assess the ability of students to comprehend

problems and formulate solutions.

 A limitation of this study is the narrow population of the participants. The school district

predominately served suburban middle-class families, which made it possible for the majority of

students to obtain and maintain laptop use at school and at home. I would be interested to see if

further experimental studies with more diverse populations would have had the same results. An

issue that was brought to light by the recent pandemic, and this is almost twenty years later, was

how many students did not have access to technology either through a device and/ or access to

the internet so I could only imagine what it would have been like twenty years ago.

Like in the past two article critiques, some of the concerns and questions are still the

same that we face today, almost twenty years later. One of the big concerns and struggles that we

continue to face at my school is how to use technology to promote student-centered learning.

Some steps we are taking towards that direction is starting a school wide project-based learning

initiative this year along with other STEAM activities. However, we have teachers stuck in their

traditional ways of teacher-centered approaches and style of teaching. It makes sense based on

one of the citations in the end discussion of the study. It stated that research indicates that

classroom teaching methods are resistant to change and from the 1890s, teacher-centered

practices still dominate the classroom. It is going to take time to adapt and transition,

understandably, but how long do we allow for this. We are better and further along than before

due to the covid pandemic forcing all our teachers out of their comfort zone, finding new ways of

teaching, and quickly getting up to speed on the current technologies. Our school has added

Chromebooks in each classroom over the last two years and this is our first year as a 1:1 school,

with students only using the devices at school. I have observed more of teacher reliance on using

technology to deliver instruction and entertainment rather than for facilitating student-centered

activities such as inquiry and problem solving. This evaluation study has made me curious as to
how, if any, teaching is different with Chromebooks in the classrooms and if students will

achieve differently at my school.