5) Dunleavy suggests that effective learning environments should "support making connections between the students' existing knowledge, skills, attitudes, and beliefs and the current learning situation." We have also learned that building on existing knowledge is essential in inquiry-based learning environments. How do you think that a 1:1 student laptop ratio would contribute effiective learning as it is described above?

With a teacher committed to using technology to its potential, who believes that knowledge is socially constructed and that process is more important than content, having a one-to-one laptop ratio would be a dream - wikis, blogs for learning, finding, evaluating, manipulating information, sharing with others, learning from experts, taking virtual field trips, creating podcasts, videos, etc. You have to change teaching practice before any kind of technology can really make a difference.

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That is why, in my humble opinion, there hasn't been a lot of research to show that technology improves student achievement. Teaching practice has to change and then the tests have to change. Jenn

Great points Jenn. Could you imagine teaching inquiry based units where every student had access to information, organizational tools and presentation materials when they need it? Count my class in to be a case study for that research. Being able to facilitate student research, sharing and creating with individualized projects would be much easier if students had their own computers to work on, providing the maintenance of these computers was in place. I think we have a long way to go before this is ever realized because, as you say, many teachers still haven't made the phisophical shift from the lecturer to the facilitator. (Elizabeth)

I agree with both of you. I also think that anything that computers offer students immediate access to information, which is very helpful in any inquiry-based learning environment. Authentic, real-time information is beneficial to students when doing inquiry-based activities. Maintenance is another issue all together (hmmm). That is one serious drawback to this 1:1 ratio that definitely needs to be considered. It isn't just the implementation that is timely and costly, but also the up-keep of all of these computers. If students learned to depend on these computers and the internet went down, or even one student's computer stopped working, it would be detrimental to the class activities.-Jean

Wow what a dream class, Jenn and Elizabeth speak of.  From my discussion with my nephew and sister-in-law they are living this dream.  Collaboration, strength in research skills and strong presentations are just some of the growth my sister-in-law sees in his assignments this year.  In order for successful 1:1 classes, the teacher has to have a huge pedigogical change in teaching styles from traditional standards.  I can see this type of classroom working for some, but for many it would not be a positive tool.  Good teaching can happen in many forms.  Focusing on the strength of the teaching, quality of the lessons and participation of the students is the goal, regardless of the method used. (Val)

I definitely see your point Val.  Sometimes I will walk into a library and see a really "old-school" librarian and think to myself, "I really wish I had the skills to use the strategies that she/he uses." I think 1:1 will only work well for a percentage of teachers, but I don't think that will make a difference in the decision to implement it.  I also agree that good teaching happens in many forms, which I think teachers will learn if this ever happens in our education system.  I think teacher would adapt their teaching styles and use laptops their own ways.  It would be quite an impedence for those who have very traditional approaches to teaching...like that old school librarian -Jean : )

I like the point you make, Jean, that good teaching happens in many forms, and a good teacher would adapt their teaching styles and use laptops in their own ways.  However, as teachers become more comfortable with inquiry-based learning environments, they will likely discover more uses.  As we have said earlier, once pedagogy is changed, we will then adapt our styles.  This takes time!  (Ronda)

From our experience in this course,  we are definitely able to make connections between our own knowledge and experiences, our developing skills and shifting attitudes and beliefs regarding the integration of technology and our learning situation all in an effective learning environment, each with our own computer.  I realize that we are not all in the same place.  But imagine if we were! arlene

Well said Arlene! -Jean