Learning in One-to-One Laptop Environments: A Meta-Analysis and Research Synthesis

Binbin Zheng; Mark Warschauer; Chin Hsi Lin; Chi Chang

doi:10.3102/0034654316628645

Learning in One-to-One Laptop Environments: A Meta-Analysis and Research Synthesis

Binbin Zheng, Mark Warschauer, Chin Hsi Lin, Chi Chang

Research output: Contribution to journal › Article › peer-review

183 Scopus citations

Abstract

Over the past decade, the number of one-to-one laptop programs in schools has steadily increased. Despite the growth of such programs, there is little consensus about whether they contribute to improved educational outcomes. This article reviews 65 journal articles and 31 doctoral dissertations published from January 2001 to May 2015 to examine the effect of one-to-one laptop programs on teaching and learning in K–12 schools. A meta-analysis of 10 studies examines the impact of laptop programs on students’ academic achievement, finding significantly positive average effect sizes in English, writing, mathematics, and science. In addition, the article summarizes the impact of laptop programs on more general teaching and learning processes and perceptions as reported in these studies, again noting generally positive findings.

Original language	English
Pages (from-to)	1052-1084
Number of pages	33
Journal	Review of Educational Research
Volume	86
Issue number	4
DOIs	https://doi.org/10.3102/0034654316628645
State	Published - 2016
Externally published	Yes

Keywords

21st century skills
academic achievement
meta-analysis
one-to-one laptop program
processes and perceptions

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10.3102/0034654316628645

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title = "Learning in One-to-One Laptop Environments: A Meta-Analysis and Research Synthesis",

abstract = "Over the past decade, the number of one-to-one laptop programs in schools has steadily increased. Despite the growth of such programs, there is little consensus about whether they contribute to improved educational outcomes. This article reviews 65 journal articles and 31 doctoral dissertations published from January 2001 to May 2015 to examine the effect of one-to-one laptop programs on teaching and learning in K–12 schools. A meta-analysis of 10 studies examines the impact of laptop programs on students{\textquoteright} academic achievement, finding significantly positive average effect sizes in English, writing, mathematics, and science. In addition, the article summarizes the impact of laptop programs on more general teaching and learning processes and perceptions as reported in these studies, again noting generally positive findings.",

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AU - Zheng, Binbin

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PY - 2016

Y1 - 2016

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AB - Over the past decade, the number of one-to-one laptop programs in schools has steadily increased. Despite the growth of such programs, there is little consensus about whether they contribute to improved educational outcomes. This article reviews 65 journal articles and 31 doctoral dissertations published from January 2001 to May 2015 to examine the effect of one-to-one laptop programs on teaching and learning in K–12 schools. A meta-analysis of 10 studies examines the impact of laptop programs on students’ academic achievement, finding significantly positive average effect sizes in English, writing, mathematics, and science. In addition, the article summarizes the impact of laptop programs on more general teaching and learning processes and perceptions as reported in these studies, again noting generally positive findings.

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Learning in One-to-One Laptop Environments: A Meta-Analysis and Research Synthesis

Abstract

Keywords

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