what averages out to a 14% increase
in total access might not be the overwhelming support that a 1: 1 initiative
seeks. These minimal differences in
access additionally stress the question
of the instructional purpose of technology in the school and classroom.
According to our survey of building-level administrators, it appears the
enthusiasm to implement 1: 1 technology initiatives is just as haphazard
in the K– 12 environment as it is in
the higher education training of our
preservice teachers. Data provided by
administrators call attention to the
instructional choices being made by
teachers and whether technology is
supporting what we know about good
instructional practice.
If districts adopt a 1: 1 initiative,
what is the vision behind it? This
should be the No. 1 question for administrators considering a laptop initiative. We argue that administrative
decision-makers should think through
how they hope to see teachers using
these devices instructionally with students before making the investment,
and then facilitate supportive structures within the teaching context that
can make that vision a reality.
A laptop initiative can be as cost effective or as costly as we make it. Challenges and costs of technology support, instructional support, and sus-
tainability are often left unexplored as
districts consider 1: 1 initiatives, lea ving equipment unused and teachers
going back to traditional instructional
practices. If districts pursue 1: 1 initiatives and make the investments required to create an instructional vision
of how laptops will improve instruction and student learning, then the
inclusion of these new technolog ies
offers tremendous potential. Without
vision and support, ineffective or inappropriate technology use by teachers
and students will provide easy fodder
for critics of technology in education,
and 1: 1 initiatives will fail those who
hope technology can improve the instructional practice of teachers.
Jon Clausen, PhD, is assistant
professor of secondary education and educational technology at Ball State University. His
research emphasizes technology
integration in teacher education, and the instructional con-
texts that support technology use with students.
Jody Britten, PhD, is assistant
professor of education and program coordinator of educational foundations at Butler
University. Her research interests involve technology integration in teacher education, tech-
nology integration for learning, and evaluation of
technology projects.
Gail Ring, PhD, is director
of the eportfolio program at
Clemson University. Her research interests involve the
study of innovation diffusion
in an academic setting.
