The Impact of Learning with Laptops in 1:1 Classes of the Development of Learning Skills and Information Literacy among Middle School Students

1. The Impact of Learning with Laptops in 1:1
Classes of the Development of Learning Skills
and Information Literacy among Middle
School Students
Names: Melissa León V.
Karla Pineda B.
Monserrat Yáñez S.
Teacher: Carla Chávez S.
Subject: Academic Writing II

2. Identifying:
• Audience:
-Teachers
-Principals
-Members of the School Community in charge of PMEs

3. Identifying:
• Purpose:
To examine the impact of a one-to-one program on the
implementation of Learning Skills, Information Literacy and the usage of
computerized tools among students
• Problem:
The huge demand, of these skills, placed upon schools in order to
develop 21st century competences

4. Identifying:
• Abstract:
N=181 (7th and 9th grade students)
2 groups: Intervention group  1:1 classes with laptops
Comparison group  regular classes

5. Identifying:
• Abstract:
– Research consisted of complex, computer-based learning task
– The task required skills such as:
- Information retrieval
- Information evaluation
- Reading comprehension
- Information processing
- Representation
- Knowledge presentation

6. Identifying:
• Abstract:
– Findings: students from 1:1 classes performed better than students
from the Comparison group.
– Higher competences:
- Organizing information in tables
- Evaluating information and its reliability
- Quality argumentation
- Representation
- Presentation of knowledge using computerized tools

7. Identifying:
• Methodology:
Sample: 181 students (86 boys – 95 girls)
2 Research groups: Comparison (81 ss) - Intervention (100 ss)
Comparison Group Intervention Group
Traditional study program (without laptops)
Computer lessons are rare
Every student has its own laptop
Students have worked with laptops for 4 years

8. Identifying:
• Methodology:
Intervention Group:
- Instructional materials are online
- Assignments, outcomes, assessment submitted via LMS
- Variety of media
- Tools for organizing data (graphs, figures, tables, etc)
- Search for information online

9. Identifying:
• Methodology:
- Both groups were asked to develop an assignment.
- Subject: “Israel’s water crisis”.
- Students had to locate information online about solutions to the crisis. Then,
they had to choose one and create a leaflet or a poster explaining why they had
chosen that idea.
- Comparison Group worked in Science lessons in the computer lab with a
Teacher as a guide.
- The students had to implement skills such as:
- Information retrieval
- Information evaluation
- Reading comprehension
- Information processing
- Representation
- Knowledge presentation

10. Identifying:
• Results: A possitive effect of learning with personal laptops
and ICT on students’ achievements and competences
• Students were assessed according to their performance
according to different criteria

11. Identifying:

12. Identifying:

13. Identifying:
Comparison Group Intervention Group
•Problems understanding basic
instructions of working with the
computer
•Duration of the task: longer and some
students didn’t finish the assignments
•Poor computer skills
•Technical problems (lack of charging
areas)
•Duration of the task: shorter and most of
the students finish the assignments
•High level of computer skills

14. Identifying:
• Discussion:
-Why do Teachers continue teaching without ICTs in their
classes after all the positive results that they have shown in
Education?
- Knowing that ICTs and learning skills are very important in
today’s society and if students improve their results achieving their
goals, why are they misused or not used at all inside the classroom?

15. Identifying:
• Conclusion:
-Huge advantage in 1:1 classes and the use of laptops
-Development of learning competences
-Benefit of teaching and learning
-Students develop learning skills and information literacy
(Laboratorio móvil)