Learning with Laptops

References

• Becker, H. (2001, April). How are teachers using computers in instruction? Paper presented at the Annual meeting of the American Educational Research Association, Seattle, WA. Retrieved October 8, 2007 from http://www.crito.uci.edu/tlc/findings/conferences-pdf/how_are_teachers_using.pdf
   Google Scholar
• Christensen, R., Knezek, G., & Overall, T. (2005). Transition points for the gender gap in computer enjoyment. Journal of Research on Technology in Education, 38(1), 23–38.
   Google Scholar
• Darling-Hammond, L. (2004). The color line in American education: Race, resources, and student achievement. W.E.B. Du Bois Review: Social Science Research on Race, 1(2), 213–246.
   Google Scholar
• Darling-Hammond, L. (2006). Securing the right to learn: Policy and practice for powerful teaching and learning. Educational Researcher, 35(7), 13–24.
   Google Scholar
• Darling-Hammond, L. (2007). The flat earth and education: How America’s commitment to equity will determine our future. Educational Researcher, 36(6), 318–334.
   Google Scholar
• Donahue, P. L., Finnegan, P. L., Lutkus, A. D., Allen, N. L., & Campbell, J. R. (2001). The nation’s report card: Fourth-grade reading 2000. National Center for Education Statistics Office of Educational Research and Improvement, NCES 2001–499.
   Google Scholar
• Fairman, J. (2004). Trading roles: Teachers and students learn with technology. Paper presented at the Annual Conference of the New England Educational Research Organization, Portsmouth, NH. Retrieved October 8, 2007 from http://www.usm.maine.edu/cepare/Reports/MLTI_Report3.pdf
   Google Scholar
• Fulton, K., & Sibley, R. (2003). Barriers to equity. In G. Solomon, N. Allen, & P. Resta (Eds.). Toward digital equity: Bridging the divide in education (pp. 14–24). Boston: Allyn & Bacon.
   Google Scholar
• Garthwait, A., & Weller, H. (2005). A year in the life: Two seventh grade teachers implement one-to-one computing. Journal of Research on Technology in Education, 37(4), 361–377.
   Google Scholar
• Glaser, B. G., & Strauss, A. L. (1967). Discovery of grounded theory: The strategies of qualitative research. Hawthorne, NY: Aldine de Gruyter.
   Google Scholar
• Gottfried, A. E. (1990). Academic intrinsic motivation in young elementary school children. Journal of Educational Psychology, 82(3), 525–538.
   Web of Science ®Google Scholar
• Gottfried, A., Fleming, J. S., & Gottfried, A. W. (2001). Continuity of academic intrinsic motivation from childhood through late adolescence: A longitudinal study. Journal of Educational Psychology, 93, 3–13.
   Web of Science ®Google Scholar
• Gottfried, A. E., & Gottfried, A. W. (1996). A longitudinal study of academic intrinsic motivation in intellectually gifted children: Childhood through early adolescence. Gifted Child Quarterly, 40, 179–133.
   Web of Science ®Google Scholar
• Knezek, G., Christensen, R., Miyashita, K., & Ropp, M. (2000). Instruments for assessing educator progress in technology integration. Denton, TX: Institute for the Integration of Technology into Teaching and Learning.
   Google Scholar
• Ladson-Billings, G. (2006). From the achievement gap to the education debt: Understanding achievement in U.S. schools. Educational Researcher, 35(7), 3–12.
   Google Scholar
• Light, D., McDermott, M., & Honey, M. (2002). The impact of ubiquitous portable technology on an urban school: Project Hiller. New York: EDC/Center for Children & Technology.
   Google Scholar
• 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.
   Web of Science ®Google Scholar
• Maxwell, J. A. (1996). Qualitative research design: An interactive approach. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Miles, M. M., & Huberman, M. A. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Muir, M., Knezek, G., & Christensen, R. (2004). The power of one-to-one: Early findings from the Maine learning technology initiative. Learning & Leading with Technology, 32(3), 6–11.
   Google Scholar
• National Telecommunications and Information Administration (NTIA). (1999). Falling through the net: Defining the digital divide. Available at: http://www.ntia.doc.gov/ntiahome/fttn99/
   Google Scholar
• Newhouse, C. P., & Rennie, L. (2001). A longitudinal study of the use of student-owned portable computers in a secondary school. Computers & Education, 36(3), 223–243.
   Web of Science ®Google Scholar
• Nunnally, J. C. (1978). Psychometric theory (2nd ed.). New York: McGraw Hill.
   Google Scholar
• Partnership for 21st Century Skills (2003). The road to 21^st Century Learning: A Policymakers’ guide to 21^st century skills. Available: http://www.21stcenturyskills.org/images/stories/otherdocs/p21up_Policy_Paper.pdf
   Google Scholar
• Penuel, W. R. (2006). Implementation and effects of one-to-one computing initiatives: A research synthesis. Journal of Research on Technology in Education, 38(3), 329–348.
   Google Scholar
• Pew Research Center’s Internet & American Life Project (2000). Who’s not online. Available: http://www.pewinternet.org/pdfs/Pew_Those_Not_Online_Report.pdf
   Google Scholar
• Rockman, S. (2000). A more complex picture: Laptop use and impact in the context of changing home and school access. San Francisco: Author. Retrieved October 8, 2007 from http://www.microsoft.com/Education/aalresearch3.mspx
   Google Scholar
• Rockman, S. (2003). Learning from laptops: Threshold. San Francisco: Author. Available: http://www.rockman.com/publications
   Google Scholar
• Roschelle, J., Pea, R. D., Hoadley, C. M., Gordin, D. G., & Means, B. (2000). Changing how and what children learn in school with computer-based technologies. The Future of Children, 10(2), 76–101.
   PubMed Web of Science ®Google Scholar
• Russell, M., Bebell, D., & Higgins, J. (2004). Laptop learning: A comparison of teaching and learning in upper elementary classrooms equipped with shared carts of laptops and permanent 1:1 laptops. Journal of Educational Computing Research, 30(4), 313–330.
   Google Scholar
• Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54–67.
   PubMed Web of Science ®Google Scholar
• Ryan, R. M., & Grolnick, W. S. (1986). Origins and pawns in the classroom: Self-report and projective assessments of individual differences in children’s perceptions. Journal of Personality and Social Psychology, 50, 550–558.
   Web of Science ®Google Scholar
• U.S. Department of Education (2001). The No Child Left Behind Act of 2001. Washington, DC: U.S. Department of Education.
   Google Scholar
• Van Hover, S. D., Berson, M. J., Bolick, C. M., & Swan, K. O. (2006). Implications of ubiquitous computing for the social studies curriculum (Republished). Contemporary Issues in Technology and Teacher Education, 6(2). Available: http://www.citejournal.org/vol6/iss2/socialstudies/article3.cfm
   Google Scholar
• Wells, J., & Lewis, L. (2006). Internet access in U.S. public schools and classrooms: 1994—2005. National Center for Education Statistics, Institute of Education Sciences. NCES 2007–020.
   Google Scholar
• Windschitl, M., & Sahl, K. (2002). Tracing teachers’ use of technology in a laptop computer school: The interplay of teacher beliefs, social dynamics, and institutional culture. American Educational Research Journal, 39(1), 165–205.
   Web of Science ®Google Scholar
• Zucker, A. A., & McGhee, R. (2005). A study of one-to-one computer use in mathematics and science instruction at the secondary level in Henrico County Public Schools. Arlington, VA: SRI International.
   Google Scholar