1:1 Laptop Impact Study

A study of 53 high school teachers who taught at a school with a one-to-one laptop program found that one-to-one devices are essential to lessen the impact of the digital divide but distribution should be well planned with adequate stakeholder preparation. Leaders need to understand other stakeholders, such as teachers, are in Rogers’s five adopter categories. The findings indicate a positive association between participants’ self-perception levels of technology adoption and their belief that students’ academic performance improved with the use of laptops.  Furthermore, school librarians, assuming the role of an Innovator as defined by Rogers, can establish themselves as invaluable resources that can bridge the gap between administrators’ expectations and teachers’ utilization of technology in the classroom.

Smith, D. et al. (2022). Teacher Perceptions of One-to-One Laptop Implementation: Suggestions for the Role of School Librarians. School Library Research, 25.

https://www.ala.org/aasl/sites/ala.org.aasl/files/content/smith-milburn-esener-colby.pdf

Tech impact on learning studies

A recent international study by the Organization for Economic Cooperation and Development found no positive evidence of impact of educational technology on student performance.
It did not find any significant improvement in reading, math or science in countries that heavily invested in technology to improve student achievement. In fact, the report found that technology perhaps even widened the achievement gaps.
Organization for Economic Cooperation and Development. (2016). Student, computers and  learning. OECD. DOI:10.1787/9789264239555-en
http://www.keepeek.com/Digital-Asset-Management/oecd/education/students-computers-and-learning_9789264239555-en#page3


On the other hand, a meta-analysis of 96 studies of 1-1 laptop programs found that students' test scores in science, writing, math and English language arts improved significantly. Students with laptops wrote more frequently across a wider variety of genres. They also received more feedback on their writing. In addition, they edited and revised their papers more often, drew on a wider range of resources to write, and published or shared their work with others more often. Student surveys, teacher interviews and classroom observations in these studies revealed that students with access to laptops worked more autonomously and gained experience in project-based learning. This allowed them to synthesize and critically apply knowledge.
Zheng, B., & Warschauer, M. (2016). Learning in one-to-one laptop environments. Review of Educational Research.  DOI: 10.3102/0034654316628645 
http://rer.sagepub.com/content/early/2016/02/03/0034654316628645.abstract

1:1 Laptop Meta-Analysis

Michigan State University examined 15 years of 1:1 laptop studies, and found that these initiatives boost student scores. Among the findings are: a 1:1 laptop environment often leads to more frequent and broader tech us, usually for writing processes. 1:1 laptop deployment sometimes increases student-centered, project-based learning. When all students have laptops, student motivation, engagement,  persistence, and problem-solving skills increase. It is uncertain whether 1:1 laptop programs overcome inequities.
Zheng, B., Warschauer, M., Lin, C. H., & Chang, C. (2016). Learning in one-to-one laptop environment: A meta-analysis and research synthesis.  Review of Educational Research, 0034654316628645.

Khan Academy and laptops study

Schools with one-to-one laptop programs had more freedom in how they used Khan Academy's online instructional videos, according to a two-year study of 70 teachers in 20 California schools during 2011-13. The report also found that, in many cases, the online math videos and quizzes did not cause teachers to drastically alter their instruction. Among the top complaints from teachers about Khan Academy was a lack of alignment with state-mandated curriculum, the report found.
SRI International. (2014). Reserach on the use of Khan Academy in schools.
http://www.sri.com/work/projects/research-use-khan-academy-schools