The feasibility of ubiquitous computing in school: Longitudinal study in 1:1 classes suggests - Time matters

Despite the growing interest in and excitement about ubiquitous computing in school and 1:1 models, there is a lack of research that focuses on teaching and learning in these intensive computing learning environments. This is a particularly salient issue in light of the high cost of implementing and maintaining 1:1 settings. This study evaluates an innovative educational program, taking place in three elementary schools and one middle school. 1,257 students and their teachers were provided with personal laptop computers for class and home use. This paper presents a portion of the results concluding four years of study and focuses on the way science teachers perceive the impact of teaching and learning in ubiquitous computing environment. Results suggest that "time matters". The statistical analysis as well as interviews with teachers revealed that as time passes, and the 1:1 settings become a routine in school, it is easier to detect the advantages of teaching and learning with personal laptops. Students feel more motivated, experience higher self-efficacy and develop increased technology proficiency for learning. These findings add unique and positive evidence to the growing body of research regarding one-to-one models.