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dc.contributor.authorLarkin, K
dc.date.accessioned2018-09-06T01:18:44Z
dc.date.available2018-09-06T01:18:44Z
dc.date.issued2011
dc.identifier.issn1539-1523
dc.identifier.doi10.1080/15391523.2011.10782581
dc.identifier.urihttp://hdl.handle.net/10072/173114
dc.description.abstractThe current orthodoxy regarding computer use in schools appears to be that one-to-one (1:1) computing, wherein each child owns or has sole access to a computing device, is the most efficacious way to achieve a range of desirable educational outcomes, including individualised learning, collaborative environments, or constructivist pedagogies. This article challenges this notion, suggesting instead that 1:2 computing is an appropriate means of achieving such aims in primary school. It further suggests that 1:2 computing is preferable to 1:1 computing to achieve a balance between productivity, student engagement, social activity, and individualised learning. This article draws on data collected during the 2009 school year from four Year 7 classrooms (11- to 13-year-old students) with varied patterns of access to netbook computers. The researcher collected detailed information from two pieces of software installed in each computer and analysed the data through an Activity Theory conceptual and methodological lens. Recommendations from this research will assist school leaders in making informed decisions regarding 1:1 and 1:2 computing.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherRoutledge
dc.relation.ispartofpagefrom101
dc.relation.ispartofpageto120
dc.relation.ispartofissue2
dc.relation.ispartofjournalJournal of Research on Technology in Education
dc.relation.ispartofvolume44
dc.subject.fieldofresearchEducational Technology and Computing
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchcode130306
dc.subject.fieldofresearchcode1303
dc.titleYou use! I use! We use! Questioning the Orthodoxy of One-to-One Computing in Primary Schools
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionAccepted Manuscript (AM)
gro.rights.copyright© 2011 Taylor & Francis (Routledge). This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Research on Technology in Education on 21 Feb 2014, available online: https://www.tandfonline.com/doi/10.1080/15391523.2011.10782581
gro.hasfulltextFull Text
gro.griffith.authorLarkin, Kevin M.


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