Thesis (Ph.D.)--Ohio University, June, 2005. / Includes bibliographical references (p. 157-169)

Thesis (Ph.D.)--Ohio University, June, 2005. / Title from PDF t.p. Includes bibliographical references (p. 157-169)

Thesis (Ph. D.)--University of Texas at Austin, 2005. / Supervisor: Paul E. Resta. Vita. Includes bibliographical references.

No description available.

No description available.

Henrico County Public Schools (HCPS) deployed laptop computers to over 23,000 middle and high school students in the division. Access to the computer network was through a wireless system that provided convenient and unlimited classroom arrangements without the restrictions required with cabled computer systems. Because each student was assigned a computer and assisted in obtaining low cost Internet service at home, this initiative also provided 24-hour access to digital information. This program was called the Teaching and Learning Initiative (TLI). Division leaders were striving to utilize this initiative not only to provide its students and teachers with 21st-century technologies that included access to the latest digital information, but also to change pedagogical practices in HCPS to a student-centered model. The purpose of this study was to determine the perceptions of students about the influence that this initiative has had on their classroom experiences. Secondary purposes included student perceptions of pedagogical changes in instruction, information acquisition, and recommendations that students would have for improving the TLI. Literature on computer use in schools is reviewed as it related to the HCPS' laptop initiative, as well as the importance of giving students a voice in change processes. Through a qualitative analysis of interviews with student focus groups from six of the 11 middle schools in the division, middle school students' perceptions of their experiences in the TLI were obtained. Analysis of focus group interviews, classroom observations, and students' logs of classroom activities provided triangulation. Data were analyzed inductively and results emerged organized by subcategories, categories, and themes. Results were reported in narrative form and explanatory tables, with an emphasis on findings related to the research questions of this study focusing on students' experiences in the TLI. Conclusions derived from this study were: Middle school students were keenly aware of their educational experiences and clearly articulated their thoughts; students' educational experiences changed during the TLI; some elements of constructivist classrooms were supported by laptop use, but not collaborative work; students obtained information from the Internet and websites, using textbooks less; computer reliability was a concern; cost to students for repairs raised equity issues; and benefits of the TLI went beyond the classroom. / Ed. D.

This study investigated the relationship between four models of student laptop computer use and three components of teacher instructional behavior: planning, implementation of instruction, and evaluation of instruction. The four models of use: full access, dispersed, class set, and mixed, represented the numerous ways teachers in public and private schools and school districts nationwide implemented student use of laptop computers. Teacher planning behavior was investigated with regard to time, frequency, complexity, difficulty, the need for revision, and use of technological resources and materials. Implementation of instruction was examined with regard to student grouping, instructional strategies, instructional content/subject matter, teacher and student roles, assignments and learning tasks, and instructional activities. The evaluation of instruction component was examined with regard to assessment tasks, grading, and assessment of homework. Using a researcher-designed questionnaire, data was gathered in a single-stage cross-sectional survey from 356 teachers working in 74 public and private schools nationwide. Results indicated models of student laptop computer use had differential effects on teacher instructional behaviors. On average, teachers found planning to be more arduous, but more collegial, especially in the mixed model. The full access and mixed models were more likely to advance a constructivist approach to teacher instructional behaviors with regard to implementation and evaluation of instruction. Results from this study had implications for future research. The effects of student laptop computer use on the full access and mixed models of use should be given further study with regard to the implementation and evaluation of instruction.

This study analyzed the eighth grade mathematics portion of the spring 2004 Maine Educational Assessment (MEA) achievement test and the survey questions that were also administered. The analysis was on a school-wide level (n = 182). The two survey questions used were: “Which statement best describes the use of calculators in your mathematics classes?” and "Which statement best describes how you use your laptop in mathematics class: getting data from the Web, finding mathematics problems online, creating graphs?" Correlational analysis, partial correlation, and regression were used to determine if there was any association between calculator usage, laptop usage, and mathematics achievement for girls and for boys in the first state-wide group of students to have one-to-one laptops in Maine. Calculator usage was found to be positively associated with mathematics achievement for both girls (partial correlation coefficient of .189 (p = .011)) and for boys (partial correlation coefficient of .193 (p = .010)) even after controlling for school size and socio-economic status. Though no significant association between laptop usage and mathematics achievement for either girls or boys was found, this may be more a reflection on the survey question being a weak measure than the usage of laptops. In a post-hoc analysis of findings, schools were rank ordered based on the average mathematics achievement score regardless of gender; the top 25% (n = 45) and the lower 25% (n = 45) of the schools were evaluated. In the top 25%, there was no statistically significant difference between school-wide girls' and boys' mathematics achievement scores. However, in the lower 25% of the schools, there was a statistically significant difference (p = .01) between the school-wide average of girls' and boys' mathematics achievement scores, with the girls' score being 1.49 points higher (p = .01, d = .447) than the boys'. Recommendations for refinement of MEA survey questions as well as future studies are provided.

Neck pain has the potential to result in altered afferent input to the central nervous system which may thereby result in altered sensorimotor integration and eventually further disability. One “at risk” population for neck pain may be university students, particularly given the growing use of laptop computers in the university setting. This thesis presents two pilot studies which aim to develop and assess instruments to use as screening tools for risk factors associated with neck pain. The first study explores the environment in which university students utilize their laptop computers and the relationship to known risk factors for neck pain. A new questionnaire, The Student Laptop Use and Neck Pain Risk Questionnaire (SLUNPRQ) was created to measure the presence of risk factors known to increase the risk of developing neck pain. This questionnaire was piloted for reliability using test- retest measures. Results indicated that the SLUNPRQ had good reliability based on Cohen’s Kappa scores. A modified questionnaire was developed based on questions with either low reliability or ambiguous answers and is ready for further testing. The second study sought to determine if dual somatosensory evoked potential (SEP) ratios changed with long term chiropractic care. This was part of the overall goal of finding neural markers that could identify those who are at risk for developing neck pain. This study sought to determine the feasibility of using dual SEPs to evaluate changes in neural markers of sensorimotor integration after 12 weeks of chiropractic care and demonstrated that dual SEPs shows potential as a marker to screen individuals at risk of neck pain as the SEP markers showed improvement after long term chiropractic care. / UOIT

The present study analyzes the use of XO laptops as a tool of information technology and communication in language learning in the sixth grade students of a Peruvian rural school. To develop this study were applied activities and tools that show the students have a domain in the handle of this kind of laptops. / El presente estudio pretende ofrecer al lector una visión acerca del uso de la computadora portátil XO por los estudiantes del sexto grado del nivel primario de una escuela de la región Junín. Para ello, se realizaron actividades con los estudiantes utilizando el entorno gráfico Sugar, orientadas a la práctica del área curricular de Comunicación Integral. De este modo se conoció que los estudiantes de la escuela rural tienen dominio en el manejo de las computadoras portátiles XO.