Citation:

Warschauer, M. (2006) Laptops and literacy: learning in the wireless classroom. Teachers   

     Collage Press, New York, 178pp.

Goals:

The goal of this book was to explore the implications of one-to-one computing on literacy in the United States classroom.  The author conducted a 2-year study of laptop and literacy practices in 10 diverse kindergarten though twelfth grade public schools located in both California and Maine, and evaluated the effectiveness of personal laptops within the context of literacy.   Warschauer’s finding indicated that laptops have been successfully integrated into the classroom, however, the effectiveness of this technology is tied to teacher’s and administrator’s willingness to make a commitment to the cost and training needed to make this technology a transparent part of the classroom.  Recent reports have indicated that laptops have not increased student scores on standardized test, and many schools that implemented one-to-one computing are abandoning the technology because of this and because of the costs of maintaining the technology.   Warschauer states that laptops may not increase test scores, however, they are educationally imperative because they (1) mimic the realities of working in the “real world”, (2) “bring the wider world into the classroom and thus motivate and contextualize literacy practices” (p154), (3) introduce students to a multicultural perspective through the use of materials on the world-wide-web and, (4) facilitates the students abilities to create and share authentic documents.

Strengths:

• Indicated the importance of wireless computing in getting students access to original and diverse documents.
• Indicated that laptops can facilitate student creativity through the use of multi-media sources and presentations (e.g., brochures, newspapers, videos, websites).
• Indicated that wireless computing may help students’ better archive and reflect on prior work and experiences.
• Indicated that one-to-one computing encouraged the development of the literacy processes as well as creating a familiarity with the technologies and applications through which these skills are ever increasingly be used.
• Provides creative examples that can serve as a template for the implementation of this technology in the classroom
• Makes connections to all academic areas (e.g., science, math, history)

Weakness:

• Does not give suggestions on how to address the important issue of the lack of technology literacy in teachers which creates resistance to implementing technology
• Does not address how to make the technology transparent so as to keep students on task
• Does not address how cost is considered prohibitive by many school districts
• Does not address why schools that have one-to-one computing are getting rid of these programs.

Implications:

Warschauer concludes that one-to-one computing increased student engagement in most of the classes studied.  He also states that the use of this technology can increase students ability to think critically, analyze resources and study.  Through the use of one-to-one computing students are being better prepared for the situations that they will encounter in the workforce.  He also states that access to computer will promote student’s innovation, flexibility, and ability to communicate.  In the science classroom, wireless internet can allow access to original research.  It can also be used to do simulation laboratory experiments that are to complicated or long to do within the traditional laboratory setting.
 

Uses:

1.      Using simulations to teach the predatory/prey cycle or natural selection.

2.      Virtual dissections to study anatomy.

3.      The creation of multi-media products as a part of research projects.

4.      Access to a original research documents such as journals.

5.      Test preparation (e.g., access to regents study tools online)