The purpose of this study was to develop and evaluate a scale used to assess in-class use of laptops in higher education. The Laptop Evaluation Scale consisted of four constructs: academic use, non-academic communication, playing games, and watching movies. All scale items showed acceptable internally reliability. A principal components factor analysis demonstrated good construct validity. Correlation among the LES constructs were significant but small enough to support the existence of four distinct constructs. All four LES constructs were correlated with average grade, time spent on non-academic activities, and perceptions of laptop helpfulness in class, thereby proving evidence for convergent validity. Finally, content validity was supported by frequencies of laptop behaviours reported as well as student comments. However, student comments indicate that the content of the LES may need to be expanded to include more specific academic and non-academic behaviours.

Study findings suggest that integration of 1:1 laptop computing positively impacts student academic engagement and student learning. Therefore, there is need for teachers to implement appropriate computing practices to enhance student learning. Additionally, teachers need to collaborate with their students to learn and understand various instructional technology applications beyond basic Internet browsing and word processing. Based on the study findings, the following conclusions were reached. First, the findings suggest that the integration of 1:1 laptop computing increased student engagement and learning, motivation, and ability to work individually. Secondly, the data provided evidence to suggest that the implementation of 1:1 laptop computing increased the use of technology in the classroom and in the home by students. Finally, the data provided evidence to indicate that faculty believed that the integration of 1:1 computing improved traditional, at-risk, and high-achieving students learning experiences.

This article researches the effects of laptop multitasking on classroom learning. The obvious results show that learners who multitasked during class had reduced comprehension of lecture material and learners in-view of multitaskers also had reduced comprehension of lecture material. All of these conclusions make perfect sense but I would have appreciated a comparison of a multitasker using a laptop to a student who did not take notes on a laptop.

This article has some great quantitative data

I can definitely see how using laptops daily would enhance this course!

This paper presents the findings of a study on the current knowledge and attitudes of pre-service teachers on the use of scenario-based multi-user virtual environments in science education. The 28 participants involved in the study were introduced to Virtual Singapura, a multi-user virtual environment, and completed an open-ended questionnaire.

Deanna Jump's blog is awesome! I will definitely be looking into the TeachersPayTeachers website to see what it's all about. It's great to see teachers being rewarded financially for their hard work!

Interesting article that compares observational verses experimental learning with an ideal-avatar, real-avatar, friend-avatar, or no avatar. This idea reminded me of the simulation activity we are undergoing at the end of the program.