We live in a world where people look to technology to enhance and improve their lives and in fact, laptops have now become a standard item to have and this technology is seen to be utilized everywhere at home, stores, work, and schools (Noel, 2008). Over the last decade, many schools have investigated the educational possibilities of mobile computing while more recently, many K-12 schools are implementing the use of laptop computers and in fact, improvements in portable computing technology as well as examples of successful pilot programs using laptops have inspired many schools to take into great consideration laptops for their students (Belanger, 2001).
As Peyman and Mann (n.d) noted, in the last few years, the use of wireless local area networks (WLAN) has increased significantly and this is something that has made technology popular amongst the various fields of society, including education. Schools are striving to help students become technologically literate at a young age but while there are advantages to laptop computing in K-12 education, there are also many concerns that should be taken into consideration (Miles, n.d).
“A laptop is a general term referring to a computer that has a built-in display and keyboard and is intended to be a portable personal computer. A laptop computer runs the same operating system and software applications as a larger desktop PC, but it is considerably smaller in size and lighter in weight” (National Centre for Technology in Education, 2007, p.1). Laptops or notebook computers are the most prevalent one-to-one computing devices and for more than a decade schools have used laptops and in fact, in 2003 more than 24 million laptops were sold in the United States (Jackson, 2004). As Greenfield (1990) supported, laptops have started making inroads in the educational sector in ways that are practical and innovative.
According to the British Educational Communications and Technology Agency, 50% of primary schools and 82% of secondary schools reported making at least some use of wireless network technology while also, in 23% of primary schools and 22% of secondary schools, either all or a significant portion of their network was wireless (Peyman & Mann, n.d). The use of laptops in the classroom can provide teachers and students with many benefits and can change significantly the teaching and learning processes in unique ways. As outlined by the National Centre for Technology in Education (2007), laptops are a window into the world and a tool with which to enhance learning while also, they can be used to teach and learn as well as to create and share.
Two important advantages that laptops provide are portability and convenience. Laptops can be taken out of the school by teachers and students and in fact, it is possible to transport them to various environments and this is something very convenient for teachers and students (Greenfield, 1990). These advantages lead also to another advantage of laptops and that is flexibility. As Fay (2006) supported, laptops enable students to engage in their work when and where they want and with few constraints while also, the results of a study conducted by Fay, revealed that students spent more time on task when they had laptops and in fact, they worked more frequently and for longer. Laptops provide flexibility not only to the students but also to the teachers. Teachers have the opportunity to take laptops home from school and can work and up skill themselves according to their personal schedules (National Centre for Technology in Education, 2007). As reported by the National Centre for Technology in Education, teachers can take laptops home in order to prepare lessons, carry out administrative tasks as well as to evaluate educational software programs in more independent way. Furthermore, laptops increase access. As supported by the Keystone Tech Team (2005), laptops provide teachers the opportunity to access the technology where and when they need it while also, laptops can be even compared to calculators and hence, students can use them at their desk or collaboratively in a group setting.
Laptops are also characterized for their functionality. In specific, laptops have almost all the functionality of desktop computers and hence, they allow students to perform all the tasks they were used to perform traditionally on a PC such as creating presentations, e-mailing, surfing the Internet as well as collaborating with other students (Jackson, 2004). It can also be denoted that laptops offer an alternative to traditional computer room scenarios and in fact, they can perform like any desktop computer but in addition, they have the advantage of being more readily integrated into the classroom situations and learning activities (National Centre for Technology in Education, 2007).
Apart from these, the use of laptops helps students get engaged in their own learning. As Negroponte (2009) outlined, when students have access to laptops they get engaged in their own education and they have the chance to learn, create, share, and collaborate while also, they become connected to each other and to the world. In addition to these as Capraro (n.d) reported, laptops offer a new, improved realm of learning for students; they make lessons interactive and this is something that keeps students engaged in the learning process; while they also provide instant feedback and assistance and they can serve as a source for limitless new knowledge.
Furthermore, the use of laptops in the classroom enhances and promotes independent learning. In a laptop classroom, there is lecturing and more individual and group project work and hence, teachers no longer have to provide all the information since, students can gather much of what is needed from the Internet while they can also work more on their own and at their own pace or work in small groups to prepare projects (WikiBooks org., 2006). In addition, as supported by the WikiBooks org., teachers can act as consultants to the students who can offer individualized suggestions and corrections as well as more frequent assessments of individual and group progress.
In a laptop classroom, students “as independent learners, they also have to take on more responsibility for their learning, by working independently they have to monitor their own progress, identify the tools and resources they need to use, and know when to seek help. Developing the ability to learn independently, collaborate with peers to accomplish work, and communicate the conclusions of your work are the core of 21st-century skills, and a highly valued set of competencies in the world outside of school” (WikiBooks org., 2006, ¶4).
A great advantage of laptops is that they promote cooperation among the students. As Cromwell (1999) outlined, cooperation and a sense of community can de developed among the students when they work collaboratively on projects and share information about their laptops. This was also outlined by the results of a study made by Rockman that specifically revealed that the majority of the teachers that participated in the research and made use of laptops in the classroom, reported an increase in cooperative learning and project-based instruction (Belanger, 2001).
An also important advantage of laptops is that they contribute to an improvement of students’ achievement and to an increase in test scores. This was also revealed by the results of the second of a three-year study at Henricho County high school that showed in specific, a noticeable improvement in students’ test scores in the subjects of biology, history, and chemistry (Noel, 2008). Moreover, the results of another study made by Stevenson revealed also that students with laptops demonstrated a sustained level of academic achievement compared to the students who did not make use of laptops while also, the academic benefits were most significant in at-risk student populations (Belanger, 2001). In accordance with these, are the results of a study made by Gulek and Demirtas (2005) that revealed that students who participated in a laptop immersion program tended to earn significantly higher test scores and grades for mathematics, English-language arts, writing and overall Grade Point Averages (GPAs).
The use of laptops in the classroom creates greater interest in and excitement about learning in general. As Cromwell (1999) stated, “Laptops have created … a sense of excitement about learning in general…They’ve created greater interest in research, writing, and projects students work on…The laptops lead to a sense of discovery every day, keeping students more focused and on task” (¶3).
An important advantage of laptops is that they enhance learning for students with disabilities. In particular, laptops provide students with disabilities the opportunity to succeed that may not be otherwise provided while also, laptops provide special education students an additional visual representation of learning material that directly addresses the needs of these students (Gulek & Demirtas, 2005).
Laptops provide also more opportunities for students to develop and acquire important computer skills that will be necessary to them in their future workplace. As Cromwell (1999) reported, many proponents of a laptop for every student think young people need to begin developing and acquiring computer skills in order to be employable when they graduate from high school or college.
According to Jackson (2004), laptops provide also the following general four advantages: (a) speed of implementation and in fact laptops are easy to learn, if you already know how to use a desktop computer; (b) support availability, where technical support, software, and peripherals are readily available with laptops; (c) integration help and in fact educational materials such as lesson plans, mail lists, etc. are easy to locate using laptops; (d) cross-platform capability, where various laptop models are made for PCs and Macs, that ensure a smooth transition from existing technology.
Laptops also contribute to an improvement of students’ writing skills. In particular, the ease of using a word processor along with the ability to go back and modify things that would otherwise not be possible when writing to a paper, helps students learn how to write more coherent and persuasive text (Timmer, 2009). Furthermore, the use of laptops offers students the opportunity to transfer knowledge across disciplines. As Gulek and Demirtas (2005) stated, “This is believed to occur because laptop students are involved in: (1) highly engaged and focused activities spending more time on their work and completing larger projects; (2) frequently apply active learning strategies; (3) interact with each other about their work; (4) problem solve through project-based activities, which usually involve more critical thinking; and (5) regularly find information, make sense of it, and communicate it” (p.6).
Undoubtedly, the use of laptops in the classroom has many advantages and can provide students and teachers with many benefits that can enhance and improve the teaching and learning processes. Laptops can be used in various ways in the classroom in order to enhance and improve learning and some of those ways are next mentioned and discussed. Students can use laptops in class as part of an integrated lesson that can be teacher-directed or student-directed or they can use them at home where their use is totally student-centred (National Centre for Technology in Education, 2007). As stated by the National Centre for Technology in Education “Allocating laptops for student use on a full-time basis can be advantageous for the following reasons: students can explore their preferred learning styles independently; students can collaborate on assignments with peers via email; students can prepare and present homework or project work using multimedia; students can access learning support if educational software programs are made available for home use” (p.2).
Furthermore, teachers can use laptops in all content areas by incorporating blogging, podcasts, quizzes and online textbooks into their instruction and this is something that can improve the teaching and learning methods as well as create a more fun and interactive environment for both teachers and students (Noel, 2008). In addition, as Noel reported, with the use of laptops in the classroom, the amount of paper being used can be greatly diminished.
The 1999 Laptop Learning Challenge sponsored by Toshiba and National Science Teacher’s Association recognized innovative uses of laptops in K-12 science and mathematics education such as: some award-winning ideas that showed students using laptops to facilitate group work, to analyze data immediately during a lab exercise, conduct scientific investigations in the field rather than in the classroom; in writing activities, student projects and presentations; in creating spreadsheets to solve mathematical problems; and creating book reports using presentation software such as PowerPoint or HyperStudio (Belanger, 2001).
On the other hand, the use of laptops in the classroom does not lack of some disadvantages, some of which are next mentioned and discussed. Laptops are too expensive. Many laptops cost $1000 and up and this price is too high for many schools (Jackson, 2004). In addition, “according to a study done by the UCLA Department of Education, software, internet connection, maintenance and training costs must also be considered when budgeting for a laptop program” (Miles, n.d, ¶2). This was also supported by Belanger (2001), who reported specifically that added costs such as hardware and network costs, technical support and faculty training are the greatest obstacles. Moreover, laptops are too expensive to be distributed equitably among children and therefore, their use in just a few classrooms is simply unfair (Cromwell, 1999).
The fact that laptops are too expensive leads to another disadvantage and that is inequities between the students. Students with laptops at home have an unfair advantage over students who do not have laptops at home and this is something that raises concerns about school-system-funded laptops for every student (Cromwell, 1999). In addition to these, the fact that not all students have an Internet connection at home and hence, allowing laptops to be checked out for homework purposes will not be possible if assignments require Internet usage (Miles, n.d). As Belanger (2001) noted, “Laptop programs may worsen technology inequities among students for families who are unable to assume these costs” (¶11).
Furthermore, the use of laptops in the classroom can make students not use their time in class productively or efficiently. For instance, their work can be interspersed with other activities such as checking and writing email, reading news, instant messaging, etc. and consequently, this constant availability of the laptops leads to constraining students’ thinking (Fay, 2006). In addition to these, reliability constitutes another disadvantage of laptops. In particular, during the teaching and learning processes, technical problems may occur and if replacement computers are not available, then valuable time can be wasted (Miles, n.d).
As Jackson (2004) supported, laptops have also the following two disadvantages: (a) mobility, and in fact, laptops are not actually mobile since people cannot walk and work on them; and (b) physical barrier, where the laptop screen can make it difficult for teachers to monitor work and communicate with students. Furthermore, other disadvantages of laptops include the following two as reported by Miles (n.d): (a) security, and in specific, due to the fact that laptops are small and lightweight enough to be hidden in backpacks, there may be thefts if the school does not monitor the laptops strictly or attach a security device to them; and (b) health concerns, since there is growing concern about the safety of the electromagnetic fields emitted from wireless devices used by laptop computers.
Apart from these, another important disadvantage related to the use of laptops in the classroom refers to the teachers’ role as the students’ guardians. In specific, when laptops are used in the classroom, teachers have to become more active guardians over the activities of their students and maybe such tools as remote desktop viewing of students’ laptops as well as old-fashioned walking around the classroom, may keep students in line with using the laptop only for classroom and educational purposes (Manal, n.d).
Relating to the use of laptops in classroom is the use of Wi-Fi. “Wi-Fi is short for Wireless Fidelity and is a particular type of Wireless local area network (WLAN)-i.e., you don’t need to plug your computer into a phone network via a cable. There are many types of WLAN but all of them allow two or more computers to form a network using radio frequency (RF) signals. They allow users to access and share data, applications, internet access or other network resources in the same way as wired (cable) systems” (Snowdon, 2009, p.1).
A Wi-Fi enabled laptop program brings technology to the children and in fact, Wi-Fi can connect the students studying at home to the school’s intranet and its content and instructional software which does not include the internet with inappropriate content for students such as pornography, gambling, etc. (Adrignola, 2009). The option for Wi-Fi connectivity is available for most of the interactive Whiteboards that are increasingly used in schools with educational software in order to cover the curriculum (Peyman & Mann, n.d).
The use of Wi-Fi helps improve the teaching and learning processes and in general it has many advantages, some of which are next mentioned and discussed. Wi-Fi offers flexibility to teachers and students. In specific, teachers can make use of a wireless enabled laptop and can access the wireless network to show students work and educational material, share resources, obtain information from the internet from anywhere within a range of an AP, without being tied to a wired PC (Snowdon, 2009). In addition, as Snowdon supported, Wi-Fi enables for a flexible learning and the accommodation of different learning styles as well as the adaptation of any learning space to suit the type of learning taking place.
An important advantage of Wi-Fi is its low cost. Despite the fact that the initial cost that is necessary for Wireless LAN hardware can be similar to the cost of wired LAN hardware, the installation expenses can be significantly lower (Snowdon, 2009). Moreover, the fact that the cost per subscriber for a Wi-Fi is quite low enables a school district to build its own private access network independent of commercial operators (Adrignola, 2009). Additionally, as Adrignola stated, “Wi-Fi allows local area networks (LANs) to be deployed without cables and wires for client devices, typically reducing the costs of network deployment and expansion…Wireless network adapters are now built into most laptops. The price of chipsets for Wi-Fi continue to drop, making it an economical networking option included in even more devices” (¶16).
Wi-Fi is accessible and adaptable. It provides access to the network from anywhere in the school within range of an access point and this gives users the freedom to use ICT where and when it is needed while also, with Wi-Fi, it is easier and quicker to add or move devices on the network (Snowdon, 2009). In accordance with the advantages of accessibility and adaptability is the advantage of portability and convenience. As Snowdon supported, Wi-Fi allows computer devices to move around the school with the students and this is something that allows for outdoor field work and work in non-classroom spaces such as the library, playground, etc. As Adrignola (2009) outlined, “With Wi-Fi service, students, faculty and staff can conveniently use their Wi-Fi enabled devices anywhere in the school campus during school time” (¶17).
Wi-Fi contributes also to an enhancement and improvement of technology and academic skills. In particular, the longer the students use compute and internet/intranet, the more digital skills they will learn while also, students who spend more time on school’s intranet usually get more information of their subjects and it is most likely that they will find it easier to do their homework and hence, improving of the grade is automatic (Adrignola, 2009).
Moreover, the use of Wi-Fi provides opportunities for students to interact with the teacher, other students as well as with outsiders (Hodgson, 2004). Wi-Fi provides significant advantages for instruction in various content areas such as literacy, numeracy, and writing. For instance, a Wi-Fi enabled laptop loaded with interactive literacy instructional software can greatly enhance instruction and some examples may include English language students who can improve their English vocabulary by making use of sight-sound relationships that are made available via the laptop and software while also, software products offer practice tests that students can use when they are studying for their American Tests (ACT) in order to improve their reading and test taking skills (Adrignola, 2009).
Apart from these, Wi-Fi enabled laptops offer interactive software that can enhance students’ number sense while they also offer math games that enable practice and development of number sense while also, 3-D graphics can help high school students understand physics, biology, and trigonometry (Adrignola, 2009).
Although Wi-Fi has many advantages, it has some disadvantages as well. An important disadvantage of Wi-Fi refers to slower data transfer and specifically, the current data rates of wireless networks indicates that high bandwidth activities are better done on wired networks while also, when the number of devices that make use of the network increase, then the data transfer rate to each device will decrease accordingly (Snowdon, 2009). Another disadvantage of Wi-Fi as Snowdon reported, involves upgrading. As wireless standards change, it may be necessary to upgrade to higher specifications of wireless that could mean replacing wireless equipment while also, security with Wi-Fi is more difficult to guarantee.
According to Snowdon (2009), Wi-Fi has also the following two disadvantages: (a) signal reception, that means that devices will only operate at a limited distance from an access point while also, obstacles between the access point and the user such as walls, trees, glass, etc. can also affect and determine the distance of operation; and (b) configuration, that means that as more people use wireless devices then there is the risk that certain radio frequencies used for wireless will become congested and prone to interference.
As Adrignola (2009) outlined, “Today’s children are digital natives. Today’s adolescence love digital devices: iPhone, iPod Touch, smart phone, and laptop/netbook. With Wi-Fi service on school campus, students with Wi-Fi enabled devices could enjoy surfing on internet during school time. This will most likely to extend their time of practicing technology skills, as well as academic studying” (¶6). Laptops are definitely necessary in the classroom around the world today to help students gain any advantage they can in today’s cutthroat education system (Ryan, n.d). Closing up, with the use of laptops and handheld computers in the classroom, education is becoming more high tech while also, the involvement of Wi-Fi in the classroom helps students with real time streaming and in fact, it can free students from note taking and therefore, it can allow them to concentrate more on the discussion developed in the classroom (Hodgson, 2004).
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