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The purpose of this paper is to evaluate effects of students’ 1:1 laptop use from a capability perspective by investigating increases and decreases of students’ opportunities and choices. The paper investigates changes that have taken place and how these changes enable or restrict students to do and be what they desire.
The paper undertakes an interpretive case study based on group interviews and questionnaires. Sen's capability approach is used as theoretical framework and has informed the data collection and the analysis.
1:1 laptops in schools have provided students with new opportunities and choices, but also restricted others. An evident opportunity is the equalization of access to computers. Other opportunities relate to schoolwork efficiency and increased access to information. Gains also include the use of different media for overcoming disabilities or to fit individual learning styles. Regarding students’ well‐being, a “fun” learning environment is mentioned. However, the “fun” is often about playing games or using social media – something which diverts the students’ attention from the learning. Students also find that they are less social, too computer dependent, and that they miss using pen and paper. Additionally, health issues such as back problems and headaches are reported, as well as an increased risk of being robbed.
Most research on 1:1 laptops in education focuses on easily quantifiable measures and reports from a teacher perspective. The paper takes a broader approach and investigates the impact 1:1 laptops have on students’ well‐being and agency.
Hatakka, M., Andersson, A. and Grönlund, Å. (2013), 'Students’ use of one to one laptops: a capability approach analysis', Information Technology & People, Vol. 26 No. 1, pp. 94-112. https://doi.org/10.1108/09593841311307169Download as .RIS
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