267:
Chromebooks were substantially lower than competing devices. According to IDC research the maintenance costs were significantly lower. Since the batteries of
Chromebooks easily last a full day, schools experimented with having students charge them at home and only keeping a replacement stock ready in school (for defective, forgotten and out-of-charge Chromebooks) reducing the need for charging equipment/trolleys. GAM (Google Accounts Management) did charge for licensing, but it could remove the necessity of other MDM (Mobile Device Management) solutions and other security solutions at lower than Web-authentication level. Some schools also experimented with parents owning the devices (and paying for them). Having less costly equipment on site may also have saved in insurance and rooms may have become available for other purposes. 1:1 also enabled going paperless (i.e. publishers supplied cheaper digital versions of teaching materials) and reducing the cost on paper/printers used. No serious study is known of this, at this point. But individual schools have published costs and savings. The use of Google-Classroom software and G suite in general was instrumental in going paperless. It allowed electronic hand-in, grading and returning of projects to groups of students. Microsoft is trying to copy the classroom functionality in their O365 for education.
276:
country is given a computer for personal use with free
Internet connection at school. In addition, Plan Ceibal provides programs, educational resources and teacher training courses that transform the ways of teaching and learning.". The 2007 decree specified in it desired outcomes "1.2.3. EXPECTED RESULTS: Have covered 100% of children of school age within a period of 3 years with an Internet connection in their Schools as in their homes." By 2009 all 300.000 students were equipped with hardware and all schools had WiFi. By 2013 use of Google-drive and apps were added to CREA and By 2015 95% of urban schools had fibre-optic connections. By 2016 Chromebooks were added to the available hardware. Since the original hardware was Fedora based Uruguay has held the top-spot of Linux uptake for years, according to statcounter.
298:
outperform other schools, and reveal significant opportunities for improving education return on investment (ROI) by transforming teaching and learning". The influence of the change in teaching is also stressed academically like in "Chromebooks and the G Suite group of products, like Google Search, Gmail, and Google Docs, have rapidly expanded in
American schools during the past 5 years. The impact of one-to-one Chromebook devices and the pervasive use of Google's software products in American education cannot be overstated." Apple is also promoting its own 1:1 iPad programs and there are some signs of uptake of its "classroom" software and iPads for example in San Bernardino. Other countries where 1:1 programs are successful are Sweden, New Zealand (both mentioned in the
241:
cost of the sum of all replacement parts for one
Chromebook exceeds the cost of a Chromebook gained through a school districts bulk discount. This has resulted in school districts transitioning from a traditional repair model to treating Chromebooks as a disposable device. Another disadvantage is the need to future proof reliability. Up until recently, and prior to improvements in battery technology, laptops mainly served as non portable devices. Many component issues such as battery and cabling issues related to laptops have trickled down into the Chromebook model. This is an issue due to Chromebooks typically being distributed in far greater numbers. This risks an interruption to instruction that needs to be overcome.
92:" (BYOD), which encourages or requires students to use their own laptops, smartphones or other electronic devices in class. The distinction between BYOD and school-issued devices became blurred when many schools started recommending devices for parents to buy (examples for both iPads and Chromebooks being used 1:1 in schools, but being paid for by parents exist, there may be similar evidence for other devices). The term 1:1 computing in education is now redefined to a situation where students have access to a device per individual that is used in the teaching as a tool for learning. Historically, the programs have centered around the following devices:
294:
District 212 has on its main page Dr. Nick Polyak saying "Over 2,000 educators from across the country have visited Leyden to learn about teaching and learning in the digital age." which clearly refers to its 1:1 program. The history of Leyden's 1:1 program is clearly told in the 2014 article "How many administrators does it take to get a district to go one to one". So there is evidence that successful schools indeed show others the way.
33:
148:(OLPC), a charity that aims to issue electronic devices to millions of children in the developing world. With the growth of the internet-connectivity the possibility to use cloud-computing to transfer the data and administration from the devices to cloud-computing has removed the necessity of much of the tech support from the teacher.
293:
In June 2017, CMS-district was reported to be on a 150.000 Chromebooks 1:1 program. It looks like 1:1 Chromebook programs have come become very popular on the basis of adoption and evangelizing by enthusiastic users in schools. The suburbs of
Chicago are most often mentioned as influencers. Leyden in
157:
the laptops were often used as add-ons to the established teaching. Their limited use reinforced the doubts about their educational value and whether the high maintenance costs were worth the investment. According to research published by Boston
College, the educational value of 1:1 in the laptop era
253:
Several methodologies exist to make sure all stakeholders are involved and the adoption/implementation is done responsibly. For example, the Natick (MA) Public
Schools 1:1 Program has the "Red" Logo indicating it is a Project Red Signature District indicating they followed the Red methodology, as
240:
The cost itself may be a disadvantage. Schools and districts in areas with low incomes and high rates of homelessness have argued that
Chromebook programs compare positively to paper for homework return-rates. Other disadvantages may be related to the sustainability of infrastructure. Currently the
219:
Because 1:1 computing programs may have many goals, from improving educational outcomes to increasing equality, and are associated with such a wide range of teaching methods, it is also difficult to judge their overall success or value. One notable benefit that has been documented and researched is
143:
Before cloud-computing the main benefits referred to access to devices. As cloud-computing progressed collaboration, cost reduction, going paperless, 21st century skills became more of a focus. Red research included 1:1 and collaboration in its key research findings. One-to-one computing offers the
297:
The original legitimization for 1:1 education may have been derived from research by the Red group (mainly financed by Intel) whose findings describe the potential of transforming education "Our findings demonstrate that schools employing a 1:1 student-computer ratio and key implementation factors
232:
Disadvantages of 1:1 are controversial, but there are general objections at increasing "screen-time" when the private lives of children also see significant screen-time. There may be psychological and / or physical disadvantages as there are with any technology, including the ones replaced (paper,
284:
1:1 Programs in US schools have gained serious momentum somewhere around 2016/2017. In
February 2017, edtechmagazine reported more than 50% of teachers reported using 1:1 computing. In March 2017 Futuresource reported Chromebooks had 58% market-share in US-Education. The success of Chromebooks in
275:
Between 2007 and 2016, Project Ceibal was the most successful 1:1 program in the world. It included the right to internet connectivity in school as well as at home besides the right to have a computer "Since its implementation, every child who enters the public education system in any part of the
195:
Truly device independent. Backed-up files & configuration available anytime, anyplace, anywhere. This allowed distribution of educational content. It also allowed keeping stock of spare-chromebooks available. If a student logged in with his/her account it worked flawlessly. iPads and PCs kept
236:
While devices aren't addictive, some apps can be addictive. There can also be objection against possible effect of exposure to radiation from the screens and WiFi. As stated under advantages there is no general consensus on the scientific evidence on efficacy. In a field as new as 1:1 with the
139:
There seems to be consensus that 1:1 availability of devices improves their usefulness. Having to share devices reduces their educational efficacy because of the reduced intensity & length of the experience and the additional time spent on file-management, configuration management, device
266:
The USA based
Chromebook programs may have shown changes in the economics of 1:1 programs. Although 1:1 programs require better WiFi than previous programs, they use ChromeOS which automatically updates and patches in the background (lowering the maintenance costs). The purchasing prices of
249:
One-to-one requires substantial institutional investment. In addition to the cost of purchasing devices, the Cost-of-Ownership is not insignificant and can include connectivity/WiFi, charging-facilities/caddys, implementation, training, software licensing, monitoring, security, upgrades and
168:
saw increased uptake of iPads (and comparable tablets) in schools and consequently increased 1:1 programs in schools. More and more education specific applications and tools became available as increasing research about educational value and implementation methodologies of 1:1 programs were
144:
benefits of equal access, standardization, easy upgrades, simple networking and the ability to monitor student progress and online behavior. For these reasons, one-to-one computing is a major part of education policy in many countries. These benefits also underlie the one-to-one model of
158:
depended on the classroom teacher. Some schools have even phased out their one-to-one programs because there was no evidence of academic gains according to the 2007 article. (Though: Please note that the district noted in the article went for a 1:1 Chromebook initiative in April 2017 )
254:
well as an Apple Distinguished District logo (competitors like Google and Microsoft have their own recognition programs). If one looks at the documents they increased their numbers of Chromebooks and have mature planning processes including cooperation with Boston College research.
250:
maintenance. Therefore, the overall cost–benefit ratio of a one-to-one model is not clear. Aside from the technical costs the changing of the teaching itself is labour-intensive and may require professional development, licensing, re-writing materials, re-designing lesson plans.
289:
in May 2017. Which explains the success "This became Google’s education marketing playbook: Woo school officials with easy-to-use, money-saving services. Then enlist schools to market to other schools, holding up early adopters as forward thinkers among their peers."
465:
Boston College researchers found that the impact of a one-to-one computing implementation is largely a function of the classroom teacher... if extracting value from an innovation is dependent on the teacher, then the value added by the innovation per se is
161:
Other studies have shown some progress in specific subjects, especially in writing scores, that are correlated with the use of school-issued laptops. The wide range of results for 1:1 programs means there is no consensus on their benefits or drawbacks.
208:
Increased involvement of stakeholders like parents and school-boards because of the costs of WiFi, the increased tendency to use the devices at home and the increased awareness of processes for repairs, insurances, temporary replacement
1268:
McKnight, Katherine; O'Malley, Kimberly; Ruzic, Roxanne; Horsley, Maria Kelly; Franey, John J.; Bassett, Katherine (2 July 2016). "Teaching in a Digital Age: How Educators Use Technology to Improve Student Learning".
661:
257:
As the cost of internet services and data charges fall WIFI speeds and accessibility has increased to the point that it is no longer a limiting factor for users of Chromebooks and other devices used for education.
1464:
172:
The popularity was based on their touchscreens, good battery life and the availability of applications as well as their general brand-related image and comparative ease of use compared to Laptops/Desktops.
124:
For young students, iPads and competing devices remain very popular, but they are not always 1:1. Many more affluent schools provide each of their students with an iPad to use throughout the school year.
84:") refers to academic institutions, such as schools or colleges, that allow each enrolled student to use an electronic device in order to access the Internet, digital course materials, and
130:
For mature/adult students in higher education, the BYOD approach is most employed. Institutions provide WiFi and web-based LMS access. However, Chromebooks can be found in many libraries.
530:
757:
444:
127:
For students that need to type more, Chromebooks are the most common. Middle and High Schools and, to some extent, colleges have been customers for Chromebooks.
88:. The concept has been actively explored and sporadically implemented since the late 1990s. One-to-one computing used to be contrasted with a policy of "
1373:
960:
393:
345:
120:
The level of education will influence the type of adoption, through factors such as: user-readiness, budget, expected merits, and cost-benefits.
1306:
Harper, Ben; Milman, Natalie B. (2 April 2016). "One-to-One Technology in K–12 Classrooms: A Review of the Literature From 2004 Through 2014".
1162:
1077:
1139:
541:
379:
732:
909:
620:
557:
When examining the research related to one-to-one computing programs, it is clear that they have produced a wide range of results.
1459:
822:
452:
668:
1112:
151:
The ultimate academic benefits of one-to-one, if any, are unclear. They may not be the same for the different eras of 1:1.
876:
1380:
847:
479:
221:
202:
Low cost (compared to iPads and Laptops) both for purchase, and running costs/maintenance (i.e. Cost of Ownership).
540:. UCEA Center for the Advanced Study of Technology Leadership in Education, University of Kentucky. Archived from
54:
45:
237:
technology used having undergone major changes it may take time for clear patterns to emerge and be agreed on.
205:
Increased attention to professional development and to embedding 1:1 use in the teaching of different subjects.
1343:
Penuel, W. R. (2006). "Implementation and Effects of One-to-One Computing Initiatives: A Research Synthesis".
796:
199:
Availability of general productivity software that was cloud-based. This allowed note-taking, going paperless.
346:"One to one computing: A summary of the quantitative results from the Berkshire Wireless Learning Initiative"
1384:
1046:
Ahlfeld, Kelly (December 2017). "Device-Driven Research: The Impact of Chromebooks in American Schools".
89:
571:"Tablets and Trees: Equipping Forestry Students with Mobile Tools for Learning in and Out of Classroom"
504:
357:
682:
1414:
1221:
145:
1193:
186:
auto-updating devices. Reducing the need for device management and the need to wait while updating.
1438:
1360:
1331:
1294:
1237:
1185:
1059:
1028:
1153:
1011:
Ahlfeld, Kelly (2017). "Device-Driven Research: The Impact of Chromebooks in American Schools".
179:
had several major success-factors (several of which were often also used in iPad 1:1 schools).
17:
1430:
1405:
1323:
1286:
884:
751:
602:
1422:
1352:
1315:
1278:
1229:
1177:
1108:
1051:
1020:
592:
582:
85:
319:
1233:
961:"How Many Administrators Does It Take to Get a District to Go One-to-One? - EdSurge News"
1418:
1225:
848:"Sales of Mobile PCs into the US K-12 Education Market Continue to Grow - Press Article"
32:
1144:
986:
646:
111:(2015–present) (with iPad+keyboard and other laptop & tablet-computers competing).
1453:
1442:
1335:
1063:
1032:
1364:
1298:
1241:
1189:
1372:
Silvernail, D. L.; Pinkham, C.; Wintl, S.; Walker, L.; Bartlett, C. (August 2011).
1356:
1319:
1282:
1055:
1024:
1127:
1250:
196:
much configuration information on devices making quick swaps hard or impossible.
108:
1327:
1290:
1212:
Jaillet, A. (2004). "What Is Happening with Portable Computers in Schools?".
888:
606:
1426:
771:
707:
1434:
1078:"Why San Bernardino's Aquinas High was named an Apple Distinguished School"
531:"What does the research say about school one-to-one computing initiatives?"
797:"Desktop Operating System Market Share Uruguay | StatCounter Global Stats"
418:
587:
570:
215:
Increased collaboration, self-directed learning, inquiry based learning
1181:
597:
380:"As Chromebook sales soar in schools, Apple and Microsoft fight back"
96:
738:. 29 September 2007. Archived from the original on 29 September 2007
662:"Quantifying the Economic Value of Chromebooks for K–12 Education"
220:
the potential for 1:1 computing initiatives to support the use of
1374:"A Middle School One-to-One Laptop Program: The Maine Experience"
224:, available in digital form, for ubiquitous access by learners.
102:
1252:
Education 1.2.1: How Best to Provide a Device for Every Student
1113:"Educational Outcomes and Research from 1:1 Computing Settings"
1403:
Zucker, A.; Light, D. (2009). "Laptop Programs for Students".
26:
935:
733:"Wayback Machine version of "Pliegos de la licitación" 2007"
683:"Chromebook costs - Maine Township High School District 207"
105:(with some competing Android and Windows devices) 2010-2014
1465:
Information and communication technologies for development
505:"Chromebook 1:1 » Liverpool Central School District"
910:"Chromebooks and G Suite: A Partnership Worth Exploring"
189:
Quick start-up/ almost instantaneous wake-up from sleep.
823:"More Than 50 Percent of Teachers Report 1:1 Computing"
50:
1140:"Cuban Op-Ed: The Laptop Revolution Has No Clothes"
1163:"Learning with laptops: A multi-method case study"
445:"One-to-one computing has failed our expectations"
394:"An Administrator's Guide to One-to-One Computing"
756:: CS1 maint: bot: original URL status unknown (
529:Sauers, Nicholas J.; Scott McLeod (1 May 2012).
1120:Journal of Technology, Learning, and Assessment
621:"iPhones Aren't Addictive, They're Just Useful"
480:"Seeing no progress, some schools drop laptops"
350:Journal of Technology, Learning, and Assessment
1345:Journal of Research on Technology in Education
1308:Journal of Research on Technology in Education
1271:Journal of Research on Technology in Education
1048:International Information & Library Review
1013:International Information & Library Review
647:"Student 1:1 Program - Natick Public Schools"
443:Norris, Cathleen; Elliot Soloway (May 2010).
8:
936:"Leyden High School District 212 / Homepage"
660:O'Donnell, Bob; Perry, Randy (August 2012).
1214:Journal of Science Education and Technology
575:Canadian Journal of Learning and Technology
183:Very portable: small laptops, lightweight.
1170:Journal of Educational Computing Research
596:
586:
311:
192:Battery life (lasted a good school-day)
749:
280:Recent mass uptake in American schools
212:Increased use in assessment and tests.
870:
868:
7:
877:"How Google Took Over the Classroom"
569:Paskevicius, M.; Knaack, L. (2018).
1255:(1.0 ed.). iBooks. p. 225
1161:Grimes, D.; Warschauer, M. (2008).
398:New York State Education Department
344:Bebell, Damian; Rachel Kay (2010).
270:
1234:10.1023/b:jost.0000019644.31745.9e
25:
821:Staff, Edtech (1 February 2017).
222:open educational resources (OER)
31:
18:One to one computing (education)
875:Singer, Natasha (13 May 2017).
852:www.futuresource-consulting.com
1357:10.1080/15391523.2006.10782463
669:International Data Corporation
1:
1320:10.1080/15391523.2016.1146564
1283:10.1080/15391523.2016.1175856
1056:10.1080/10572317.2017.1383756
1025:10.1080/10572317.2017.1383756
285:education was reported on by
271:Uruguay's 2007 Project Ceibal
233:paint, carrying more books).
140:management and distribution.
99:(Windows and Mac) 1990s-2010.
76:In the context of education,
1381:University of Southern Maine
991:www.one-to-oneinstitute.org
80:(sometimes abbreviated as "
44:to comply with Knowledge's
1481:
1249:Lengel, James (May 2016).
302:article mentioned above).
478:Hu, Winnie (4 May 2007).
1050:. 49 2017 (4): 285–289.
801:StatCounter Global Stats
57:may contain suggestions.
42:may need to be rewritten
1427:10.1126/science.1167705
509:www.liverpool.k12.ny.us
449:District Administration
423:one-to-oneinstitute.org
320:"What is 1:1 Computing"
1460:Educational technology
90:bring your own device
146:One Laptop per Child
78:one-to-one computing
1419:2009Sci...323...82Z
1226:2004JSEdT..13..115J
1152:(8). Archived from
1126:(1). Archived from
987:"Research Overview"
356:(2). Archived from
262:Recent developments
1138:Cuban, L. (2006).
1082:San Bernardino Sun
881:The New York Times
588:10.21432/cjlt27562
484:The New York Times
287:The New York Times
177:The Chromebook era
1182:10.2190/ec.38.3.d
1133:on 20 April 2015.
1084:. 7 November 2017
940:www.leyden212.org
776:www.ceibal.edu.uy
712:www.ceibal.edu.uy
155:In the Laptop Era
86:digital textbooks
72:
71:
46:quality standards
16:(Redirected from
1472:
1446:
1399:
1397:
1395:
1389:
1383:. Archived from
1378:
1368:
1339:
1302:
1264:
1262:
1260:
1245:
1208:
1206:
1204:
1199:on 1 August 2013
1198:
1192:. Archived from
1167:
1157:
1134:
1132:
1117:
1111:(January 2010).
1094:
1093:
1091:
1089:
1074:
1068:
1067:
1043:
1037:
1036:
1008:
1002:
1001:
999:
997:
983:
977:
976:
974:
972:
967:. 20 August 2014
957:
951:
950:
948:
946:
932:
926:
925:
923:
921:
906:
900:
899:
897:
895:
872:
863:
862:
860:
858:
844:
838:
837:
835:
833:
818:
812:
811:
809:
807:
793:
787:
786:
784:
782:
768:
762:
761:
755:
747:
745:
743:
737:
729:
723:
722:
720:
718:
708:"Sobre Nosotros"
704:
698:
697:
695:
693:
679:
673:
672:
666:
657:
651:
650:
643:
637:
636:
634:
632:
625:The Mac Observer
617:
611:
610:
600:
590:
566:
560:
559:
554:
552:
547:on 19 March 2014
546:
535:
526:
520:
519:
517:
515:
501:
495:
494:
492:
490:
475:
469:
468:
462:
460:
455:on 19 March 2014
451:. Archived from
440:
434:
433:
431:
429:
415:
409:
408:
406:
404:
390:
384:
383:
376:
370:
369:
367:
365:
360:on 19 March 2014
341:
335:
334:
332:
330:
316:
67:
64:
58:
35:
27:
21:
1480:
1479:
1475:
1474:
1473:
1471:
1470:
1469:
1450:
1449:
1413:(5910): 82–85.
1402:
1393:
1391:
1390:on 4 March 2016
1387:
1376:
1371:
1342:
1305:
1267:
1258:
1256:
1248:
1211:
1202:
1200:
1196:
1165:
1160:
1156:on 11 May 2013.
1137:
1130:
1115:
1106:
1103:
1101:Further reading
1098:
1097:
1087:
1085:
1076:
1075:
1071:
1045:
1044:
1040:
1010:
1009:
1005:
995:
993:
985:
984:
980:
970:
968:
959:
958:
954:
944:
942:
934:
933:
929:
919:
917:
908:
907:
903:
893:
891:
874:
873:
866:
856:
854:
846:
845:
841:
831:
829:
820:
819:
815:
805:
803:
795:
794:
790:
780:
778:
770:
769:
765:
748:
741:
739:
735:
731:
730:
726:
716:
714:
706:
705:
701:
691:
689:
681:
680:
676:
664:
659:
658:
654:
645:
644:
640:
630:
628:
619:
618:
614:
568:
567:
563:
550:
548:
544:
533:
528:
527:
523:
513:
511:
503:
502:
498:
488:
486:
477:
476:
472:
458:
456:
442:
441:
437:
427:
425:
417:
416:
412:
402:
400:
392:
391:
387:
378:
377:
373:
363:
361:
343:
342:
338:
328:
326:
318:
317:
313:
308:
282:
273:
264:
247:
230:
137:
118:
68:
62:
59:
49:
36:
23:
22:
15:
12:
11:
5:
1478:
1476:
1468:
1467:
1462:
1452:
1451:
1448:
1447:
1400:
1369:
1351:(3): 329–348.
1340:
1314:(2): 129–142.
1303:
1277:(3): 194–211.
1265:
1246:
1220:(1): 115–128.
1209:
1176:(3): 305–332.
1158:
1145:Education Week
1135:
1109:O'Dwyer, L. M.
1102:
1099:
1096:
1095:
1069:
1038:
1019:(4): 285–289.
1003:
978:
952:
927:
901:
864:
839:
813:
788:
772:"Dispositivos"
763:
724:
699:
674:
652:
638:
627:. 6 March 2018
612:
561:
521:
496:
470:
435:
410:
385:
371:
336:
324:www.ericom.com
310:
309:
307:
304:
300:New York Times
281:
278:
272:
269:
263:
260:
246:
243:
229:
226:
217:
216:
213:
210:
206:
203:
200:
197:
193:
190:
187:
184:
136:
133:
132:
131:
128:
125:
117:
114:
113:
112:
106:
100:
70:
69:
39:
37:
30:
24:
14:
13:
10:
9:
6:
4:
3:
2:
1477:
1466:
1463:
1461:
1458:
1457:
1455:
1444:
1440:
1436:
1432:
1428:
1424:
1420:
1416:
1412:
1408:
1407:
1401:
1386:
1382:
1375:
1370:
1366:
1362:
1358:
1354:
1350:
1346:
1341:
1337:
1333:
1329:
1325:
1321:
1317:
1313:
1309:
1304:
1300:
1296:
1292:
1288:
1284:
1280:
1276:
1272:
1266:
1254:
1253:
1247:
1243:
1239:
1235:
1231:
1227:
1223:
1219:
1215:
1210:
1195:
1191:
1187:
1183:
1179:
1175:
1171:
1164:
1159:
1155:
1151:
1147:
1146:
1141:
1136:
1129:
1125:
1121:
1114:
1110:
1105:
1104:
1100:
1083:
1079:
1073:
1070:
1065:
1061:
1057:
1053:
1049:
1042:
1039:
1034:
1030:
1026:
1022:
1018:
1014:
1007:
1004:
992:
988:
982:
979:
966:
962:
956:
953:
941:
937:
931:
928:
916:. 7 June 2017
915:
911:
905:
902:
890:
886:
882:
878:
871:
869:
865:
853:
849:
843:
840:
828:
824:
817:
814:
802:
798:
792:
789:
777:
773:
767:
764:
759:
753:
734:
728:
725:
713:
709:
703:
700:
688:
684:
678:
675:
670:
663:
656:
653:
648:
642:
639:
626:
622:
616:
613:
608:
604:
599:
594:
589:
584:
580:
576:
572:
565:
562:
558:
543:
539:
532:
525:
522:
510:
506:
500:
497:
485:
481:
474:
471:
467:
454:
450:
446:
439:
436:
424:
420:
414:
411:
399:
395:
389:
386:
381:
375:
372:
359:
355:
351:
347:
340:
337:
325:
321:
315:
312:
305:
303:
301:
295:
291:
288:
279:
277:
268:
261:
259:
255:
251:
244:
242:
238:
234:
228:Disadvantages
227:
225:
223:
214:
211:
207:
204:
201:
198:
194:
191:
188:
185:
182:
181:
180:
178:
174:
170:
167:
163:
159:
156:
152:
149:
147:
141:
134:
129:
126:
123:
122:
121:
115:
110:
107:
104:
101:
98:
95:
94:
93:
91:
87:
83:
79:
74:
66:
63:February 2018
56:
52:
47:
43:
40:This article
38:
34:
29:
28:
19:
1410:
1404:
1392:. Retrieved
1385:the original
1348:
1344:
1311:
1307:
1274:
1270:
1257:. Retrieved
1251:
1217:
1213:
1201:. Retrieved
1194:the original
1173:
1169:
1154:the original
1149:
1143:
1128:the original
1123:
1119:
1107:Bebell, D.;
1086:. Retrieved
1081:
1072:
1047:
1041:
1016:
1012:
1006:
994:. Retrieved
990:
981:
969:. Retrieved
964:
955:
943:. Retrieved
939:
930:
918:. Retrieved
913:
904:
892:. Retrieved
880:
855:. Retrieved
851:
842:
830:. Retrieved
826:
816:
804:. Retrieved
800:
791:
779:. Retrieved
775:
766:
740:. Retrieved
727:
715:. Retrieved
711:
702:
690:. Retrieved
687:maine207.org
686:
677:
655:
641:
629:. Retrieved
624:
615:
578:
574:
564:
556:
549:. Retrieved
542:the original
538:Castle Brief
537:
524:
512:. Retrieved
508:
499:
487:. Retrieved
483:
473:
464:
457:. Retrieved
453:the original
448:
438:
426:. Retrieved
422:
413:
401:. Retrieved
397:
388:
374:
362:. Retrieved
358:the original
353:
349:
339:
327:. Retrieved
323:
314:
299:
296:
292:
286:
283:
274:
265:
256:
252:
248:
239:
235:
231:
218:
176:
175:
171:
166:The iPad Era
165:
164:
160:
154:
153:
150:
142:
138:
119:
81:
77:
75:
73:
60:
51:You can help
41:
1394:7 September
1088:17 December
996:17 December
971:17 December
945:17 December
920:17 December
894:17 December
857:17 December
832:17 December
806:19 December
781:19 December
742:19 December
717:19 December
514:26 December
428:18 February
169:published.
109:Chromebooks
1454:Categories
1203:9 November
692:10 January
598:1828/11989
419:"Findings"
403:4 November
329:4 November
306:References
1443:206517139
1336:146838456
1328:1539-1523
1291:1539-1523
1064:149259000
1033:149259000
889:0362-4331
607:1499-6685
55:talk page
1435:19119224
1365:61728835
1299:63967439
1242:56813377
1190:62644496
752:cite web
551:19 March
489:19 March
466:limited.
459:19 March
364:19 March
135:Benefits
1415:Bibcode
1406:Science
1259:14 June
1222:Bibcode
965:EdSurge
631:7 April
97:Laptops
1441:
1433:
1363:
1334:
1326:
1297:
1289:
1240:
1188:
1062:
1031:
914:EdTech
887:
827:EdTech
671:(IDC).
605:
116:Levels
53:. The
1439:S2CID
1388:(PDF)
1377:(PDF)
1361:S2CID
1332:S2CID
1295:S2CID
1238:S2CID
1197:(PDF)
1186:S2CID
1166:(PDF)
1131:(PDF)
1116:(PDF)
1060:S2CID
1029:S2CID
736:(PDF)
665:(PDF)
581:(1).
545:(PDF)
534:(PDF)
245:Costs
103:iPads
1431:PMID
1396:2015
1324:ISSN
1287:ISSN
1261:2016
1205:2013
1090:2017
998:2017
973:2017
947:2017
922:2017
896:2017
885:ISSN
859:2017
834:2017
808:2017
783:2017
758:link
744:2017
719:2017
694:2018
633:2020
603:ISSN
553:2014
516:2017
491:2014
461:2014
430:2018
405:2021
366:2014
331:2021
209:etc.
1423:doi
1411:323
1353:doi
1316:doi
1279:doi
1230:doi
1178:doi
1052:doi
1021:doi
593:hdl
583:doi
82:1:1
1456::
1437:.
1429:.
1421:.
1409:.
1379:.
1359:.
1349:38
1347:.
1330:.
1322:.
1312:48
1310:.
1293:.
1285:.
1275:48
1273:.
1236:.
1228:.
1218:13
1216:.
1184:.
1174:38
1172:.
1168:.
1150:26
1148:.
1142:.
1122:.
1118:.
1080:.
1058:.
1027:.
1017:49
1015:.
989:.
963:.
938:.
912:.
883:.
879:.
867:^
850:.
825:.
799:.
774:.
754:}}
750:{{
710:.
685:.
667:.
623:.
601:.
591:.
579:44
577:.
573:.
555:.
536:.
507:.
482:.
463:.
447:.
421:.
396:.
352:.
348:.
322:.
1445:.
1425::
1417::
1398:.
1367:.
1355::
1338:.
1318::
1301:.
1281::
1263:.
1244:.
1232::
1224::
1207:.
1180::
1124:9
1092:.
1066:.
1054::
1035:.
1023::
1000:.
975:.
949:.
924:.
898:.
861:.
836:.
810:.
785:.
760:)
746:.
721:.
696:.
649:.
635:.
609:.
595::
585::
518:.
493:.
432:.
407:.
382:.
368:.
354:9
333:.
65:)
61:(
48:.
20:)
Text is available under the Creative Commons Attribution-ShareAlike License. Additional terms may apply.
