Ubiquitous computing, equity, and K-12 schools: Can one-to-one laptop programs level the playing field

Changes in the employment market have led to a greater need for 21 st century skills and higher education. Along with these changes there has been an increase in income inequality and a decrease in class mobility. These problems have been attributed to inequities in education and less access to current technology for children brought up in low-income families. Both political and administrative leaders are seeking ways to decrease the student:computer ratio in schools as a way of reducing these inequities (or level the playing field) for low-income students.; This mixed-methods study compared the implementation of 1:1 (one student per computer) laptop programs and their impact on academic achievement and the development of 21st century skills across socio-economic lines. The study involved four culturally and socio-economically diverse schools in Maine and California. Although access to computers in all of the schools was similar, there were stark differences in the implementation of the laptop programs and the use of the laptops. High-SES schools were able to smoothly integrate the laptops into their curricula focusing their use primarily on improving research and analytical skills. Low-SES schools struggled with understanding of how to use the technology successfully. Moreover, high-SES teachers were better trained and prepared to manage changes in the structure of their courses. Pre-existing educational inequities attributed to a wide variety of variables (such as discipline, motivation, lower language and academic skills) could not be completely overcome by the presence of technology. Although the laptop program improved computer skills of low-SES students, high-SES students were able to achieve higher levels of computer fluency. Furthermore, it was ineffectual in impacting the steadily growing academic achievement gap.