Abstract

In 2005, Nicholas Negroponte stepped onto the stage at TED and challenged the audience: “What would happen if we gave every student a laptop computer?” Ten years later, and twenty-five years after the first laptop program, this dissertation attempts to answer that question using two systematic review procedures, case survey analysis and mixed effects meta-analysis. Literature searches and review resulted in 162 primary studies being included in the case survey of which 88 studies yielding 231 effect sizes and representing approximately 116,150 participants, were selected for the meta-analysis. The case survey analysis revealed that typically, programs were co-educational, involving public middle schools, and conducted at the board or district levels. Program theories, whether stated or inferred clustered around three main themes: technology-enhanced environments, technology-enhanced instruction, and computers as mind tools or learning tools. Program goals were numerous and varied, but centered on technology use and proficiency, achievement, questions of technology equity, and improved instruction. The meta-analysis revealed that one-to-one computing had an impact on five of the six outcomes tested: technology use (mean effect size 0.53), technology proficiency (0.29), student achievement (0.23), student engagement (0.15), and student satisfaction (0.26). Attendance was not significant (0.00). The general effects were moderated in expected and unexpected ways – technology use was moderated by program theory and year, technology proficiency was moderated by technology use and duration, and achievement was moderated by program size, participant age, program year, technology integration, duration, and teacher-centered instruction. Explanations were proposed for these findings, and new directions for future research outlined.