Examining how teachers adjust to the availability of portable computers

Abstract

In the 1990s, a significant development in computer technology has been the emergence of low-cost, high-powered portable computers which some schools have introduced into classrooms. A three year study was conducted at a school to address issues concerning the impacts of student-owned, portable computers on students, teachers, the curriculum, and the classroom learning environment. One of the findings of the study was that very few teachers implemented substantial computer use and many of those who did supported only a very limited role for the computers. This paper presents short case studies of two of the teachers who did implement substantial use of the computers. Their facilitation of use of the computers is related to their experience and knowledge in using computers in the classroom, and to their preferred pedagogy for their curriculum.