One-to-One Computing: What Does it Bring to Schools:

JING, L., & YONG, Z. (2008). One-to-One Computing: What Does It Bring to Schools?. Journal Of
Educational Computing Research, 39(2), 97-122.

Summary: This article focused on the various uses of one-to-one devices and the impact they have
on student learning and culture. For the most part, the one-to-one devices positively impacted
student learning and the school culture. Qualitative surveys were used to gather data, as well as
quantitative data to measure academic gains. The quantitative data showed an increase in student
GPA.

Action: My school has been one-to-one for almost three years. I am intrigued to see if the students
in Algebra I show an increase in academic performance quantitatively through their quiz scores, with
the use of the added EdPuzzle piece. We could possibly add a parent survey to our research to
gather qualitative data from a parent’s perspective as this was a part of the article.

Changes to Teachers’ Practice When Using Mobile Technology with One-to-One Classes

Lindsay, L., Lee, K., & Hope, J. (2016). Changes to teachers' practice when using mobile technology
with one-to-one classes. Waikato Journal of Education (2382-0373), 21(2), 57.

Summary: The article investigates the change in teachers’ pedagogy when using one-to-one
devices. Teachers saw positive interactions in their classrooms with one-to-one devices and
positive outcomes when adapting their teaching practices from traditional to digital.

Action: I see the potential for a slight change in our action research to include the teacher
aspect. Does the teachers’ pedagogy affect student learning? Does using technology to deliver
content with an added technology piece (EdPuzzle) influence the teachers perspective on content
delivery?

Implementation of a One-to-Pone iPod Touch Program in a Middle School

Crompton, H., & Keane, J. (2012). Implementation of a One-to-One iPod Touch Program in a Middle
School. Journal of Interactive Online Learning, 11(1), 1.

Summary: This study investigated a school wide implementation of iPod devices in a middle
school. The study researched students and teachers and their daily uses of the devices, as well as
successes and challenges with the implementation.

Action: Qualitative data gathered from students will include survey responses from students
regarding the use of all technology versus some traditional. Do the students think that a more
traditional approach in Algebra I would sometimes be more appropriate than the use of technology
delivery?
The Effect of the Digital Classroom on Academic Success and Online Technologies

Mehmet Arif Ozerbas, a., & Bilge Has Erdogan, a. (2016). The Effect of the Digital Classroom on
Academic Success and Online Technologies Self-Efficacy. Journal Of Educational Technology &
Society, (4), 203.

Summary: This study investigated the effects digital classrooms had on academic success and
student self-efficacy with seventh graders. The results showed a significant increase in academic
success in mathematics with the students who were in the digital classroom. However, there was no
difference in student self-efficacy in either the digital group or the traditional group.

Action: Student self-efficacy means a person’s own beliefs about their ability to succeed in certain
situations. I would be interested to add some student self-efficacy questions to our student survey.

Camtasia in the Classroom: Student Attitudes and Preferences for Video Commentary or
Microsoft Word Comments During the Revision Process

Silva, M. L. (2012). Camtasia in the Classroom: Student Attitudes and Preferences for Video
Commentary or Microsoft Word Comments During the Revision Process. Computers And
Composition, 291-22. doi:10.1016/j.compcom.2011.12.001

Summary: This study investigates students’ perceptions and attitudes about two different modes for
teacher feedback. The results indicated that the mode and medium of teacher feedback had a
impact on student perceptions. Students also voiced the need for a combination of using both modes
and mediums at appropriate times.

Action: I think this article is closely related to the action research we are conducting. On a normal
day, only teacher recorded videos are used to present instruction. Throughout the action research
process, we have added an EdPuzzle piece which allows the students to interact with sample
Algebra problems to determine their level of understanding. Our question, is does this make a
difference. I would also be interested to see what the qualitative data show about the students who
were in our experimental group.