Information Literacy in the Laptop Classroom

Autor/in	Warschauer, Mark
Titel	Information Literacy in the Laptop Classroom
Quelle	In: Teachers College Record, 109 (2007) 11, S.2511-2540 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-9620
Schlagwörter	Elementary Secondary Education; Research Methodology; Educational Technology; Research Skills; Information Literacy; Internet; Teaching Methods; Laptop Computers; Elementary School Teachers; Secondary School Teachers; Preschool Teachers; Technology Integration; Telecommunications; Case Studies; Observation; Interviews; Surveys; Access to Information; Comparative Analysis; Information Management; Context Effect; Socioeconomic Influences; California; Maine + Suchen Sie Ihr Suchwort? Research method; Forschungsmethode; Unterrichtsmedien; Forschungsleistung; Informationskompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Laptop computer; Laptop; Computer; Digitalrechner; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Telekommunikationstechnik; Case study; Fallstudie; Case Study; Beobachtung; Interviewing; Interviewtechnik; Survey; Umfrage; Befragung; Procurement of information; Informationsbeschaffung; Sozioökonomischer Faktor; Kalifornien
Abstract	Background/Context: Technological and economic changes have put a high premium on developing students' information literacy and research skills. Previous attempts to deploy educational technology toward these ends have proved disappointing because K-12 teachers have difficulty integrating shared computers into instruction. In response, numerous schools and districts have piloted one-to-one programs, in which each student has access to a laptop computer connected wirelessly to the Internet throughout the school day. Purpose/Objective/Research Question/Focus of Study: This paper analyzes the information literacy and research practice in a purposely stratified selection of 10 one-to-one laptop K-12 schools in California and Maine. Research Design/Data Collection and Analysis: Sources of data in this multisite case study include observations, interviews, surveys, and teacher- and student-produced materials. Findings/Results: The study found that students in all the laptop schools learned to access information, manage it, and incorporate in into their written and multimedia products. However, the focus on evaluating information, understanding the social issues surrounding it, and analyzing it for the purpose of knowledge production varied widely across schools. Some schools succeeded in promoting scholarly approaches to working with information, whereas other schools mostly limited themselves to teaching procedural functions of computer and Internet use. Examples of these differences are given through a comparison of three diverse schools in Maine. Conclusions/Recommendations: The study concludes that one-to-one wireless laptops offer important affordances for promoting information literacy and research skills but that socioeconomic context, visions, values, and beliefs all play a critical role in shaping how laptop programs are implemented and what benefits are thus achieved. (As Provided).
Anmerkungen	Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10