A report on the initial planning phase of a laptop computer project at Ballymena P S

R H Brownlow (Principal) and R E Lee (ICT Teacher Leader) November 2003

I) Introduction

This paper outlines the background rationale and implementation of the first phase of a laptop computer project at Ballymena Primary School. Expressing the central educational purposes of the programme, the initiative has been entitled, “The Catapult Project” – Children And Teachers And Parents Using Laptops Together.

II) Background Research

With the advent of laptop computers and wireless technologies some primary schools are exploring the more flexible learning opportunities arising from the use of mobile ICT resources. For example, schools with networks and computer suites are examining the possibility of using sets of laptops for learning beyond the school setting – the “Anytime, Anywhere Learning” concept. What does recent research say about the learning benefits of laptop programmes?

a) Why Laptops?

Laptops provide a way to infuse ICT into the curriculum in that the technology becomes more embedded as a tool for learning in the classroom and beyond. Separate ICT suites whilst providing some benefits for whole class teaching, staff development and community use nonetheless run the risk of the weekly time-tabled slot to “do computers”. Similarly, while clusters of desktop computers or “minisuites” in classrooms may provide greater opportunities for teachers to integrate ICT resources into their lessons the computer cannot be taken easily to another classroom, outside the school or to the pupil’s home. Laptops, however, potentially provide a neat compact wireless solution where space is at a premium. Secondly, rather than taking pupils to the technology the converse applies and children have technology more readily at hand when the need arises. The mobility of laptops allows for individual, paired, small group or whole class work. Classroom dynamics may change as more opportunities for communication occur. The laptop may be used as a mechanism to foster increased links between home and school. The sense of ownership engendered by the one to one ratio of pupils to computers has been shown to increase pupil motivation and engagement with learning and to lead to a reduction in discipline problems. In short, increased learning opportunities through ICT are provided where there is greater access to these resources and one to one is obviously the optimum.

The work of The Elearning Foundation, a UK charitable trust, has drawn attention to “the digital divide”, that is, between those children who have regular access to computers at home and those who do not. Laptop loan, lease or hire purchase arrangements have been explored by some schools as a means of bridging this divide.

b) Changes in pupil learning

In a three year study of the Microsoft Corporation’s Anytime, Anywhere Learning project conducted by Rockman et al (1997-200) significant changes in pupil learning have been noted. These may be summarised as follows:-

• Laptop pupils are better writers, outperforming their non-laptop peers in content, organisation, language/voice/style and mechanics.
• Pupils report that computers allow them to do more extensive editing, redrafting and improvement of their writing.
• Laptops encourage collaboration amongst pupils.
• Laptop pupils are more confident in their computer skills as a result of increased access.
• Laptop pupils report that using computers increases their pride in their work.
• 80% of teachers report that since introducing laptops into their classrooms, pupils more often explore topics on their own an work on longer projects.
• Laptop pupils are more likely to agree with the statement, “Computers help me improve the quality of my school work.” Non-laptop pupils are more likely to agree with the statement, “I enjoy playing games on the computer.”

Other recent studies, eg. in a German high school reported at http://www.cmr.fu_berlin.de/projects/notebookclasses also point to a higher degree of pupil “activation” or engagement and motivation. There is, by contrast and not unexpectedly, a decrease in the use of traditional instructional media.

c) Changes in teaching practices

An overview of the research findings also indicates a change in the role of the teacher where laptops have been deployed.

• Laptops are a catalyst for more constructivist teaching styles.
• Laptop teachers use methods that put pupils at the centre of learning.
• Laptop teachers credit computers with enabling then to evaluate pupil outcomes by methods other than by testing alone.
• Laptop teachers feel more empowered in their classrooms.
• Laptop teachers use computers in a wider variety of learning contexts that their non-laptop peers.

d) How are laptops deployed?

Rockman (1998) identified five models of laptop deployment currently used in K-12 levels. These are:-

• Concentrated ~ each pupil has his/her own laptop for use at home or at school.
• Class set ~ a set of laptops is available to various classes for specific time periods.
• Dispersed ~ in any given classroom there are pupils with laptops and those without.
• Desktop ~ each classroom has a few laptops for students to share
• Mixed ~ some combination of the above.

III) Ballymena Primary School’s CATAPULT Project.

a) Status of ICT in Ballymena PS at the outset of the project

Ballymena PS has recently implemented the C2K (Classroom 2000) system with 30 networked computers and Internet connectivity. These are deployed as follows – 2 for administrative purposes, one in each classroom and sixteen in an ICT suite. Between 5 and 9 legacy systems are also clustered in each classroom. These support the vast majority of the 80 software titles licensed under C2K. All teachers have completed NOF ICT training and an ICT core team comprised of The Principal, ICT teacher Leader, and two other teachers lead staff and curriculum development in ICT. For the 2003/4 academic year the Governors have approved the release of the Teacher Leader on a full-time basis in order to support ICT development in the school. Her role is multi-faceted, provided school-based INSET using a team-teaching model both in the suite and in classrooms. She undertakes first-level technical support, engages all KS2 pupils in the Gridclub programme, fosters international links and leads the Globe initiative, through which children gather information of a scientific and geographical nature to share with other Globe schools across the world. She also maintains the school website and promotes ICT workshops for parents.
Laptop computers are available to all staff for professional and administrative purposes.

b) Implementation of the CATAPULT Project ~ Vision

The implementation of this first phase of the project involved a number of strands. Firstly, it was important that the teaching staff had a clear vision of the reasons for undertaking the project. To that end, the Principal, Vice-principal and 4 other staff including the remaining members of the ICT core team undertook a one week study tour of 3 schools in New England. This provided an envisioning experience for staff and enabled us to see laptops being used in a variety of school settings. Each school had a different rationale for the use of their laptop computers, a number of the 5 different models of deployment outlined earlier were evident and the practical, organisational and technical issues arising from the use of laptops could be studied at first hand. A summary of each site visit is included as an appendix to this report.

This, together with an overview of research findings, advice from the BECTA website and the Elearning Foundation provided a rationale for the project which could be shared by other teaching staff, governors, parents and the wider community.

c) Implementation of the CATAPULT Project ~ Rationale

Against the background of the current provision for ICT at Ballymena Primary, a review of the educational research summarised above and the study tour in the USA, the ICT Core Team see the CATAPULT Project as fulfilling a number of educational objectives as follows:-

• The bridging of the digital divide.
• The encouragement of parental involvement in pupil’s learning and the fostering of home school links.
• One to one pupil/computer ratios leading to increased pupil competence in the use of ICT tools.
• The raising of standards of pupil attainment, initially with specific reference to writing.
• Increased pupil motivation and engagement with learning.
• The accommodation of different pupil learning styles.
• The further development of differentiated learning activities and constructivist teaching approaches.

d) Implementation of the CATAPULT Project ~ Practical aspects

It was decided that the concentrated model of deployment was the one which would best fit the educational priorities of the project. It was also agreed that because of the significant costs involved that one age group, the P6 year, would be the pilot group for the first phase with the hope that the project would eventually be rolled out to include all KS 2 children.

After extensive consultations with a number of suppliers a decision was taken to utilise second user laptops. The Laptop Shop was chosen to supply Pentium III IBM machines because more computers could be purchased from the funds available and the company was prepared to offer a one year warranty on each machine. Wireless cards would be fitted and a colour laser printer with wireless interface purchased. A recharging mobile laptop trolley would also be purchased.

The use of the Internet on the new laptops was a focus of major discussion for the ICT team. Several problems emerged. Firstly we would be unable to link into the existing C2K network and additional networking would be beyond the budget available. Secondly, managing home use of the Internet with appropriate firewalls and anti-virus software would be an additional problem. Consequently, in the initial phase, a decision was taken not to include Internet connectivity as part of the package. However a file sever in the pilot classroom on which the most of the commonly used websites could be downloaded and used as part of the classroom intranet seemed a good compromise.

It was also noted that in the American schools visited none had a substantive software base and consequently they relied more on the Internet as a basis for integrating ICT into the curriculum. Given the extensive range and quality of the C2K software bundle and some additional software licensed by Ballymena Primary School it was felt that extensive use could be made of the laptops even where full access to the Internet was not available. Full Internet access would still be available through the C2K setup.

e) Implementation of the CATAPULT Project ~ The next steps

A number of additional matters form the next phase of the project. These include:-

• Parents workshops on the use of the laptops at home.
• External sponsorship of the project, eg from the local community.
• Sharing of the experiences in the pilot year group with teachers of other year groups.
• A programme of monitoring and evaluation which will inform the future direction of the CATAPULT project.
• Extension of the project into P5 and P7 classes

Back to CATAPULT project

American schools visited