Netbook Computers As an Appropriate Solution for 1:1 Computer Use in Primary Schools

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provided by University of Southern Queensland ePrints Contributed Paper (Reviewed) Netbook computers as an appropriate solution for 1:1 computer use in primary schools

Abstract As schools increasingly move towards 1:1 computing, research is required to inform the design and provision of this access. Utilising the Activity Theory (AT) notion of contradictions and expansion as a theoretical underpinning, this article suggests netbooks as a viable option to provide 1:1 computing for primary school students. Decisions regarding the appropriateness of the netbooks were made using a modified version of Keegan’s (2005) functionality / mobility and Kevin Larkin eLearning / mLearning continuum which categories mobile computing devices. Based on data collected from 119 Year Seven students and their four classroom teachers, the study revealed that the netbooks [email protected] were considered an appropriate computing device providing an ideal balance between functionality University of Southern and mobility in meeting the computing needs of primary school students. Queensland

Introduction which endeavoured to improve school Since the introduction of Information and Communication computer usage. A component of this Technologies (ICT) in schools in the early 1980s, ‘revolution’ was the planned distribution of considerable research relating to how ICT are used in laptop computers to all Year 9 - 12 students, schools to enhance student learning has been undertaken. as a contribution to sustainable, meaningful A key trend has been the increasing access by students to change to teaching and learning, ensuring computing, which has seen moves to 1:1 computing access that students are “confident, creative and as a desirable outcome. This presents challenges for schools productive users of new technologies” and school systems, particularly in relation to the cost (Curriculum Corporation, 2005, p. 14). and funding of that level of access. Schools and schooling As a consequence of the national scale of systems are also faced with an increasing range of options, that project, as well as the broader political including laptop computers, iPads, and netbooks. This and educational interest in 1:1 computing, article makes a contribution to the 1:1 computing research contemporary Australian research into 1:1 Glenn Finger and provides insights for schools, by providing evidence- computing is required (Oxley, 2008). based research for the appropriateness of netbooks as a [email protected] computing device for primary school students. A review of the literature retrieved over 100 Griffith University business type reviews regarding processing Project Context power; cost versus benefit analysis; functionality DComputing in schools has been available since the early issues; or maximising netbook performance, but 1980s. Bialo and Sivkin-Kachala (1996) noted that the no educational research. Likewise, no articles have U.S. Office of Technology Assessment reported that the been published regarding netbooks in computing percentage of schools with one or more computers grew journals including the Australasian Journal of from approximately 18 percent in 1981 to 95 percent in Educational Technology (AJET), the British Journal 1987. While that trend of computing access has accelerated, of Educational Technology (BJET), Computers & the provision of opportunities to engage with school based Education, or Australian Educational Computing digital technologies appears problematic, as reflected in (AEC). The lack of research on netbooks may reflect the title of Cuban’s (2001) book Oversold and Underused: assumptions in the literature that 1:1 computing Computers in the Classroom. More recent studies have implicitly refers to laptop computers. Current focused on the limitations of teacher education which research is therefore required regarding sustainable primarily focuses on pedagogical content knowledge, and educationally appropriate models of computer given the context of rapid and dynamic technological usage, which includes a consideration of both the changes. This has been evidenced by Mishra and Koehler’s educational affordances of netbooks as a computing influential Technological Pedagogical Content Knowledge device as well as the relative advantage (Roblyer, (TPACK) conceptualisation (Mishra & Koehler, 2006). 2006) of purchasing computers in a 1:1 ratio. This research will contribute knowledge regarding the use To further increase access to computers, and to address of netbooks as an appropriate classroom computing the imbalance between access to computers in the home as tool, maximising the benefits of handheld devices opposed to in schools, the Federal government launched whilst limiting the problematic aspects of their use. the ‘Digital Education Revolution’ (Department of Education, Employment and Workplace Relations, 2008)

VOLUME 26 NUMBER 1 - JULY 2011 27 AUSTRALIAN EDUCATIONAL COMPUTING implementing 1:1 implementing computing, with research technical (Bateman & substantial are there that suggesting 2009) Oakley, in teachers classroom by faced scenario challenges 1:1 organisational a and in particularly devices, computing mobile using the of appreciation practical The study this in researched as complexities and difficulties technologies, implementing tempers some educational of the excitement about the use of History suggests that netbooks. a range of previous are positioned are in to positioned relation we and laptops Smartphones, representation diagrammatic (2005) have Keegan’s adapted eLearningof and mLearning Figure (see 2). In positioning constructs, as discrete than rather a continua on mLearning functionality/mobility / functionality and mLearning and/ eLearning the that argue we eLearning Thus, dichotomous. user not the relational, are of perspectives needs / mobility the on based is classrooms in selection” “tool of notions by predetermined than rather contexts specific in a vs. From functionality while this mobility. viewpoint, a desktop functionality, high but mobility limited has limited computer more have might and mobility high has phone mobile both However, devices have functionality. aspects of both the affords in classrooms use The of netbooks perspectives. 2003), sense of Roschelle, mobility, example, for use, of PDA aspects 2001; positive (Abernathy, access 1:1 and ownership, use their of aspects their is negative the of many minimising whilst netbooks the of advantage additional An earlier. noted used already similarity to computers or the laptop desktop time of amount the minimises This students. and teachers by use to how students teaching spend to need teachers which 2010). al., et Gaved, 2005; (Bick, devices computing the Netbooks Barriers Order Second and In addition to the technical aspects usage, there related are to also netbook practical classroom implications of and and teacher Serif unfamiliarity with 2004; Barrett, & the Oliver devices 2004; et (Gaved, al., Soloway, & Norris 2010; there PDAs, of emergence earlier the Since 2005). Ghinea, & have been in considerable developments mobile devices, in people by young devices mobile of those and the uptake devices these obstacles use Australians significant young many Whilst seen has Australia home. at and lives personal their in devices, these to applicable be would literature the in identified are use PDA to related factors the whether as to is unclear it use The schools. in netbooks of use the to obstacle a similar may devices be of computing a small, but functional more of integration educational the enhancing in factor significant ICT (BECTA, 2004). Netbooks – A Brief Description (Monticello, 1999 in Psion by coined was ‘netbook’ term The with computers as small, portable term for 2008) a generic core other and browsing web for power processing sufficient other Unlike . processing word as such functions world business computing the from appropriated technologies, computer for use in netbooks are education, for specifically tailored are envisaged Netbooks et 2010). al., usage (Gaved student primary school for device computing as mobile an essential netbooks or in secondary students where for device a or secondary students indicate To 2008). (Merritt, education tertiary Mobile Phones Mobility Mobile Phones m-Learning

Smartphones e.g. Blackberries or iPhones Smartphones PDAs Handhelds Palmtops m-Learning Mobility PDAs Handhelds Palmtops Functionality and mobility in mobile learning Functionality / Mobility and eLearning / mLearning mLearning / eLearning and Mobility / Functionality as the most appropriate mLearning tool in terms of a of terms in tool mLearning appropriate most the as 1). Figure (see balance mobility / functionality supported by supported of positioning (2005) Keegan’s PDAs Figure 1 of of mobility and This functionality. viewpoint was in in time, that PDAs offered the best combination classroom classroom communication, school structures and student learning. It was considered, at that point suggested suggested a range of positive impacts in to relation Laptop Computers device appropriate for device appropriate primary school students and (2007) investigated the use of PDAs as a mobile learning learning mobile a as PDAs of use the investigated (2007) more broadly in more broadly primary classrooms. school Larkin (Swan, Hooft, Kratcoski & Schenker, 2007; Tsai, Tsai Tsai, 2007; & Schenker, Kratcoski Hooft, used be (Swan, to yet have devices handheld 2010), Hwang, & Figure 2 dichotomous than rather relational as reconceptualised continua indicates enhanced student motivation and engagement engagement and motivation student enhanced indicates 19). Although research in the use of handheld devices, devices, handheld of use the in research Although 19). which much of the mLearning literature discusses, opportunities opportunities offered by portable technologies” (p. Laptop Computers (2009) (2009) defines mLearning as “learning that happens across locations, or that takes advantage of learning by time or place (Deegan & Rothwell, 2010). Sharples by time 2010). & or (Deegan place Rothwell, analysis analysis is the literature concerning mLearning as it appears to offer learning unconstrained opportunities Rothwell, 2010).An appropriate starting appropriate point Rothwell, 2010).An for this Subsequent Subsequent research indicated that the educational devices devices such as Personal & Deegan Serif & (See 2005; Ghinea, or iPads iPhones Digital Assistants (PDAs), potential potential of PDAs, and in their applicability schools is small due to ergonomics, including factors problematic of functionality which occurs with occurs which the use of of functionality handheld screen size, slow processing speeds, lack of educational lack speeds, of screen size, processing slow educational whether or not they are an appropriate device for providing providing for device appropriate an are they not or whether degree significant a sacrificing without mobility increased software, compatibility problems with desktop software, software, with desktop problems compatibility software, The use of netbooks is The use in examined of this netbooks to assess study and Netbooksand Review of Relevant Literature of Relevant Review – Functionality, Mobility Contributed Paper (Reviewed)

e-Learning Computers Functionality e-Learning Computers Functionality Netbook computers as an appropriate solution 28 Netbook computers as an appropriate solution 29 Contributed Paper (Reviewed) An Activity System (Engestrom, p.37) 1987, and after netbook use) and students, student forums, and surveys netbook Classroom Observations – Observations Classroom (Prior to, during, Semi – structured interviews with teachers Data Logging Software installed on each

n n n formally observed on 20 occasions prior to and during during and to prior occasions 20 on observed formally patterns usage during these the of period Data were usage. collected netbook to relation in periods observation and of forms use class) and whole paired, (individual, and networking, social collaboration, research, collected (typing, was data classroom addition, In entertainment). visits to the four incidental via less formally numerous classrooms the over course the of 2009 school year. been involved in 1:1 computing contexts. Although Although contexts. computing 1:1 in involved been four the involved, be to willingness their expressing tobe of part chosen specifically not were teachers were they because involved became and project the the Year 7 in teachers 2009 when the study was to trial a as conducted was project The conducted. a on embark would school the whether determine years. subsequent in program 1:1 substantive more The following data collection methods were used: A brief explanation of the methods is presented below. three data collection Classroom observations Classroom observation data standardised were observation forms, adapted from collected the via Survey of Computer Use (SCU) which is a survey instrument used in a range of was computing classroom classroom Each 2003). Ross, & (Lowther research Figure 3 Data Collection year school 2009 the throughout collected were Data from four classroom teachers and 119 Year teachers Seven and students for pseudonyms with students usage and to access home students Student the of throughout. used 95% over with high, and was computers computers of both to access had they that indicating was teachers four the of Each home. at Internet the in the but had none competent use of computers, VOLUME 26 NUMBER 1 - JULY 2011 Subject, Tools, Object component of Object Tools, component Subject, the activity systems 3). Figure (See triangle separate, Activity System. As the focus of this article is the this As of article the focus System. Activity separate, and as of the a students netbooks for tool appropriateness this on focuses the article their object, to achieve teachers of of particular instances of change in and an development In & Jones this 2005). Scanlon, system (Waycott, activity research each classroom is of conceived as a similar, but of Labour). The use of netbooks caused contradictions, i.e. i.e. contradictions, caused use netbooks The of Labour). of 1996) (Kuutti, system the within elements between misfits is a of for The the contradictions useful concept teachers. classification and identification the enabling tool, analytical of the netbooks (Subject, Community and Object), and how how and Object), and Community (Subject, netbooks the of Division and Use by contextual was mediated activities of these Tool the conduct (Rules, environments these in elements The The use of an use in occurring the Activity of the activities by the examination for Systems structure framework distorted provided or a supported were which classrooms the research (Latheef & Romeo, 2010; Lloyd & Cronin, 2002; 2002; & Lloyd Cronin, 2010; & Romeo, (Latheef research Romeo & & Zevenbergen 2002 Walker, 2010; classrooms. Sweeney, in ICT of use the explore to 2007) Lerman, be used), Community (the school) and Division of Labour of Labour and Division school) (the Community be used), Activity for). and students were (what teacher responsible Systems theory has been used in a range of educational was planned. The elements of any Activity System include include System of any Activity elements The was planned. Subject (students and can the netbooks (when Rules, teachers), Object (Netbooks), Tool (searching Internet), the framework in this study. Activity Systems enable a systematic systematic a enable Systems Activity study. and this in context, framework research the in elements different the of analysis elements, these between relationships action the of future examination which an from understanding holistic a at arrive to Theoretical – Activity Framework Theory Activity Generation 3rd in particular, and, Theory, Activity is Systems, utilised as and the methodological conceptual primary school students. or laptops, Second Order Barriers are not discussed further. further. discussed not are Barriers Order Second laptops, or The sections detail following the employed, methodology by use the and whichaffordances indicate the findings, resultant for appropriateness their suggest that netbooks the of implement computing innovations. As this article addresses addresses article this As innovations. computing and, implement device, computing a as netbooks of appropriateness the to netbooks equally apply barriers order that second given Order Barriers relate to the individual response of teachers to to teachers whilst Second of and hardware support), technical software, response individual the to relate Barriers Order teachers classroom which to degree the and challenges these conceptualised by Ertmer (1999) as First or Second Order Order as or Second First by (1999) Ertmer conceptualised technical to specifically relate Barriers Order First Barriers. access to (bandwidth, usage computer issues surrounding social social capacity to implement them well; school policies are incongruent with (Franklin, adoption technology of is culture technology unsupportive use; or the 2007). These school barriers to school technology usage are a wide variety of teachers (Blumenfeld, a Fishman, Krajcik, wide variety of (Blumenfeld, teachers can difficulties Marx, Implementation & 2000). Soloway, occur because schools lack either the technological or technological innovations have innovations to difficult proven technological use by

5 3 4 4 the netbooksthe There were problems using using There problems were AUSTRALIAN EDUCATIONAL COMPUTING (Belinda, Student, Class Student, (Belinda, C, July 21 25 32 28 use appropriate to to appropriate Netbooks were Frequency data from post-use survey regarding capabilities post-use survey regarding data from Frequency 7C 7A 7B 7D I like the netbooks because you can take it, you can you it, take can you because netbooks the like I really are netbooks the and desk your to back walk fast and easy to carry around. I will be a bit sad that don’t we have the computers touse every day. Class(Student, A, April 2009) netbooksthatbeen do everything to have able The much me gives it plus but do to them wanted have I more space in the classroom to do things. Space I I think they are fine for Year 7 PowerPoint, watched to videos use. on We the did Internet and made brochures. 2009) Class The Microsoft Office Suite (Word, PowerPoint, Publisher, and and Publisher, PowerPoint, (Word, Suite Office Microsoft The Internet were as students the by extensively used was Excel) PhotoStory. and Microsoft Player Media Microsoft Explorer, Spy KeyLogger software indicated devices no The technical programs. these problems of usage widespread the during were also able to successfully load Google Earth, Gimp, Java, Shockwave and with QuickTime no reported issues in watching embedded videos from various websites. educational What became apparent during the use of was from a the perspective, netbooks, the device management installed were ‘plug-ins’ that all Internet to ensure necessity prior to the of distribution the The netbooks. teachers in this study were very until wary sites of of installing any variety a software of from use student preventing Internet, the fromapproval ICT personnel was attained. with popular were netbooks that indicated feedback Student impact reduced and size, mobility, their to due students the on desk space. There were 22 specific comments in and to the portability and the data survey in interview relation regarding comments specific 18 and netbooks the of weight students eight A further space. to desk size in their relation tidy in their the netbooks store could that they commented trays. example: For Table 1 Table data presents from by the finalsurveyscompleted is data drawn The usage. of netbook of end the at benefits all students the were What questions: three following the from the ofusing difficulties the were What the netbooks?; the using but do to wanted you anything there Was and netbooks?; tablet (laptops, any information The data do? not excludes devices could netbooks digital alternative to apply could which netbooks “the as such comments student example, For PCs). For excluded. were lab” the to go to have not did we meant these students, the netbooks were clearly in appropriate assisting them set tasks. complete to 1: Table of netbooks (Neville, Teacher, Class C, June 2009) 2009) June C, Class Teacher, (Neville, tool by providing entry points into the experiences of of experiences the into points entry providing by tool considered is Keylogger Spy of use The students. the a particular powerful research tool as it proved difficult to manually observe, towithobserve, a difficult manually of highdegree working students 30 of usage computer the accuracy, GIMP, GIMP, Microsoft OfficeProducts, Spy PhotoStory. Keylogger also functioned as a pro-active research simultaneously on the netbooks. netbooks. the on simultaneously that a range of software was used; e.g. Google Earth, Google e.g. was used; software of a that range Summary of the Results Findings and purposes. The purposes. data that revealed the were netbooks used across a range of curriculum areas and also The findings presented here, are a subset ofarea here, the subset presented findings The only concern and project the of findings broader how how often the netbooks were used and for what the functionality the and functionality of mobility the netbooks, provided a provided range of precisely indicating information This tool collected information on every keystroke and and keystroke every on information collected tool This these Year 7 students and teachers. Such findings findings Such teachers. and students 7 Year these establishing that they were highly appropriate for for appropriate highly were they that establishing Spy Keylogger software was installed on each netbook. netbook. each on installed was software Keylogger Spy concur with Gaved et al. (2010) who reported the the reported who (2010) al. et Gaved with concur Data logging software suitability of netbooks in lower secondary schools. schools. secondary lower in netbooks of suitability provided to the affordances relate findings These at the completion of their theat of completion netbook usage period. by the netbooks and will assist schools in deciding deciding in schools assist will and netbooks the by whether netbooks are an appropriate solution addition, all students completed an anonymous survey survey an anonymous completed all students addition, the netbooks that the netbooks were not capable of?” In In of?” capable not were netbooks the that netbooks the to to previously identified problems with laptops; students?” or “Was there anything you wanted to do on on do to wanted you anything there “Was or students?” size, weight, battery life battery and size, weight, cost (Hill & Reeves, enhanced the whether and 1997) Rockman, 2002; netbooks. Examples of these questions included, “Were “Were included, questions these of Examples netbooks. the netbooks an appropriate device for Year Seven mobility of mobility the does netbooks not diminish their and in the forum regarding the appropriateness of and the in the the forum regarding appropriateness wanted wanted for anything. Class Teacher, They(Vernon, A, April 2009) have to been wanted have I everything do great. to able been have have We They perspective. technical a from them with do been fine. functionality as a computing device. Students and Students device. as a computing functionality teachers commented: The netbooks have been spot on. We have not part in a forum at the end of the period of netbook usage. usage. netbook of period the of end the at forum a in part Specific questions were asked during the interviews issues of power imbalance. These six students also took took also six students These imbalance. power of issues period. period. The six in students each class were randomly chosen and in interviewed pairs to minimise potential to, during and at the conclusion of their netbook usage of during and to, their at netbook the conclusion period, period, and six again weeks approximately Three later. prior class; each from interviewed were students of pairs to, to, during and immediately after their netbook usage Each Each teacher was four interviewed times; prior namely, Interviews Contributed Paper (Reviewed)

Netbook computers as an appropriate solution 30 Contributed Paper (Reviewed)

becomes critical in Year Seven as they take up findings reported earlier in laptop-based projects such Netbook computers an appropriate as solution much more space as they grow through the year. as battery life and device mobility (see Dunleavy, et al., (Jasmine, Teacher, Class D, October 2009) 2007), or reported in projects using handheld devices such as compatible software and input limitations (see Minor issues with the 85% keyboard were reported by Oliver & Barrett, 2004; Serif & Ghinea, 2005). One six students (all of whom were fluent typists) as they student was very impressed with the netbooks and were accustomed to the location of the keys on a full size commented: keyboard. Approximately 20% of students preferred to bring a mouse from home rather than use the track pad on These computers have been great to use so it’s the devices. The netbooks have some ornamental elements, going to be hard without them. I feel like buying such as rubber stoppers and silver caps on the hinges, which one myself! (Tenille, Student, Class B, June 2009) many of the students removed. The on / off wireless switch As reported in the findings, in terms of mobility, the is located next to where user’s hands are positioned to type. devices were highly mobile and utilised in a variety of On occasions, the students absent-mindedly turned off the learning spaces, for instance, in the Languages Other wireless by fiddling with the switch. These were minor Than English (LOTE) classroom, the library, and in issues which were easily resolved by the teachers. the students’ ‘buddy’ classrooms. Based on the survey Discussion feedback, a significant student preference for netbooks rather than laptops due to their mobility, size, and In relation to the broader scope of the project, the reduced use of desk space was evident. Many students deployment of the netbooks caused a distinct dislocation had prior experience with laptops either at home in how the classrooms functioned. In Activity Theory or via the use of the school’s trolley of six laptops. terminology, these dislocations are referred to as tensions Teachers also preferred the size of the netbooks as or contradictions. These tensions included pressures to they left space on students’ desks for workbooks and integrate the netbooks into the existing curriculum, how to text books. The teachers were also more comfortable manage the classroom in a 1:1 environment, and the need to allowing the devices to be carried around the school. develop an appropriate pedagogy for 1:1 use. However, these A student commented: tensions were a consequence of computer usage in general, rather than a consequence of the particular affordances of With the netbooks a good thing is that you can the netbooks and many of the tensions evident in relation to stash them somewhere when you are not using the use of the netbooks would likely be present regardless of them. It would be really hard to fit 32 laptops the computing device. Cognisant of this, in discussing the in a classroom. Already with the netbooks you appropriateness of the netbooks for school use, the focus for only just have enough room for your exercise the remainder of the article concerns the appropriateness books. (Joe, Student, Class D, October, 2009) of the netbooks as a computing device. This discussion is In Figure 2, netbooks were situated as more mobile, framed in terms of the functionality/ mobility and eLearning but less functional, than laptops. Evidence presented / mLearning continua as depicted earlier in Figure 2. in this study confirms this positioning in terms of The netbooks were appropriate for the goals and motives of mobility, but the netbooks were found to be almost the teachers, and for most of the students, in this study. These as functional as laptops for primary school computing motives included productivity, social interaction, online tasks. The combination of mobility and functionality research and enhanced communication. The netbooks were suggests that netbooks are highly appropriate devices considered valuable by the teachers because they facilitated for primary school students. This finding corroborates changes to classroom practices which enhanced student the similar findings of Gaved et al. (2010) who noted learning and challenged pedagogic practices in ways which the positive impact of netbooks in their research of were not evident prior to their use (Bateman & Oakley, student netbook usage in lower secondary schools. 2009; Sarker & Wells, 2003). Improvements were noted in Additionally, from a human computer interaction relation to the quality and depth of student activities: perspective, the netbooks’ size and mobility also affected how the students perceived the devices with I think the quality of their work has definitely students exhibiting a sense of ‘ownership’ of a particular improved. (Jasmine, Teacher, Class D, October netbook. Strategies by students for locating the same 2009) netbook which they wished to use each time were in Absolutely, the increased depth of the ideas has evidence and mirror the findings of Fairman (2004) in been very noticeable. (Wendy, Teacher, Class B, relation to student attachment to mobile devices. The June 2009) emotional experience of using handheld technologies, due to their size and mobility, seemed to be more In this context, students were able to use the netbooks to personal than the experience of using larger computing assist them in the completion of a variety of learning tasks devices and, consequently, usage of such devices ranging from basic word processing to the use of more increases (Alexander, 2004; Swenson, Young, McGrail, advanced software such as Google Earth, Gimp or Microsoft Rozema, & Whitin, 2006). Teachers commented on the Photostory. In terms of functionality, the devices were similar enthusiasm of the students in using the netbooks in a to laptops, and also there were minimal reports of technical range of learning activities. problems. These findings differ from the problematic

VOLUME 26 NUMBER 1 - JULY 2011 31 is is Dean (Learning and inger F AUSTRALIAN EDUCATIONAL COMPUTING lenn G citations, including the Australian Learning and Teaching Council Council Teaching and Learning Australian the including citations, Award for Teaching Excellence (Social Sciences) in 2009. Associate Professor Teaching) of the Arts, Education and Law University, Group at Queensland. Griffith He has relation to published the use of extensively ICT for in improving learning Among those and publications, he teaching. is the lead author of the book Transforming Learning with ICT: Making IT Happen, and the Co- Editor of Developing a Networked School Community: A to related the to teaching For Vision. his Realising Guideoutstanding ICT, Finger A/Professor has won various teaching awards and although the netbooks performed all computing tasks, these these tasks, computing all performed netbooks the although in end terms of higher the did ‘push envelope’ not teachers or clips music movies, digital of creation the e.g. computing; more for untested were netbooks As the conferencing. video tocomment it is notpossible purposes, difficult technically tasks of on to the the complete abilities netbooks technical Gaved et However, requiring greater power. al. processing who reported on (2010), usage of the netbooks by lower secondary students, reported no technical problems with be should research further that is suggested It netbooks. the netbooks the of appropriateness the determine to conducted in may tasks be which required end’ computing ‘higher for contexts. school some . completed word processing, presentations, publications and publications presentations, processing, word completed research tasks on the netbooks, and incorporated sound and images into their While work. the study noted minor technical issues with the netbooks, they related more to the existing school infrastructure, rather than the are an In netbooks terms, actual attractive cost analysis netbooks. excluded those particularly schools, primary for proposition cost Inspires Acer 2010 The funding. ICT government from each in to $550 ACER comparison or ($900 DELL laptops computing 1:1 of rollouts In large-scale device. per - $1100) devices such as those noted by to the netbooks purchase decision Dawson, 2009), (2008: Cavanaugh, Ritzhaupt & in results savingsfinancial with significant only minimal a decrease in functionality. netbooks. recommending to relation in noted are caveats students Two these by positively viewed were netbooks the Firstly, and the teachers due in to a is deliverable only their device, wireless a reliability. Such mobile, for critical reliability, school if context, there is a strong technical infrastructure sufficient connectivity, wireless providing in place structure and stable bandwidth, online data 2003). Roschelle, management, wireless (see support technical on-site and printing A strong infrastructure is critical in the overcoming First derail computer which often 1999) Barriers Order (Ertmer, based activities (Bateman & Oakley, 2009). Secondly, u (Bob, (Bob, ions t (Mitch, Student, Student, (Mitch, lica p (Christina, Student, Student, (Christina, Im d [email protected] n a is a Lecturer in Information and Communication Communication and Information in Lecturer a is hy ions arkin s u rap iog His His doctoral thesis 1:1 investigated computing use in primary schools. Correspondence regarding this article addressed to should Kevin Larkin, Faculty be of Education, Springfield Campus, USQ. PO Box 4196, Central, Springfield Queensland, : Email 4300. Australia, B Dr. Kevin L Technology (ICT) and Mathematics Education at the UniversityTechnology of Education, Maths teaches He Queensland. Southern and ICT courses and his include research mLearning, interests Computing. 1:1 and Theory, Activity Education, in ICT eLearning, With With the netbooks you have to because theof smaller screen. scroll a lot 2009) August B, Class text view or images: cl Con netbooks that suggests study this from evidence The when the students had to scroll side to to had side side read to scroll the when students are appropriate for use by are primary students, appropriate school students. Because many web pages are not formatted formatted not are pages web many Because students. occasions were there screens, smaller on viewing for particularly when supported by a strong school based based school strong a by supported when particularly ICT The were infrastructure. netbooks found to be browsing, was the second concern reported by some some by reported concern second the was browsing, robust, practical, and cost effective devices. The students students The devices. effective cost and practical, robust, The The size of the screen, particularly whilst web and you get used to the keys very quickly. 2009) October D, Class Student, easily. easily. I can type more quickly on the netbook a a little smaller and it suits our hands, the keys a are lot andcloser you can all reach the letters I like typing on the netbooks because the keys are are keys the because netbooks the on typing like I closeness of the keys: keys: the of closeness how to touch type reported a preference for the smaller smaller the for preference a reported type touch to how relative the and hands their of size the to due keyboard In contrast, many students who did not previously know know previously not did who students many contrast, In and they quickly adjusted to the netbook keyboard size. size. keyboard netbook the to adjusted quickly they and issue for the few students who knew how to touch type touch to how knew who students few the for issue The problem of the smaller keyboard was only an initial initial an only was keyboard smaller the of problem The Class B, June 2009) 2009) June B, Class same as on a normal computer. When try you and touch typenot the the keys are a a normal and keyboard) the screen size. In to relation keyboard size, the following was noted: students; namely, the keyboard size (85% of the size the keyboard (85% size namely, of students; The The overall positive perspective on by tempered two issues the by noted a of small percentage netbooks is Contributed Paper (Reviewed)

Netbook computers as an appropriate solution 32 Netbook computers as an appropriate solution 33

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