One-to-one laptop program: Effect on boys\u27 education

Since the beginning of 1:1 laptop programs in schools there has been extensive research undertaken about the effectiveness of how laptops are used for teaching and learning. With an educational environment in Australia where the use of Information Communications Technology (ICT) is one of the five general capabilities of the Australian Curriculum, an expectation to use ICT effectively for teaching and learning is explicit. However, the use of laptops for teaching and learning is complex for teachers and students. Furthermore, parents are expected to support their child’s learning in a digital age where mobile devices for learning are common. Therefore, investigating parental involvement and perceptions was a significant feature of the study. This report presents a three-year longitudinal study that examined the implementation of a student-owned 1:1 laptop program in a school for boys in Perth, Western Australia. The research tracked 196 students drawn from the junior (primary) and middle (secondary) schools, their families and associated teachers for a three year period. The focus on male students is purposeful. Understanding how male students use their laptops for learning can provide useful insights into the affordances and risks for schools and, in particular, the field of boys’ education. The aim of the research, therefore, was to describe and explain how boys use their laptops for learning in primary and middle school settings. Involving the whole school community in the research allowed for rich description and hopefully insightful explanation. The research literature reports that the use of laptops for learning can increase motivation and engagement, improve technology proficiencies, provide enriched learning experiences, and help teaching and learning. The five research questions developed to guide the research were aimed at either endorsing or challenging these claims. Underpinning this research was a mixed methods approach investigating how the boys used their laptops for learning, teachers’ pedagogical uses of laptops, implementation differences between a junior and middle school, and the possible impact of the laptops on literacy and numeracy outcomes. A rich data set, collected over three years, and derived from qualitative and quantitative techniques, was interrogated in relation to the study’s research questions. The study’s longitudinal design provided further opportunities to triangulate data over the three years, enhancing the strength and reliability of the findings. The novelty factor of laptops for learning quickly abated for both junior and middle school students. A two-pronged approach of providing targeted professional learning for staff coupled with confronting the obvious distraction that a 1:1 device can be for primary and middle school students, yielded positive outcomes. Students held strong views about the role, and effectiveness of a teacher when utilising their laptops for learning. Although teachers reported laptops were important for the teaching and learning program, there was a wide variation in the way teachers harnessed the 1:1 laptop environment for the benefit for student learning. Also, teachers were faced with pedagogical challenges in terms of considering games or Web 2.0 for learning. Literacy and numeracy outcomes based on national assessment results compared to national standards revealed the case study student participants performed favourably. Four enablers for effective laptop use are theorised. These are: inquisitive students, creative teachers, proactive leaders, and national and state policy directions. However, five paradoxes potentially inhibited these enablers. These paradoxes are presented as ‘spanners’ in the cogs of effective 1:1 laptop initiatives: engagement and seduction of students; transformative and conservative pedagogical practices; integration and alienation of parents; autonomy and systemic dependency of schools; and, the hope and fear of Web 2.0. The study may assist educational policy-makers, school leaders and teachers who are contemplating how to best integrate 1:1 laptop devices into the fabric of schools. A model is presented to provide new knowledge about the impacts of 1:1 devices on teaching and learning

Parent and student perceptions of the initial implementation of a 1:1 laptop program in Western Australia

This paper provides some initial findings from a current longitudinal study that examines the implementation of a student-owned 1:1 laptop program in a school for boys in Perth, Western Australia. This research tracks 196 students, their families and associated teachers for a 3-year period (2010-2012). Underpinning this research is a mixed methods approach investigating how boys use their laptops for learning, teachers’ pedagogy and use of ICT, implementation differences between a junior (primary) and middle (secondary) school, and possible impact of the laptops on learning. One theme that emerged from the first year of data collection was a decrease in parent satisfaction with the extent to which the educational objectives of the laptop initiative are being met. This paper explores possible reasons for this decline in satisfaction, focusing on parent and student perceptions of (a) the time spent on laptops and (b) the activities that students are seen to be engaging with on their laptops. These perceptions are discussed in the context of parents’ own knowledge of, and skills in, information and communications technologies (ICT) and relate to both school and home-based settings

Managing Student Distraction: Responding To Problems of Gaming and Pornography in a Western Australian School for Boys

This paper provides some initial findings from a current longitudinal study that examines the implementation of a 1:1 laptop program in a school for boys in Perth, Western Australia. One issue that has emerged from the study is the problem of managing student distraction. The school in this study has taken a proactive approach to managing student conduct on its own network. Two student monitoring initiatives were implemented during the course of the research. The first: parental control software sought to integrate the parental control features of the laptops with the school network. The second initiative: e-safe is a web tracking service that records suspicious searches and URLs that students visit. When used in tandem, these tools were shown to have a marked impact on the conduct of students in using their laptops. This paper describes these initiatives including their effect on the broader school community, and suggests some ways in which student distraction can be best managed in future practice

Laboratory Demonstration of Spatial Linear Dark Field Control For Imaging Extrasolar Planets in Reflected Light

Imaging planets in reflected light, a key focus of future NASA missions and ELTs, requires advanced wavefront control to maintain a deep, temporally correlated null of stellar halo -- i.e. a dark hole -- at just several diffraction beam widths. Using the Ames Coronagraph Experiment testbed, we present the first laboratory tests of Spatial Linear Dark Field Control (LDFC) approaching raw contrasts ($\sim$ 5$\times$10$^{-7}$) and separations (1.5--5.2 $\lambda$/D) needed to image jovian planets around Sun-like stars with space-borne coronagraphs like WFIRST-CGI and image exo-Earths around low-mass stars with future ground-based 30m class telescopes. In four separate experiments and for a range of different perturbations, LDFC largely restores (to within a factor of 1.2--1.7) and maintains a dark hole whose contrast is degraded by phase errors by an order of magnitude. Our implementation of classical speckle nulling requires a factor of 2--5 more iterations and 20--50 DM commands to reach contrasts obtained by spatial LDFC. Our results provide a promising path forward to maintaining dark holes without relying on DM probing and in the low-flux regime, which may improve the duty cycle of high-contrast imaging instruments, increase the temporal correlation of speckles, and thus enhance our ability to image true solar system analogues in the next two decades.Comment: 13 pages, 7 figures, accepted for publication in Publications of the Astronomical Society of the Pacifi

The impact of mobile learning on student performance as gauged by standardised test (NAPLAN) scores

This paper discusses the National Assessment Program for Literacy and Numeracy (NAPLAN) performance of Years Five, Seven and Nine students in standardised tests prior and post the implementation of a mobile learning initiative in a Western Australian school for boys. The school sees the use of ICT as important in enhancing its potential to deliver optimal educational outcomes. However, the School is also cognisant of the shared concern of teachers and parents in the school community about an over-reliance on mobile devices for learning, to the detriment of students' accomplishments in literacy and numeracy. The paper examines NAPLAN results from standardised test scores prior and post the mobile learning initiative at the School and in comparison to national data. Literacy and numeracy results were analysed between two periods: prior to 2010 in which the mobile learning initiative was not implemented at the School and between 2010 and 2012, in which the mobile learning initiative was implemented in Years Five, Seven and Nine. It is argued that the implementation of mobile learning has had a minimal effect on student performance as gauged by standardised testing

Understanding parent perceptions of a 1:1 laptop program in Western Australia

This paper provides some initial findings from a current longitudinal study that examines the implementation of a student owned 1:1 laptop program in a school for boys in Perth, Western Australia. This research tracks 196 students, their families and associated teachers for a 3-year period (2010-2012). Underpinning this research is a mixed methods approach investigating how boys use their laptops for learning, teachers’ pedagogy and use of ICT, implementation differences between a junior and middle school, and possible impact of the laptops on learning. One theme that emerged from the first two years of data collection was a decrease in parent satisfaction with the extent to which the educational objectives of the laptop initiative were being met. This paper explores possible reasons for this decline in satisfaction, focusing on parent and student perceptions of (a) the time spent on laptops and (b) the activities that students are seen to be engaging with on their laptops. These perceptions are discussed in the context of parents’ own knowledge of, and skills in, information and communications technologies (ICT) and relate to both school and home-based settings

An ALMA and MagAO Study of the Substellar Companion GQ Lup B

Multi-wavelength observations provide a complementary view of the formation of young, directly imaged planetmass companions. We report the ALMA 1.3 mm and Magellan adaptive optics H alpha, i', z', and YS observations of the GQ Lup system, a classical T Tauri star with a 10-40 M-Jup substellar companion at similar to 110 au projected separation. We estimate the accretion rates for both components from the observed Ha fluxes. In our similar to 0.'' 05 resolution ALMA map, we resolve GQ Lup A's disk in the. dust continuum, but no signal is found from the companion. The disk is compact, with a radius of similar to 22 au, a dust mass of similar to 6M(circle plus), an inclination angle of similar to 56 degrees, and a very flat surface density profile indicative of a radial variation in dust grain sizes. No gaps or inner cavity are found in the disk, so there is unlikely a massive inner companion to scatter GQ Lup B outward. Thus, GQ Lup B might have formed in situ via disk fragmentation or prestellar core collapse. We also show that GQ Lup A's disk is misaligned with its spin axis, and possibly with GQ Lup B's orbit. Our analysis on the tidal truncation radius of GQ Lup A's disk suggests that GQ Lup B's orbit might have a low eccentricity.National Science Foundation [1506818]; NSF AAG [1615408]; NASA Origins of Solar Systems award; TRIF fellowship; California Institute of Technology (Caltech) - NASA through the Sagan Fellowship Program; NASA Exoplanets Research Program (XRP) [NNX16AD44G]; National Science FoundationThis item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at [email protected]

Adaptive optics real-time control with the compute and control for adaptive optics (Cacao) software framework

The Compute and control for adaptive optics (Cacao) is an open source software package providing a flexible framework for deploying real-time adaptive optics control. Cacao leverages CPU and GPU computational resources to meet the demands of modern AO systems with thousands of degrees of freedom running at kHz speed or faster. Cacao adopts a modular approach, where individual processes operate over a standardized data stream stucture. Advanced control loops integrating multiple sensors and DMs are built by assembling multiple such processes. High-level constructs are provided for sensor fusion, where multiple sensors can drive a single physical DM. The common data stream format is at the heart of Cacao, holding data content in shared memory and timing information as semaphores. Cacao is currently in operation on the general-purpose Subaru AO188 system, the SCExAO and MagAOX extreme-AO instruments. Its data stream format has been adopted at Keck, within the COMPASS AO simulation tool, and in the COSMIC modular RTC platform. We describe Cacao's software architecture and toolset, and provide simple examples for users to build a real-time control loop. Advanced features are discussed, including on-sky results and experience with predictive control and sensor fusion. Future development plans will include leveraging machine learning algorithms for real-time PSF calibration and more optimal AO control, for which early on-sky demonstration will be presented. © 2020 SPIE.This item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at [email protected]