COWS: Are They Worth The Push?

COWS: Are They Worth The Push?

Jo Ann Fort, Elm Street Middle School, USA, jafort@polk.k12.ga.us

Abstract: This action research describes how the mobile computer lab relates to technology integration in the math inclusion classroom. Computers On Wheels (COWS) were used in two math inclusion classrooms to determine how they related to technology integration. The participants involved in the study were four teachers and twenty-three students.

After teachers received training, they used the mobile computer lab with PLATO Learning Network and other

applications. PLATO Learning Network is an online software program that provides instruction, practice, and mastery tests in a variety of subject areas. The mobile computer lab and PLATO Learning Network were used twice a week for three weeks. Throughout the intervention process data was collected using surveys, rubrics, logs and interviews. Results indicated the mobile computer lab increased the opportunity for teachers and students to use computers in a classroom setting. The laptops also provided accessibility to a variety of learning experiences. Advantages and challenges were also examined. Teachers agreed laptops offered a relaxed fit, flexibility, cleanliness, a low profile, convenience, ease of use and speed in operation. Challenges of the mobile computer lab included: network overload, weight of the cart, scheduling, and battery life.

Introduction

Background, Context and Problem

COWS, Computers On Wheels, are becoming a popular way to equip classrooms with computers. This mobile computer lab consisting of a cart transporting laptop computers is often configured with a wireless access point and printer. The purpose of this equipment is to provide teachers and students with convenient computer and internet access. Many school systems have provided certain grades with laptops while other school districts have purchased mobile computer labs to be shared among classrooms.

According to McKenzie (2002) there are several advantages in using laptops in the classroom. Using laptops provides freedom of movement. Laptops can be moved from place to place and require no special furniture. They fit comfortably on desks as well as a student’s lap. Flexibility is another advantage laptop computers support. They can be used in a variety of ways to assist in facilitating a lesson. They may be used in collaborative settings as well as one-to-one computer settings. A mobile computer lab provides enough resources for productive instruction with little conflict in scheduling. Laptop computers most often have wireless networking capabilities and battery power, so they do not have wires that can become tangled or take up space. Students can usually be seen over the laptop computers. Most educators and students who are familiar with using a desktop will have few problems in learning how to use a laptop (McKenzie, 2002).

Complications of integrating laptop computers into the classroom need to be carefully considered when determining the appropriateness of a mobile computer lab (Bhave, 2002). One possible problem is the transportation of the cart.

Computer carts that are heavy can be a challenge to move. If the cart is to be moved often, teachers can become discouraged using the lab (McKenzie, 2003). Reliability is another potential concern. Some school systems have opted for a permanent setting for the mobile computer lab to alleviate technical problems that may occur when carts are frequently moved from classroom to classroom. Battery life of wireless laptops may also become a problem.

Wireless laptops require recharging after a few hours of service. Scheduling and complexity of procedures may discourage overextended teachers from using the mobile computer lab. Teachers may become easily frustrated

when trying to coordinate their lessons with the availability of the mobile computer lab. McKenzie (2002) suggested mobile computer labs be checked out by teams for several days or a week at a time.

Introducing new technology into a school setting involves more than just simply providing the equipment.

Appropriate curriculum and strategies should be used in planning the integration of technology (McKenzie, 2001).

Professional development courses are an imperative part in the preparation and use of the integration tools (Guhlin, 2001). Teachers need to be trained to adequately prepare and provide instruction that involves the use of the mobile computer lab.

Effective planning needs to be supported by data that provides valid information on the software and hardware integrated into the curriculum. The research on the effects of technology integration in K-12 schools continues to invigorate the debate in modifying the design of instruction (Koszalka & Wang, 2002). One researcher (Percy, 2003) suggested that technology interventions being used at present need to be carefully analyzed. He

recommended software vendors include their own assessment tools in the program. These assessment tools should measure components related to state standards. One advantage of embedding assessment in learning software is focusing on the goal of what is to be learned. After reviewing data of previous studies, another author recommended pilot programs should be used in different settings and situations for determining the projected success of integrating technology tools (McKenzie, 2002). To assist in making choices in delivery systems we need to know more about the benefits and consequences of each system and equipment deployment. More research is clearly needed in determining the impact of the mobile computer lab on the integration of technology.

Purpose

The purpose of this research study was to illustrate how the mobile computer lab relates to the integration of technology in the math inclusion classrooms. I wanted to examine the learning experiences and attitudes of both teachers and students as they interacted with the PLATO Learning Network using the mobile computer lab. PLATO provides instructional solutions for a wide range of subjects with a large library of online courses. The highly structured modules may be assigned as individual self-paced lessons or as class activities that students complete independently. Teachers and students used the math modules that included skills directly relating to the goals and objectives of the Georgia Quality Core Curriculum. I was also interested in how teacher training related to the use of the mobile computer lab. I wanted to find out if the training prepared teachers to be competent and comfortable with using the mobile computer lab in the classroom.

Method

School Setting and Participants

The research study was conducted in a middle school setting. The middle school is one of two in a school district that consist of two separate towns located approximately fifteen miles from each other. This middle school serves nearly seven hundred students in the 6^th through 8^th grades. These students participate in academic subjects that consist of Math, Reading, Language Arts, Social Studies and Science. In addition to these classes students also participate in connection courses that include: Computer Literacy, PE, Visual Arts, Career Exploration, Health, Survey of High School Skills, and Library Research Skills.

The teachers selected to participate in the study were exploring various approaches for implementing a new online software program. These four teachers had various backgrounds and years of experience, though all were considered veteran teachers having at least five years experience. Of these four teachers one was an eighth grade teacher, one was a seventh grade teacher and two were special education teachers. Three of the teachers were white females. The fourth teacher was a white male.

Each class consisted of one regular education teacher and one special education teacher. The eighth grade Pre- Algebra inclusion class was comprised of 18 students, nine female students and nine male students. In the inclusion

setting, six students received special education services. The Pre-Algebra class met everyday for one block that lasts one hour and 30 minutes.

The seventh grade math inclusion class involved 22 students, 12 female students and 10 male students. Of the class 17 students were regular education students and five of them received special education services in the inclusion setting. The seventh grade math inclusion class also met each weekday for one block.

The participating teachers had already received training in how to use the mobile computer lab, including

scheduling, available programs on the laptops, transporting the cart, connecting the cart to the network, distributing laptops, and operating the laptops. They participated in two training sessions related to the PLATO Learning

Network. The duration of the first session was one hour, and a representative from PLATO provided the instruction.

I worked with the teachers in the second training session with creating reports and overcoming problems that could occur while working on the PLATO Learning Network and laptop computers.

I visited both math classes and explained to the students the purpose of my study. Each student was given an individual consent form as well as a parent permission form. In the eighth grade, ten students of the eighteen students agreed to participate. In the seventh grade, thirteen of the twenty-two students agreed to participate. Of the 58% of students who participated in the study 9% were African American males, 9% were African American females, 30% were white females, and 52 % were white males.

The math class students received instructions from their teachers in using the laptops of the mobile computer lab.

They were taught how to sign out a laptop, power on the laptop, connect to the network, choose Internet Explorer, find the PLATO Learning Network website, and log into the courseware. Teachers assigned course modules in PLATO for the classes.

Data Collection

The integration of technology was explored through the use of several measures. The participating teachers were asked to complete a pre-survey. The first four questions of the pre-survey were short answer concerning teachers’

experiences and the amount of time technology was integrated into their instructions. Several questions were presented in checklist form. Two of these questions asked how students used the computers and the internet in the classroom. One question was presented using a Likert-scale to survey teachers’ opinions concerning the mobile computer lab as an effective tool for integrating technology. A teacher post survey was also used to examine the possible changes as a result of using the mobile computer lab. The first five questions were the same questions used in the pre survey. Teachers’ opinions regarding the effectiveness of the mobile computer lab were also included in the post survey. The final two questions of the post survey were checklists concerning the advantages and challenges of the mobile computer lab. Student interviews offered information on students’ attitudes toward the mobile computer lab. Two of the questions were short answers involving the likes and dislikes of the mobile computer lab. The final two questions required a response in regard the ease of use and reliability of the laptops. The observation rubric and mobile computer lab log were also used in measuring the effectiveness of the mobile

computer and PLATO Learning Network on technology integration. The observation rubric provided criteria for acquired proficiencies and attitudes of teachers and students. The mobile computer lab log was used to record the frequencies of checking out the mobile computer lab.

Procedures

I supervised and administered all forms of data collection. Prior to the PLATO training sessions the participating teachers were asked to complete the pre-survey. The self-analysis of skills was completed after the training sessions of PLATO courseware. Using a rubric as a guide, I observed students and teachers interacting with the PLATO courseware on the laptop computers throughout the three week intervention. The participating teachers recorded their entries of checking out the mobile computer lab in a log located in the media center. Each teacher was responsible for implementing COWS in his/her lessons. I also conducted ten minute interviews with five of the participating students of each class. The post survey was distributed to each teacher after the final observation.

Analysis and Findings

Pre-Survey

The pre-survey was used to gather background information concerning the technology used in the classroom. All teachers who completed the survey had at least five years teaching experiences. The classrooms had at least four computers. Teachers indicated that students spent a half hour to an hour on the computer in their classrooms. Three of the four teachers indicated they used the computer less than one hour to present instruction and one teacher indicated she used the computer two hours per week to present instruction. All four teachers stated they used overhead projectors, TV/VCR and cassette or CD players to present instruction. Data indicated three of the four teachers allowed students to use the computers in the classroom for manipulating, analyzing and interpreting data, creating visual displays of data or information, supporting individualized learning, and remediation of basic skills.

Two of the four teachers stated students used computers for storing and organizing information, collecting data and performing measurements, and planning, drafting, proofreading, revising, and publishing written text. One teacher indicated students used computers to communicate information as a result of investigation. Students used the Internet in the classrooms to gather information from a variety of sources. The participating teachers agreed the mobile computer lab could be an effective tool for integrating technology in their class instruction.

Teacher Self-Analysis

After the second training for PLATO Learning Network was completed, the participating teachers were asked to complete a Teacher Self-Analysis. This form included a rating scale for teachers to use in assessing their abilities for using the laptop computers of the mobile computer lab and the PLATO Learning Network. The rating scale used the following criteria: One for No Experience, Two for Some Experience, and Three for Proficient. The participating teachers viewed themselves proficient in using the laptops of the mobile computer lab, and having some experience in using the PLATO Learning Network. They appeared less confident with adding names to their PLATO class and the process of choosing assignments for within the PLATO Learning Network.

I was interested in how teacher training related to the use of the mobile computer lab. The results of the teacher self- analysis indicated that after teachers had received training in using the mobile computer lab they were confident in their knowledge and skills. Training teachers to use the mobile computer lab and related software programs is important to the success of integrating this technology into instruction. Teachers need preparation to provide appropriate lessons for using the laptop computer.

Mobile Computer Lab Log

The mobile computer lab log was used to monitor the use of the mobile computer lab. Teachers in the math inclusion classes were only able to schedule the mobile computer lab twice a week due to the number of teachers who needed to use it. The number of times teachers used the mobile computer lab in the classroom may be a result of limited access. Other teachers were also completing requirements for the Intech class. Further research would be needed to determine if more computers were needed.

Observation Rubric

The observation rubric was used to assess teachers’ and students’ proficiencies with the mobile computer lab and the PLATO Learning Network (see Table 1). Each classroom was observed on three different occasions. Teachers of both math inclusion classrooms demonstrated growth in the following areas: adequate use of the mobile computer lab and PLATO Learning Network, preparation of software, and guiding of students in appropriate use of the laptops. In the eighth grade classroom, one of the teachers used a laptop connected to a projector to assist students with a tutorial for the PLATO Learning Network. Then the students completed the practice activities and mastery test independently. Students of both classes also exhibited improved skills in the use of the laptops and the PLATO Learning Network. During the third observation of both classes, students were assisting other students with connecting to the network and logging on. Teachers and students made positive comments concerning the mobile computer lab and PLATO Learning Network.

Table 1 Averages Rating of Observation Rubric Required Educational

Technologies 7^th Grade Mean Required Educational

Technologies 8^th Grade Mean

Adequate use of Cows 3 Adequate use of Cows 3.33

Adequate use of PLATO 3 Adequate use of PLATO 3.33

Adequate preparation of

software 2.33 Adequate preparation of

software 3.33

Guidance of students in appropriate use

2.33 Guidance of students in appropriate use

3.33

Positive Teacher comments 3 Positive Teacher comments 3

Students demonstrate use of

laptops 2.33 Students demonstrate use of

laptops 3

Students demonstrate use of

PLATO 2 Students demonstrate use of

PLATO 2.67

Positive Student comments 2.67 Positive Student comments 3

Initially teachers became frustrated in their attempt to overcome some of the common problems with connecting to the internet and logging into an online program. Another frequent problem occurring often was the active window would minimize, and students would call for assistance or mistakenly close the browser window. The teachers were able to seek assistance from each other or from the Media Specialist for the most common operating problems and then relay solutions to their students. Some students also became impatient with the actual loading of the

courseware. They would begin talking to their neighbors or seeking some other distraction while waiting for their activity to begin.

The results of the observation rubric helped me examine the learning experiences and attitudes of both teachers and students as they interacted with PLATO Learning Network using the mobile computer lab. Technology skills I observed were scored as satisfactory and proficient in accordance to the criteria set within the observation rubric.

Teachers were observed successfully guiding students in using the laptops of the mobile computer lab. Teachers appeared to be comfortable in working with both the mobile computer lab and the PLATO Learning Network.

Students also appeared to adapt easily to using the laptops. They learned quickly how to turn on the laptop and operate the track pad as well as navigating to the PLATO Learning Network. Using the mobile computer lab encourages students to become familiar with wireless laptops and the benefits and challenges of using them.

PLATO Web Learning Network and other uses of the mobile computer lab provided the math classes with various ways to learn and apply new math skills. Many students preferred PLATO courseware to the use of routine materials such as paper and pencil to perform tasks. Due to the simplicity of the program, students were able to maneuver independently through the various web pages of PLATO Learning Network with their assigned tasks.

Teachers became acquainted with certain instructional programs within the PLATO courseware and became selective in the type of instructional modules used in their classroom. Observation results indicated teachers not only were creative in using the mobile computer lab, but they also began sharing instructional ideas on various websites such as Brain PoP and Fun Mathematic Lessons by Cynthia Lanius.

In the eighth grade class the teachers varied their strategies and group size in using the mobile computer lab.

Students of the seventh grade class were each assigned a laptop and completed their assignment individually. No noteworthy differences affecting outcomes were observed.

Student Interview

Ten of the participating students were interviewed for their opinions regarding use of the laptops. The aspects of the laptop they liked best were completing assignments on a computer, operates at a fast speed, ease of use, and no wires are used while working on the computer. Features they did not like were the older course modules of PLATO

Learning Network, laptops locking up, and some of the buttons at the top of the keyboard were reported to be confusing. Despite these problems they believed overall the laptops were easy to use and reliable.

Their comments from the interviews were very positive with few concerns. Primary concerns were the laptops would occasionally lock up and they did not know how to correct the problem. They also said the laptops were different from desktop computers and required learning different skills.

Teacher Post Survey

The participating teachers were asked to complete a post-survey. The results indicated teachers used the mobile computer lab twice per week. Teachers unanimously reported students used the computers to store and organize information, to communicate information as the result of investigations, to support individualized learning and for the remediation of basic skills. Three of the four teachers indicated students also use computers to collect data and perform measurements, create visual displays of data, plan proofread, revise, and publish written text. Two of the four teachers allowed students to use computers to collect data and perform measurements, and

manipulate/analyze/interpret data. One teacher allowed students to use computers to perform calculations. The two teachers of the eighth grade class strongly agreed the mobile computer lab was an effective tool for integrating technology into classroom instruction.

The two teachers of the seventh grade class agreed the mobile computer lab was an effective tool for integrating technology into the classroom instruction. The participating teachers believed ease of movement, relaxed fit, flexibility, cleanliness, low profile, convenience, and speed were the advantages to using the laptops of the mobile computer lab (see Table 2). Problems concerning the laptops were battery life, scheduling, network overloading, the weight of the cart, and availability of software programs (see Table 3).

Table 2: Percentage of teachers who agreed with the advantages of using laptops ADVANTAGES % of teachers who agreed

with advantages ADVANTAGES % of teachers who agreed with advantages

Ease of Movement 50 Low Profile 100

Relaxed Fit 100 Convenience 100

Strategic Deployment

75 Simplicity 100

Flexibility 100 Speed 100

Cleanliness 100

Table 3 Percentage of teachers who agree with the disadvantages of using the mobile computer lab

Disadvantages % of teachers who agreed with disadvantages

Weight of the Cart 50

Battery Life 25

Network Overload 75

Reliability 0

Scheduling 25

Management Procedures 0

Availability of Programs 0

The number and types of student computer activities indicated in the pre-survey were compared to the same activities noted in the post survey. Overall, teachers reported increased numbers for eight of the ten computer activities for students. The number of teachers selecting the area of students using computers to create visual displays of data remained the same. The number of teachers selecting the student activity: to manipulate, analyze, and interpret data decreased by one teacher.

The availability of the mobile computer lab provided teachers with many opportunities. Teachers increased the number of times the mobile computer lab was used in their classrooms for instruction. They expanded the variety of ways students used computers in their classrooms. A mobile computer lab increases the possibility of large classes using computers to complete assignments. The teachers also agreed with many of McKenzie’s advantages in using the mobile computer lab. The number of advantages outweighed the constraints in using the mobile computer lab.

Limitations of the Study

One limitation of this study was the small number of participants involved with the project. Only four teachers of the school faculty participated in the study. The number of students who agreed to participate in the project was only 55% of the students enrolled in the two classes. Another limitation was the teacher-student ratio. The eighth grade inclusion class provided two teachers in the classroom with a ratio of 1 teacher to 9 students. The seventh grade inclusion class with two teachers provided a ratio of 1 teacher to 11 students. This small ratio decreased the length of time students had to wait for a teacher when they had a problem.

Teachers were anxious to try new strategies for presenting instruction to their students, anticipating successful learning outcomes. Students were happy to work on new laptops and explore a new program. The time period of the study is also a limitation. New technologies often have a “halo effect.” Over time, students may have become bored with using the laptops and the PLATO courseware. Teachers may become weary scheduling and relocating the cart.

Future Action Planning

This action research will be presented to the school technology committee through a Powerpoint presentation. The principal, Technology Specialist, and Technology Specialist Assistant will also be invited to attend the meeting. The power point presentation will discuss the results of the data collected. The advantages and challenges teachers agreed upon will also be presented. Network overload appeared to be the main challenge among the participating teachers. Possible solutions for increasing our bandwidth will be discussed. Resolutions to the challenges of maneuvering the cart due to its heaviness will also be explored. Members will have the opportunity to discuss or comment on any findings.

Recommendations will be made for further study of the implementation of the mobile computer lab and other software programs, with larger groups of students and other subject areas. Discussions of different types of scheduling of the mobile computer lab are also needed.

Closing Statement

Are mobile computer labs a valuable technology to have in the school? From this study the answer would be affirmative. Challenges concerning the mobile computer lab do exist however, and solutions to these problems need to be addressed by this school’s technology committee. Solutions to maneuvering and scheduling the mobile computer lab need to be examined. Consideration of types of carts and number of computers may also need to be further researched before making additional purchases. For efficient and effective use of the mobile computer lab, teachers and members of the Technology Committee need to continue to work together, share ideas, and assess the integration of this technology.

References

Bhave, M. P. (2002). Classrooms with Wi-Fi. Technological Horizons in Education Journal, 30(4). Retrieved September 19, 2003, from http://www.thejournal.com/magazine/vault/A4218B.cfm

Fulton, K. P. (2003). Redesigning schools to meet 21^st century learning needs. Technological Horizons in Education Journal, 30(9). Retrieved September 23, 2003, from http://www.thejournal.com/magazine/vault/A4392A.cfm Guhlin, M. (2001). Innovative technology: The teacher is the innovation. TechEdge. Retrieved September 19, 2003, from http://www.tcea.org/Plubications/MiguelTeacher.pdf

Kosalka, T. A., & Wang, X. (2002). Integrating technology into learning: A summary view of promises and problems. Educational Technology and Society 5(1) ISSN 1436-4522. Retrieved October 4, 2003, from http://ifets.ieee.org/periodical/vol_1_2002/koszalka.html

McKenzie, J. (2001). The unwired classroom: Wireless computers come of age. From Now On: The Education Technology Journal, 10(4). Retrieved September 15, 2003, from http://www.fno.org/jan01/wireless.html

McKenzie, J. (2002). Matters of movement. From Now On: The Education Technology Journal, 12(3). Retrieved September 15, 2003, from http://www.fno.org/nov02/movematters.html

McKenzie, J. (2003). Assessing the impact of laptops in Maine. From Now On: The Education Technology Journal, 12(10). Retrieved September 21, 2003, from http://www.fno.org/jun03/maine.html

Percy, B. (2003). The power and value of technology. Technological Horizons in Education. 31(2). Retrieved October 2, 2003, from http://www.thejournal.com/magazine/vault/A4511.cfm