The purpose of this study was to investigate the effects of the ubiquitous one-to-one laptop learning environment and its impact on two areas: (1) standardized achievement test scores, and (2) teacher perspectives on pedagogy.

This research studied computer technology in the middle school environment that is beyond the traditional computer laboratory or mobile laptop laboratory. Advancements in computer technology, in the form of affordable, personal computing devices, have changed societal communication and information sharing. This study compares two similar middle schools over a three year period. One of the middle schools provides each eighth grade student and teacher a laptop computer: meaning twenty-four hours a day, seven days a week access.

The study was guided by three research questions: (1) Will the one-to-one ubiquitous computing environment impact student achievement? (2) Will the one-to-one ubiquitous computing environment have a differentiated impact on student achievement by gender and academic program? (3) Will the one-to-one laptop computing learning environment have a perceived effect on the delivery of instructional services?

This study hypothesized that the one-to-one ubiquitous computing intervention would have a generalizable effect on the learning environment, thus impacting both teacher and student behaviors. The study hypothesized that because of the intervention, teachers would direct instructional services differently and student outcomes will improve. This study was critical not only to the experimental district, but to any districts researching the possibility of funding a one-to-one computing platform. This study quantified the effects the laptop program had on student achievement and teacher instructional practice in the ubiquitous computing environment.

Providing a laptop computer to students, at no cost to the student, was widely supported by parents and teachers. Boards of education may hold that the laptop program bridges the digital divide between students--"haves" and "have-nots". Consequently, laptop programs have become highly politicized and controversial.

This study produced outcomes based on two-way ANOVA, t-test, and Chi-square analyses of a teacher survey and student performance on the New Jersey Grade Eight Proficiency Assessment. The study concludes that the ubiquitous laptop learning environment affected the delivery of instruction services, but did not effect student achievement as measured by the GEPA. (Author's abstract)