Computing Devices and Learning Theory: A Study of How Students Involved In One-to-One Computing Programs Utilize Their Devices to Form Learning In Out-of-School Environments

Abstract

With the integration of technology into our society and the education system comes the need to better understand how the students of today are using computing devices for the purposes of learning. This qualitative study utilizes Mocker and Spear’s learning identification model for guidance and views student learning through the theoretical frameworks of behaviorism, cognitivism, and constructivism, as well as the relatively newly formed learning theory of connectivism, to answer the question, “How do students involved in one-to-one laptop programs utilize computing devices to form learning in out-of-school environments?” Findings from the study reveal various ways in which students utilize computer access to autonomously gather information and learn on their own; the study suggests that when students did participate in autonomous and self-directed learning with their computing devices, they reported utilizing a variety of informational resources, were more likely to be engaged in the learning process, and were more likely to share their learning with others through digital mediums. Furthermore, the study identifies ways in which participants utilize their access to computing devices and freedom to use these devices with autonomy and in a self-directed manner in order to build upon and discover personal identity.