Student perceptions of one to one classroom devices on their academic abilities in world history
With the implementation of Common Core State Standards (CCSS) and the Smarter Balanced Assessment Consortium (SBAC), student academic achievement and technology proficiency are the primary focus of public schools. Policymakers and educators are meeting this challenge by investing money in one to one computing devices for all students. This study investigated how the integration of one to one computing devices in world history affects the perceptions and opinions of sophomore students regarding their academic abilities. A survey developed by this author asked sophomore world history students to rate the effectiveness of one to one computing devices on their academic abilities. The responses from the survey were analyzed using a chi square goodness of fit to ascertain if there were significant differences in the distribution of responses to each of the 10 survey items. Through inferential and descriptive analyzes, this author found that there was a significant difference in the distribution of responses to seven survey statements. According to the distribution of responses, the participants believe that one to one computing devices have improved their abilities in six areas, did not improve their ability in three areas, and were evenly divided in one.