Evaluating constructivistic learning
Educational Technology
Student characteristics and computer-mediated communication
Computers & Education
Mapping pedagogy and tools for effective learning design
Computers & Education
The laptop alternative: student reactions and strategic implications
Computers & Education
Designing collaborative, constructionist and contextual applications for handheld devices
Computers & Education - Virtual learning? Selected contributions from the CAL 05 symposium
Mobile learning: A framework and evaluation
Computers & Education
In-class laptop use and its effects on student learning
Computers & Education
Exploring the relationship between emotions and the acquisition of computer knowledge
Computers & Education
Using RSS to support ubiquitous learning based on media richness theory
VECIMS'09 Proceedings of the 2009 IEEE international conference on Virtual Environments, Human-Computer Interfaces and Measurement Systems
Using RSS to support mobile learning based on media richness theory
Computers & Education
Teacher perceptions of learning affordances of multi-user virtual environments
Computers & Education
Laptop usage affects abstract reasoning of children in the developing world
Computers & Education
Laptop multitasking hinders classroom learning for both users and nearby peers
Computers & Education
A practical use of learning system using user preference in ubiquitous computing environment
Multimedia Tools and Applications
Ownership versus on-campus use of mobile IT devices by university students
Computers & Education
Everyday attention: Mind wandering and computer use during lectures
Computers & Education
Teaching of the design of rehabilitation technology to engineering students
Proceedings of the 7th International Convention on Rehabilitation Engineering and Assistive Technology
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Three years of graduating business honors cohorts in a large urban university were sampled to determine whether the introduction of ubiquitous laptop computers into the honors program contributed to student achievement, student satisfaction and constructivist teaching activities. The first year cohort consisted of honors students who did not have laptops; the second and third year cohorts were given laptops by the University. The honors students found that their honors classrooms were statistically significantly more constructivist than their traditional (non-honors) classroom. The introduction of laptop computing to honors students and their faculty did not increase the level of constructivist activities in the honors classrooms. Laptop computing did not statistically improve student achievement as measured by GPA. Honors students with laptops reported statistically significantly less satisfaction with their education compared to honors students with no laptops.