In the years following the pandemic, Chromebooks have emerged as a transformative tool in classrooms across the globe. These lightweight, affordable laptops have become a staple in educational settings thanks to their ease of use, seamless integration with cloud-based applications, and suitability for remote and in-person learning. The concept responsible for the emergence of the Chromebook is one-to-one technology. It is the idea that “every student [is provided with] their own mobile computing device to use for learning” [2]. In the following sections, we will uncover how this new approach, specifically with Chromebooks, is reshaping K-12 education for the better
The Benefits of Digital Integration
Chromebooks have revolutionized the way teachers and students interact with educational material. But to truly see firsthand how these Chromebooks were making a difference, I decided to visit my local school district, the Mead School District, located in Spokane, Washington. The Mead School District has been deploying Chromebooks to its students for the last four years and has found significant success for both students and teachers.
According to Anna O’Connor, a math teacher at the Mead School District, the Chromebooks allow for a “unique and powerful experience,” as lessons can be transformed into exploratory game-like tasks. O’Connor like many other educators calls this “gamification.” This Gamification breathes new life into the traditional school curriculum and allows students to explore topics in new and creative ways.
One example that O’Connor provided was with a site called SolveMe Mobiles. On this site, the kids try to balance little mobiles that mimic mathematical equations. This allowed O’Connor to teach the concept of equation balancing in a way that was “exciting and engaging” for the kids.
Here is an example mobile from the website [6]. The kids would have to solve for the red trapezoid. The answer to this problem is 4. These puzzles range in difficulty and simulate the progression of real equation balancing. According to an Ed Weekly study, this new learning style has been shown to boost student engagement, as students can explore topics in an interactive format. 76% of students claimed this technological approach makes learning more engaging [5].
According to an Ed Weekly study, this new learning style has been shown to boost student engagement, as students can explore topics in an interactive format. 76% of students claimed this technological approach makes learning more engaging [5].
Beyond their gamification potential, Chromebooks also promote collaboration through cloud-based applications like Google Workspace, which support real-time editing and commenting features. These allow students to collaborate to complete tasks or group projects.
Other teachers have highlighted how these devices simplify lesson planning, enable quick resource access, and reduce technical downtime. For example, Chromebooks experience 55% fewer unplanned outages and require 59% less maintenance time than other devices [1]. These features allow educators to focus more on teaching than troubleshooting technology issues.
The Digital Divide
By definition, the one-to-one technology approach attempts to take on the digital divide head-on by ensuring that every student is given access to their own personal device. This is the case for the schools that can adopt these policies. Students who otherwise wouldn’t be able to have access to these devices do.
However, with that said, there are many communities that struggle to adopt Chromebooks and the one-to-one technology methodology due to financial and infrastructure constraints. Rural and low-income schools often lack the resources needed to purchase Chromebooks or establish reliable internet access. According to recent data, approximately 17 million students in the U.S. live in households without access to high-speed internet or a computer [4], highlighting the scope of the digital divide.
This disparity disproportionately affects minority and low-income students, creating barriers to educational equity. For example, districts with limited budgets may need to prioritize other essentials, leaving technology programs underfunded. Additionally, schools in remote areas may not have the ability to supply broadband access for students.
According to a study by the National Center for Educational Statistics, more than half of the public schools cannot provide computers and digital devices to students regardless of the school’s location (city, suburban, town, or rural). Regarding providing internet access for students at home, city and suburban schools report slightly higher percentages, while town and rural schools face a significant fall. The specific statistics of this study can be observed in the two bar graphs below.
So What?
We have discussed and examined the large pool of benefits Chrombpooks and the one-to-one technology approach can bring to the classroom. We have also covered how many schools and students in the United States cannot reap the benefits of this technology. With these things in mind, it is clear that a lot still needs to be done to bridge the digital divide. However, this is no small task that a single person or group can establish. It will require a collective effort from policymakers, educators, and communities.
One way to bridge the gap is to increase funding for technology initiatives in underserved areas. Programs like the Emergency Connectivity Fund have provided critical support. This initiative generated $7.171 billion to provide technology to students who could not afford it []. Advocating for policies that prioritize digital inclusion can also make a significant impact. Through formal legislation, this can be done at a community level with your local school districts or at the state and federal levels. Additionally, community involvement, such as donating devices or sponsoring internet access programs, can help close the gap.
There is no one correct solution, but every little bit helps. So, let’s work together to give our students and minds of the future the best educational experience possible and put a computer in each one of their hands.
Biblography
[1] Alexander Slagg Twitter Alexander Slagg is a freelance writer specializing in, and education He is an ongoing contributor to the CDW family of magazines. “Chromebooks Offer a Fresh Approach to Teaching.” Technology Solutions That Drive Education, edtechmagazine.com/k12/article/2024/02/chromebooks-offer-fresh-approach-teaching.
[2] Bushweller, Kevin. “What the Massive Shift to 1-To-1 Computing Means for Schools, in Charts.” Education Week, 17 May 2022, www.edweek.org/technology/what-the-massive-shift-to-1-to-1-computing-means-for-schools-in-charts/2022/05.
[3] Herold, Benjamin. “1-To-1 Laptop Initiatives Boost Student Scores, Study Finds.” Education Week, 18 May 2016, www.edweek.org/technology/1-to-1-laptop-initiatives-boost-student-scores-study-finds/2016/05.
[4]“Introduction.” Office of Educational Technology, tech.ed.gov/wireless-brief/introduction/.
[5] Lockwood, Jessica. “Technology in Education: Promoting Student Engagement.” UConn Center for Career Development, 4 Dec. 2023, career.uconn.edu/blog/2023/12/14/technology-in-education-promoting-student-engagement/.
[6] “SolveMe Mobiles.” Solveme.edc.org, solveme.edc.org/Mobiles.html.
[7] “Technology Support.” Nces.ed.gov, nces.ed.gov/surveys/annualreports/topical-studies/covid/theme/elementary-and-secondary-education-technology-support/.
Grant Erickson 