Abstract
With the continuing decline in costs of technology, programs are proliferating worldwide to put networked laptop computers into the hands of millions of students on a routine basis. The reasons policy-makers support these programs are based on economic arguments, equity concerns, and widespread interest in education reform. Studies of laptop programs in schools report that they increase students' engagement in school, improve technology skills, and have positive effects on students' writing. However, evidence of the effectiveness of large-scale laptop programs in other learning domains is scarce. Research in many nations suggests that laptop programs will be most successful as part of balanced, comprehensive initiatives that address changes in education goals, curricula, teacher training, and assessment.
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