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CAT 3 reading, language, and mathematics batteries were administered at the end of Grade 2 and again at the end of Grade 3 after the first year of computer use. Overall gains appeared in all three areas, but differed from CAT 3 norms, with indications of stronger gains for lower and middle level learners. Teachers completed the Technology Implementation Questionnaire (TIQ), revealing negative correlations between reading gains and higher-use communicative, evaluative, and creative computer purposes, and highlighting the need for more professional support.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/canadian-journal-of-learning-and-technology-introducing-laptops-to-children-an-examination-of-ubiquitous-computing-in-grade-3-reading-language-and-mathematics/597686/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/canadian-journal-of-learning-and-technology-introducing-laptops-to-children-an-examination-of-ubiquitous-computing-in-grade-3-reading-language-and-mathematics/597686.png","ImageObject",300,407,{"name":92,"@type":93},"pop out","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-23","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What program was implemented for the study, and for which grade level?","Question",{"text":112,"@type":113},"The study implemented a Grade 3 laptop program, also called a ubiquitous computing program, in a Quebec school district.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were student outcomes measured?",{"text":117,"@type":113},"CAT 3 reading, language, and mathematics batteries were administered at the end of Grade 2 and again at the end of Grade 3.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the Technology Implementation Questionnaire (TIQ) reveal about teacher technology integration?",{"text":121,"@type":113},"Teachers’ TIQ results assessed purposes and extent of technology integration, and negative correlations were found between reading achievement gains and higher-use communicative, evaluative, and creative computer purposes.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597686,1792231797,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760408,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Canadian Journal of Learning and Technology Volume 33(3) Fall / automne 2007  \nIntroducing laptops to children: An examination of ubiquitous computing in Grade 3 reading, language, and mathematics  \nRobert M . Bernard  \nEdward Clement Bethel  \nPhilip C. Abrami  \nC. Anne Wade  \nAuthors  \nRobert M. Bernard, Professor, Centre for the Study of Learning and Performance, Concordia University, Montreal, QC. Correspondence regarding this article can be sent to: bernard@education.concordia .ca  \nEdward Clement Bethel, Doctoral Student and Research Assistant, Centre for the Study of Learning and Performance, Concordia University, Montreal, QC. He can be reached by e mail at: e bethel@education.concordia .ca  \nPhilip C. Abrami, Professor and Director, Centre for the Study of Learning and Performance, Concordia University, Montreal, QC. He can be reached by e mail at:abrami@education.concordia .ca  \nC. Anne Wade, Information Specialist, Centre for the Study of Learning and Performance, Concordia University, Montreal, QC. She can be reached by e mail at: wada @education.concordia .ca  \nAbstract  \nAbstract: This study examines the achievement outcomes accompanying the implementation of a Grade 3 laptop or so calledubiquitous computing program in a Quebec school district. CAT 3 reading, language, and mathematics batteries were administered at the end of Grade 2 and again at the end of Grade 3, after the first year of computer implementation. Overall gain was found in all three content areas, but was differential when compared with the norms of t he CAT 3. Additionally, some evidence suggested a differential gain for lower and middle level learners during the school year. Teachers were administered an instrument called the Technology Implementation Questionnaire ( TIQ) that assessed the purposes and extent of technology integration. Negative correlations were found in reading achievement gain for items associated with the higher use of communicative, evaluative, and creative uses of computers . Open ended  \nteacher responses indicated the need for more professional support for instructional implementations of computing.  \nRé sumé : Cette étude examine les performances accompagnantl’implantation d’un programme d’ordinateurs portables en 3 ième anné e duprimaire, aussi appelé programme d’u biquit é computationnelle, dans une é cole d’un district scolaire d u Québec . Des batteries de tests, CAT 3 en lecture, en langue et en mathématiques ont ét é admin istré es à la fin de la deuxième anné e du primaire et une autre fois à la fin de la trois ième anné edu primaire, aprè s un an d’implantation des ordinateurs . Un gain fut o bservé dans les trois matières, mais était différencié lorsque comparé aux normes du CAT 3. De plus, un gain différencié fut mis en évidence pour les apprenants de n iveau inférieur et moyen durant l’anné e scola ire . Lesenseignants ont rempli le Technology Implementation Questionnaire (TIQ) qui mesure le but et l’étendue de l’inté gration technologique . Des corrélations né gatives ont ét é trouvé es en gains au niveau de la lecture pour les items associés à l’utilisation de haut niveau des ordinateurs, en communication, en évaluation et en cré ation.  \nIntroduction  \nCritics of technology integration in the classroom ( e .g., Cuban, 1986; Oppenheimer, 2003) point to the now famous and admittedly laughable 1922 quotation by Thomas Alva Edison (“I believe that the motion picture is destined to revolutionize our educational system and that in a few years it will supplant largely, if not entirely, the use of textbooks .”) as evidence of unbridled, yet failed enthusiasm for technology . Of course it has only partially failed because analog and now digital technologies have and do play prominent roles in elementary and secondary schooling across North America . But 85years later, technology has yet to fully eclipse all of the more traditional educational resources, in particular, the textbook.  \nThe arguments of detractors rang","cbCaigJW9gkI2Dfj","https://ap.wps.com/l/cbCaigJW9gkI2Dfj","pdf",1480112,22,"English","# Abstract\n# Ré sumé\n# Introduction","[{\"question\":\"What program was implemented for the study, and for which grade level?\",\"answer\":\"The study implemented a Grade 3 laptop program, also called a ubiquitous computing program, in a Quebec school district.\"},{\"question\":\"How were student outcomes measured?\",\"answer\":\"CAT 3 reading, language, and mathematics batteries were administered at the end of Grade 2 and again at the end of Grade 3.\"},{\"question\":\"What did the Technology Implementation Questionnaire (TIQ) reveal about teacher technology integration?\",\"answer\":\"Teachers’ TIQ results assessed purposes and extent of technology integration, and negative correlations were found between reading achievement gains and higher-use communicative, evaluative, and creative computer purposes.\"}]","Canadian Journal of Learning and Technology - Introducing laptops to children: An examination of ubiquitous computing in Grade 3 reading, language, and mathematics | PDF",1792085503,55]