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This study analyzes pre-service teachers’ reflections on their secondary-school experiences with 1:1 laptop programs, using aspirational teaching practice as the interpretive lens. Qualitative data from two successive Bachelor of Education cohorts (2014–2015) are coded into positive and negative experiences. The research examines effects on perceptions of teaching with ICTs and on personal learning at university.",{"@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/pre-service-teachers-reflections-the-influence-of-school-11-laptop-programs-on-their-developing-teaching-practice-article/593728/",{"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/pre-service-teachers-reflections-the-influence-of-school-11-laptop-programs-on-their-developing-teaching-practice-article/593728.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-25","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 problem does the study address about 1:1 laptop programs?","Question",{"text":112,"@type":113},"The study addresses the limited tracking of how digital learning technologies afforded by laptop access have been taken up in practice, despite initial interest in these programs.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the reflections for the study collected and from whom?",{"text":117,"@type":113},"Qualitative data were collected from two successive cohorts (2014 and 2015) of the first year of a Bachelor of Education course.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main objectives of the research?",{"text":121,"@type":113},"The objectives were to capture students’ recollections of 1:1 laptop program experiences, categorize them into positive and negative experiences, and examine impacts on perceptions of teaching with ICTs and on personal learning at university.","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},593728,1792517281,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 42 | Issue 2 | Article 1 |\n| --- | --- |\n| 2017\u003Cbr>Pre-service Teachers’ Reflections: The Influence of School 1:1 Laptop Programs on their Developing Teaching Practice.\u003Cbr>Susan Blackley\u003Cbr>Curtin University, Australia, [susan.blackley@curtin.edu.au](susan.blackley@curtin.edu.au)\u003Cbr>Rebecca Walker\u003Cbr>Curtin University, Australia, [rebecca.m.walker@curtin.edu.au](rebecca.m.walker@curtin.edu.au) |  |\n\nRecommended Citation  \nBlackley, S., & Walker, R. (2017). Pre-service Teachers’ Reflections: The Influence of School 1:1 Laptop Programs on their Developing Teaching Practice.. Australian Journal of Teacher Education, 42 (2).  \n[http://dx.doi.org/10.14221/ajte.2017v42n2.1](http://dx.doi.org/10.14221/ajte.2017v42n2.1)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol42/iss2/1](http://ro.ecu.edu.au/ajte/vol42/iss2/1)  \nAustralian Journal of Teacher Education  \nPre-service Teachers’ Reflections: The Influence of School 1:1 Laptop Programs on their Developing Teaching Practice.  \nSusan Blackley  \nRebecca Walker  \nCurtin University  \nAbstract: Throughout Australia, many government and non  \ngovernment schools have implemented a one-laptop-per-student (1:1) policy. Whilst there was initial interest in the implementation of these programs, little has been done to track the uptake of digital learning technologies afforded by access to the laptops. This study examined pre-service teachers’ reflections on their experiences with 1:1 laptop  \nprograms in their secondary schooling. The lens for this reflection  \nwas their consideration of their aspirational teaching practice.  \nQualitative data were collected from two successive cohorts (2014  \nand 2015) of the first year of a Bachelor of Education course. The  \nobjectives of the research presented in this paper were to: capture  \nrecollections of the students’ experience of1:1 laptop programs;  \ncategorise these recollections into positive and negative experiences;  \nand investigate the impact of 1:1 laptop programs on students’  \nperceptions of teaching with ICTs and their personal learning at  \nuniversity.  \nIntroduction  \nOne-to-one laptop initiatives in schools have been expanding significantly over the last decade. This is due to a number of factors: less expensive hardware, improved Internet connectivity, and promotion by governments and education authorities. Inspired by the Digital Education Revolution Policy document released in 2007 (Rudd, Smith, & Conroy, 2007, p. 1) many secondary schools throughout Australia opted to participate in the revolution with the intention of equipping every student in Years 9 to 12 access to “world class information and communications technology”. Some schools made the decision to implement a 1:1 laptop policy across Years 8 to 12, and many independent schools placed the onus of the provision of these laptops squarely on the shoulders of parents, insisting that students bring their laptops to every class. Student academic achievement in these schools is becoming more transparent and public due to the public access to school data on the MySchool website, and has increased the competition between schools for market share (Blackley & Walker, 2015) . As a result, school leaders are strongly encouraging the utilisation of contemporary digital resources to enhance student learning, engagement, and achievement; one-to-one laptop programs appear to integrate digital technologies in a highly visible fashion (Inan & Lowther, 2010) .  \nThere is a body of research that investigated the initial uptake by teachers of digital technologies in secondary schools (e.g., Handal, Campbell, Cavanagh, Petocz, & Kelly, 2013; Hsu, Wu, & Hwang, 2007; Kopcha, 2012; Mumtaz, 2006; Sang, Valcke, Van Braak, & Tondeur, 2009), and a growing body of research specifically designed to investigate the use of laptops (e.g., Inan & Lowther, 2010; Penuel, 2006; Rosen & Beck-Hill, 2012; Weston &  \nVol 42, 2,","cbCaigmIsTPJLHpE","https://ap.wps.com/l/cbCaigmIsTPJLHpE","pdf",417646,14,"English","# Abstract\n## Background and rationale\n## Prior research on technology and laptops\n## Research gap and purpose\n## Methodological focus and objectives","[{\"question\":\"What problem does the study address about 1:1 laptop programs?\",\"answer\":\"The study addresses the limited tracking of how digital learning technologies afforded by laptop access have been taken up in practice, despite initial interest in these programs.\"},{\"question\":\"How were the reflections for the study collected and from whom?\",\"answer\":\"Qualitative data were collected from two successive cohorts (2014 and 2015) of the first year of a Bachelor of Education course.\"},{\"question\":\"What were the main objectives of the research?\",\"answer\":\"The objectives were to capture students’ recollections of 1:1 laptop program experiences, categorize them into positive and negative experiences, and examine impacts on perceptions of teaching with ICTs and on personal learning at university.\"}]","Pre-service Teachers’ Reflections: The Influence of School 1:1 Laptop Programs on their Developing Teaching Practice - Article | PDF",1792077803,35]