There has been a notable increase in academic and holistic results within classrooms since the introduction of digital technologies in classroom, and an even greater one with the implementation of personal mobile learning devices. It has been shown that students who have access to laptops achieve 20 percent higher marks in Mathematics and 15 percent higher grades compared to students who didn’t have access to laptops in classrooms (Kposowa & Valdez, 2013). Annan-Coultas (2012) identifies that the greatest benefit of the laptop was that it proved access to the internet and communication tools. Moyle (2010) discusses the integration of technology into the classroom, stating that technologies ‘offer opportunities for creating meaningful learning environments’ and that ‘technologies enable different types of social interaction’ (Building Innovation: Learning with technologies, p.14). Warschauer (2006) suggests a benefit of laptop use is that is promotes the cultivation of students’ aptitude for inventive thinking, which is “the ability to negotiate reasoning, creativity, risk taking, self-direction, and adaptation in complex situations and environments” (Laptops and literacy: Learning in the wireless classroom, 2006).
Students are aware of the capabilities of their devices and know that laptops allow access to not only academic sources, but also recreational ones. (Zheng, 2014)
When questioned, students show a positive inclination towards the integration of laptops in classrooms, with many students stating that laptops improve learning efficiency, allow for scaffolding, create avenues for creativity and increased information access (Zheng, 2014).
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