Disadvantages of One-to-One for the Learner

Disadvantages of One-to-One for the Learner

            One of the biggest barriers to a one-to-one learning environment is the total cost of funding devices for all students.  Districts are recognizing the fact that it is a challenge to fund school-owned devices in a one-to-one environment (Johnson, 2012).  Some feel that providing a device for every student in a school is unsustainable and unmanageable (Nelson, 2012).

            In a one-to-one environment, the school typically purchases one type of device for the students.  In a study where a one-to-one environment was created with iPod touches in Phase 1 and iPads in Phase 2, teachers and students indicated that, depending on the task, they preferred a range of devices.  The iPod touch was preferred for recording, listening to podcasts, and playing games.  Laptops were still preferred for Internet searches, creating media, and checking email.  Paper or traditional options were still preferred for drawing and reading (Crichton, Pegler, & White, 2012).  One of the limitations of the study was that most of the reported results came from the Phase 1, where students used iPod touches, instead of more functional iPads that were used in Phase 2.

            Students in the study by Hoffman (2013), state that one of the drawbacks to having an iPad in the one-to-one environment is that devices became an easy distraction.  Some students stated that they could appear to be doing something educational in the classroom, but instead, they were interacting with others using the device.  Half of the students said that the iPad affected on-task behavior in a positive way.  When asked if the device had a negative impact on their learning, every student in the class indicated that the device’s potential distractions did have a negative effect on their learning.  Some of the students stated that the variety of things that can be performed on an iPad had a negative impact with on-task behavior when they were trying to do their homework.  Distractions were dependent on the content and teaching style of the teacher.  One student indicated that he was more likely to be distracted in math or history class, because he found that the apps on an iPad were more interesting than the topic.  One teacher stated that she felt frustrated by her inability to redirect or limit off-task behavior. 

            In a university study, students in an astronomy class self-reported that they were distracted an average of three times per class period by their personal use of technology.  Observations made by observers in the study, suggested that the disruption rate was under-reported and that the distraction rate was closer to seven times per class period (Duncan, Hoedstra, & Wilcox, 2012).  To curtail off-task distractions, teachers will need to create more engaging and well planned lessons.  Johnson (2012) states that districts must provide adequate training to their staff so they can assist teachers in developing guidelines for technology use and productive lesson development. This will foster better use of the devices.