A few design perspectives on one-on-one digital classroom environment

  1. J.-K. Liang1,2,
  2. T.-C. Liu1,2,
  3. H.-Y. Wang1,2,
  4. B. Chang1,2,
  5. Y.-C. Deng1,2,
  6. J.-C. Yang1,2,
  7. C.-Y. Chou3,
  8. H.-W. Ko1,2,
  9. S. Yang1,2,
  10. T.-W. Chan1,2

Article first published online: 31 MAY 2005

DOI: 10.1111/j.1365-2729.2005.00126.x

Issue

Journal of Computer Assisted Learning

Journal of Computer Assisted Learning

Volume 21, Issue 3, pages 181–189, June 2005

Additional Information

How to Cite

Liang, J.-K., Liu, T.-C., Wang, H.-Y., Chang, B., Deng, Y.-C., Yang, J.-C., Chou, C.-Y., Ko, H.-W., Yang, S. and Chan, T.-W. (2005), A few design perspectives on one-on-one digital classroom environment. Journal of Computer Assisted Learning, 21: 181–189. doi: 10.1111/j.1365-2729.2005.00126.x

Author Information

  1. 1

    National Central University, No. 300, Jhongda Rd., Chungli, Taiwan

  2. 2

    Department of Computer Science & Information Engineering, NCU, Chungli, Taiwan

  3. 3

    Department of Computer Science and Engineering, Yuan Ze University, Chungli, Taiwan

* Jen-Kai Liang, Department of Computer Science & Information Engineering National Central University, Chungli, Taiwan. Email: steven@lst.ncu.edu.tw

Publication History

  1. Issue published online: 31 MAY 2005
  2. Article first published online: 31 MAY 2005
  3. Accepted: 14 March 2005

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Keywords:

  • digital classroom environment;
  • 1 : 1 educational computing;
  • interactive learning environment;
  • mobile learning;
  • wireless technologies

Abstract

1 : 1 educational computing refers to a scenario where every student in a group or class uses a computing device equipped with wireless communication capability to conduct a learning task. This paper, drawing from design experiences with our digital classroom environment series and other studies, attempts to describe a few valuable 1 : 1 design perspectives for educational computing inside the classroom. We try to describe the major components of the 1 : 1 digital classroom environment and classify the most important component, student devices, according to a set of features. Furthermore, based on the notion of computing affordance, a set of communication affordances are described. This set underpins three basic educational activities, namely: teacher-directed instruction, small group learning and individual learning. Finally, scenarios are exemplified for a few typical educational computing devices. This study concludes with a discussion of short- and long-term research possibilities.

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