The Impact of Using Laptops of Student at HCM City

Contents
I. Introduction:......................................................................................................... 4
i. Background:......................................................................................................... 4
ii. Research main aim and object:............................................................................4
iii. Scope and limitations:.......................................................................................... 5
Scope:..................................................................................................................... 5
Limitations:............................................................................................................. 5
II. Literature review.................................................................................................. 6
i. STATEMENT OF THE STUDY :............................................................................6
ii. PURPOSE OF THE STUDY:.................................................................................. 6
iii. SIGNIFICANCE OF THE STUDY:..........................................................................7
iv. DEFINITION OF TERMS...................................................................................... 7
v. DESIGN OF THE STUDY:.................................................................................... 7
vi. DATA COLLECTION:........................................................................................... 9
vii. ANALYSIS OF DATA...................................................................................... 10
viii. Conclusion:.................................................................................................. 12
III. Research Methodologies.................................................................................12
Primary Research Methods:............................................................................... 13
Secondary Research Methods:...........................................................................14
Qualitative vs quantitative................................................................................. 14
Scientific method:.............................................................................................. 15
Research processes:.......................................................................................... 16
Population in research:...................................................................................... 17
Conclusion, propose the choice of methods selected:.......................................18
IV. Primary research:............................................................................................ 18
i. Design of primary research:............................................................................18
ii. Introduction to the population of the research................................................23
iii. Survey Result.................................................................................................. 23
V. Analyze the result of the primary research........................................................31
i. Descriptive statistics....................................................................................... 31

ii. Summarize...................................................................................................... 36
VI. Report the findings......................................................................................... 36
i. Summary of key findings................................................................................36
References............................................................................................................... 37

I. Introduction:
In many higher education institutions, various forms of mobile wireless
technology (MWT), particularly personal digital assistants (PDAs), laptops,
and customized response devices, have been incorporated into traditional
classroom settings. A growing number of colleges and universities have
started requiring new students to have a laptop or other MWT for usage in
the classroom. The College of Engineering (COE) at OSU has mandated that
incoming freshmen engineering students have their own wireless laptop
computers for use in the classroom, similar to many other higher education
institutions. Examples of wireless computing in education include real-time
stress and strain modeling for structural designs, individual student usage of
computer models in the classroom, and remote control of robots developed
as design class projects.rapid evaluation of test and exercise performance;
group projects and class exercises; and statistical data analysis in the
classroom [1]. The effects of utilizing computers in the classroom are one
key concern related to this requirement. A small number of academics have
examined the effects of MWT in higher education classrooms, despite the
fact that many higher educational institutions have committed to employing
laptops or other types of MWT in instruction. most of the options research
was based on investigations conducted in K–12 schools. Additionally, the
majority of earlier research in higher education has been on the usage and
implementation of MWT.
This study examined the effects of utilizing laptops throughout two terms of
a mandatory engineering course for undergraduates at OSU. Three outcomes
were used to evaluate the impact of laptops. The three outcomes were the
effect on students' academic success, the effect on students' attitudes, and
the contribution of computers to meeting learning goals in the classroom.
The findings and methods of this study provide a special strategy that
decision makers may use to gauge the effectiveness of laptop efforts in their
own organizations.
i. Background:
I choose the subject because I am knowledgeable about all the relevant
facts, thoughts, and viewpoints and could elaborate and explain it during the
exercise. I also selected the issue because I was confident in my ability to
educate people on it by putting out and laying down adequate knowledge. In
addition, I selected this subject since I was aware that not everyone would be

conversant in it. I am eager to talk about it and share it with them since it
contains knowledge, facts, and information that is beneficial to everyone.
ii. Research main aim and object:
This research focused on studying the impact of using laptops of student at
HCM city . Different configurations of devices were used in the classroom in
each term. Three outcomes were used to assess the impact: student learning
outcomes, student attitudes towards laptops and the usage of laptops
personal purposes . The individual usage of laptops with wireless capability
will they better than pc or not or they prefer the pc more than laptop will
they help them in their school or not. In Winter 2005 was found to positively
impact student learning outcomes and assist in the achievement of class
learning objectives. No significant differences in attitudes were found in
either year. Student attitudes towards laptops and the usage of laptops were
unchanged by the introduction of laptops in both years.
iii. Scope and limitations:
Scope:
It should come as no surprise that a laptop's primary use is mobility. People
who frequently attend meetings on campus or travel for business are able to
bring their computers with them. Additionally, you may now use your Cornell
laptop to access to our network directly from anyplace with a dependable
Internet connection, just as you would if you were sitting in your workplace,
thanks to our new VPN (virtual private network) technology. No longer is your
workplace desktop computer need to be left on in order to remote into it
from home. One thing to keep in mind is that the speed of your home
Internet connection directly affects how well your VPN connection works. The
experience will be better the quicker your home connection.
Limitations:
Although the advantages of mobility are significant and frequently outweigh
the drawbacks of a laptop, it is vital to be aware of these drawbacks as well:
Typically, laptops feature smaller displays and keyboards than desktop
computers.
 Docking stations are not offered due to the expense.
In general, desktop computers with the same relative cost have larger
capabilities than laptops. This varies depends on the amount of money that
is available for the yearly update procedure.

 Slower and more compact hard drive
 Less rapid processors
 Fewer memories (RAM)
When the machine must be shipped to a repair facility, repairs are more
complicated and take at least 48 hours to complete.
Replacement for the moment Standard productivity software is preloaded on
computers, and individual software for each employee cannot be added
afterwards. Employees who desire a laptop are aware of the danger that is
involved.
 Upgrades to laptops are more difficult or, in some situations,
impossible (memory, etc)
 Laptops are naturally more prone to theft and damage.
 Operating laptops could demand more technological know-how than
PCs.
 difficulties with power management
 Connection problems
 Interfacing with other devices (printers, projectors, etc.)
 Drivers (may have to download and install)
 Cables (requires some familiarity with multiple types)
 linking to external networks (may require configuration skills)
II. Literature review
Base on research of Custodio Celeste I have collected some data to make
this literature review.
i. STATEMENT OF THE STUDY :
Base on research of Custodio Celeste: Following the research because the
twenty-first century gives us so many more opportunities to study and
advance intellectually, it is essential that students be able to connect with
technology and the Internet. In fact, more than a million individuals are
learning online now in the United States alone (Bonk, 2010). In schools,
wireless networking and laptop computers are two of the technologies that
are expanding the quickest (Warschauer, 2005). Because of the options that
technology provides, a classroom is no more a closed system (Demski,
2012). A 21st Century Model of Learning Powered by Technology is
demanded by the Office of Educational Technology within the U.S.
Department of Education (2010).

ii. PURPOSE OF THE STUDY:
Following the Custodio Celeste the goal of this study was to ascertain how
laptop usage affects students' learning habits. Every student and instructor
had access to a laptop computer that was available around-the-clock.
The data for this study, which employed a qualitative research technique,
came from classroom observations, a review of the instructors' lesson plans,
and in-depth interviews with five classroom teachers.
The findings of this study showed that student learning habits were positively
affected by laptop computers. When given access to laptop computers,
students were more involved in their studies, did better work, and
communicated with their professors more effectively.
Through data analysis of Custodio Celeste , the researcher hypothesized that
the shifts in student behavior were brought about by individualized
instruction for each student, access to a variety of resources and media, and
the laptop computer's role as assistive technology.
iii. SIGNIFICANCE OF THE STUDY:
The U.S. Department of Education's Office of Educational Technology
recommends that students and teachers have appropriate broadband
Internet connection and adequate wireless connectivity both within and
outside of the classroom. Furthermore, it is advised that every student and
teacher have at least one Internet-connected device, software, and resource
for research, communication, creating multimedia material, and teamwork
for use both inside and outside of the classroom (2010).
One-to-one laptop computer programs have already been introduced in a
few school districts in Georgia, Florida, Kansas, Louisiana, Maine,
Massachusetts, Michigan, Missouri, New Hampshire, California, Pennsylvania,
and South Dakota. Every student and teacher who participates in one-to-one
laptop computer programs receives a laptop computer. Initiatives to provide
every student with a laptop have the potential to have a substantial
influence on education, and districts that have adopted laptop programs say
they have seen improvements in daily operations (Holcomb, 2009).
Many school administrators are buying more electronic learning materials
and fewer textbooks in response to districts' enthusiastic response to one-to-
one laptop programs (O'Hanlon, 2007).

iv. DEFINITION OF TERMS
In contrast to a curriculum, teaching speed, and instructional strategy that
are universally applicable, this approach advocates for tailored learning
experiences that are engaging and empowering for all students.
Students must have access to technology that simulates both the realities of
their daily lives and the future in order for this to happen.
v. DESIGN OF THE STUDY:
The following issue was addressed in this qualitative study: How do
classroom teachers assess the learning habits of their students in relation to
their access to laptop computers? The kind of learning, thinking, and analysis
required by the modern world are made possible by laptop computers.
According to research of the The U.S. Department of Education's Office of
Educational Technology students may acquire information, evaluate it, and
incorporate it into a range of real-world products using laptop computers
(Warschauer, 2005). This research study therefore sheds light on how
instructors perceive the influence of laptop access on students' learning
habits using a small but representative sample of teachers.
Through motivating teachers to use laptop computers and related
technology into their instructional materials, the findings of this study may
boost student learning and accomplishment.
A search approach that enables the researchers to examine classroom
behaviors of instructors and students using laptop computers is necessary
for studying the effects of laptop computers on student learning behaviors.
Through the research of Custodio Celeste the gathering and analysis of
information from many sources, including observations in the classroom,
interviews, and a review of documents, a full understanding is promoted.
This qualitative study offers proof that laptop computers have a favorable
influence on students' studying habits.
This study made use of document reviews, teacher interviews, and
classroom observations. Prior to the interviews, there was a chance to
observe the instructor in action in the classroom, allowing for a more in-
depth discussion of the technology and teaching approach.
A qualitative technique was chosen because it enabled the researcher to
learn in great depth about the subject and setting and to become deeply
immersed in the participants' genuine experiences (Creswell, 2003)

In this qualitative research study, the researcher recruited the participants,
clarified the informed consent to the participants, collected and secured the
informed consent signed forms, conducted participant observations and
wrote descriptive field notes either by hand or on a laptop, interviewed
participants, viewed student work and teacher lesson plans about doing
lessons with laptop computers and without laptop computers, transcribed
interviews, and carried out the data collection. 15 While conducting this
study, the researcher was a graduate student at the Judith Herb College of
Education, Health Science and Human Service (JHCEHSHS), however her job
was solely that of a researcher.
Discussions with the researchers' participants—teachers, administrators, and
academics from The University of Toledo—led to the development of this
position. The researcher worked at JCE's Educational Foundations and
Leadership Department as a graduate assistant as well.
She participated as a co-researcher in a research project named "The Impact
of Technology on Teaching Pedagogy" while working as a graduate assistant,
which sparked her interest in the effects of instructors employing technology
in the classroom and the effects on student conduct.
vi. DATA COLLECTION:
The direct observations gave the researchers a chance to interact directly
with the individuals and precisely capture the data as it emerged. Interviews
with specific teachers allowed them to expound on what the researcher saw
during the observations and gave historical context.
In order to manage a line of inquiry and enable instructors to describe their
teachings and the students' learning behaviors when laptop computers were
integrated into their classrooms, interviewers were utilized (Creswell, 1998).
The instructors were requested to produce copies of their lesson plans from
both before and after integrating laptops into the classroom prior to the
observations and interviews. Researchers were able to observe the
pedagogical change brought on by the usage of laptop computers thanks to
this request.
The researcher Custodio Celeste had access to the class plans while
conducting the observation. The researcher took field notes on the
observation while sitting in the back of the classroom, either by hand or on
her laptop. The researchers taped an interview with the teacher right after
the class was over.