National and international research has been undertaken on the effects of oneto- one (1:1) laptop programs in education, however, there is minimal literature available on the impacts of such a program on students’ achievements of learning outcomes in the Australian primary school setting. Therefore, this paper reports on the findings of an honours inquiry, which investigated whether a 1:1 laptop program could allow students to engage in higher-order thinking when participating in the laptop-based tasks designed by their teachers during a COGS unit of work. Through exploring the findings of this research study, an understanding can develop about the use of laptops as tools for learning in the educational context and allow an insight into whether laptops can enable quality teaching and learning to occur in Australian primary school classrooms. It is imperative that teachers develop quality teaching and learning experiences that allow their students to actively participate in their learning and engage in higher-order thinking. Thus, this paper draws on a number of sources such as the New South Wales Quality Teaching Model and the New South Wales Professional Teaching Standards to highlight the complexity of teachers’ work and the importance of planning for learning in a 21st century digital society.
Recommended CitationGigliotti, Amanda-Rita, Quality teaching and learning in the educational context: Teacher pedagogy to support learners of a modern digital society, Journal of Student Engagement: Education Matters, 2(1), 2012, 78-84.