השוואת תפיסת הלמידה וסגנון למידה חזותי ומילולי של תלמידים בחטיבות הביניים הלומדים עם מחשבים אישיים במודל אחד-אל-אחד לעומת אחד-אל-רבים

This study investigated how cognitive, emotional and social aspects of
students' perceived learning and their learning styles (visualizing and
verbalizing) differ between schools adopting one-to-one technology model
(i.e., personal laptop for each student and teacher's laptop used as a wholeclass technology), compared to one-to-many technology model (teacher's
laptop only), and classroom without technology. The participants were 1106
eight and ninth graders from three demographically similar secondary
schools in the same region in Northern Israel. 385 of them studied for three
years with personal laptops in one-to-one model in school A, 387 learned for
the same period of time with teacher's laptop only in school B, and 334
learned without personal devices in school C. Online questionnaire assigned
in classrooms measured three aspects of perceived learning and visualizingverbalizing learning styles of students. Both the hypotheses were partially
supported. The level of cognitive, emotional and social aspects of perceived
learning in one-to-one classroom was significantly higher compared to oneto-many model and learning without technology. However, no significant
differences were found between learning with whole-class technology and
without technology. It seems that all aspects of students' perceived learning
benefit from one-to-one model beyond the whole-class technology. Trade-off
was found in student learning styles: in one-to-one classroom increased the
level of students' visualizing, while their verbalizing decreased. The results
have implications for teachers and educational policy-makers.