Date of Completion


Embargo Period



New Literacies, One-to-one Laptops, Simulations, Science

Major Advisor

Dr. Donald J. Leu

Associate Advisor

Dr. Christopher Rhoads

Associate Advisor

Dr. Jonathan Settlage

Field of Study

Educational Psychology


Doctor of Philosophy

Open Access

Open Access


This study investigated how students in two states, one with and one without a state-wide one-to-one laptop program, performed on measures of online research and learning in science. The study replicated and extended the findings of a recent study using more current and more extensive data. In general, this study adds to the body of research looking specifically at the integration of Internet-based technology into teaching and student learning (Leu, Forzani, Rhoads, Maykel, Kennedy & Timbrell, 2015; Lankshear & Knobel, 2011; Greenhow, Robelia & Hughes, 2009; Jonassen, Howland, Moore & Marra, 2002). Additionally, this study examined the extent to which several important individual differences affect students’ ability to perform online research in science: socioeconomic status, teacher experience, student offline reading measures, and student prior knowledge. Participants (N = 1,628) included seventh grade students from two states in the Northeast section of the United States. Between groups analysis of variance was used to compare mean differences in covariate demographic data between the students in the two states. Results for students in the two states were compared using a regression model that conditioned on the school level indicators of socioeconomic status, teacher experience, and student prior knowledge. The primary measure was a performance-based assessment of online research and learning, with demonstrated validity and reliability (Leu at el., 2014). The relationship between instructional and technology practices and student performance on online research was investigated with results to be used to inform more optimal instructional practices and conditions for student success. Results were discussed in the context of their implications for both research and instructional practice in the classroom.