DO TEACHERS PREFER COWS OR COMPUTER LABS?
Do Teachers Prefer COWs or Computer Labs?
Angela Sprangers
Marian University, Fond du Lac, Wisconsin
Howard-Suamico School District
October 2009
Abstract
This descriptive action research project examined whether teachers preferred to use
COWs (computers-on-wheels) or computer labs in school. All of the teachers in the
district were surveyed in order to make the comparison. Some of the teachers only had a
COW at their school, while other teachers had both a COW and a computer lab. Through
the use of a focus group, survey, and observations, the researcher found the rationale
behind COWs and the evidence that computer labs should be in all schools in order for
students to get the technology education that they deserve. The researcher presented the
data to her school board and superintendent in hopes of getting a computer lab installed.
ii
Cows vs. Computer Labs 3
Introduction
The Research Question
As a fourth grade teacher for the past nine years in Northern Wisconsin, I have
seen the importance of teaching with technology for the generation deemed the digital
natives. I have taught in two different school systems with two different approaches to
tackle this issue. My first school used a computer lab, while my current school uses
mobile computers, also known as computers-on-wheels (COWs).
I see advantages and disadvantages to both methods. Labs require making the
entire class mobile and dedicating an extra room of the limited classroom space to
computers. But a lab must be tended to regularly to avoid a lot of troubleshooting. COWs
are mobile, but cumbersome and time consuming to set up. Often COWs are not charged
and the laptops tend to shut down in the middle of students' projects. Other times, they
are simply not working properly. I wondered if teachers were not using the COW
because of the hassle that it brought. In a world where technology is essential, teachers
need to be exposing their students to technology more than ever. Would they do so with
a computer lab? This brought me to my action research question…What do teachers
prefer, computer labs or COWs?
Purpose and Rationale.
My first school had a computer lab and each class, kindergarten through fifth
grade, had several hours a week dedicated to learning in the lab. The kids had
Cows vs. Computer Labs 4
keyboarding 30 minutes a day, and lab time two hours a week. My fourth graders were
using all Microsoft programs, making animations, and creating web pages.
Upon starting my current position at a new school two years ago, I was introduced
to the COW. Teachers are encouraged to use the COW for two hours a week, one hour
for technology, and one hour for keyboarding. When I did my first lesson at my new
school, using Microsoft Word, I was shocked at the lack of knowledge my students had
with the program. They did not know how to change font, size, color, or save a
document. These would have been basic skills learned in second or third grade in my
prior school.
I began to ask myself if the difference in knowledge and skills had anything to do
with the fact that one school had a computer lab, while the other had a COW. I do not
teach with computers nearly as often now as I had at my previous school, because the
COW is either being used for MAPS testing (6 weeks of the year) or because it simply is
not worth the time and effort of pushing it down the hall and wasting precious learning
time setting them up with the students. The school librarian recently told me that neither
the kindergarten nor first grade classes have used it four weeks into the school year
(personal communication, September 29, 2009).
I know that I would use a computer lab more often, but how would other teachers
feel? For educational purposes, do teachers prefer computer labs or COWs?
Cows vs. Computer Labs 5
Review of Literature
Children of this era are digital natives. In a technological world that is developing
exponentially, offering children the best access to technology in schools is of utmost
importance. Therefore, an ongoing concern in the educational system today is designing
the best set up for computer access in schools to ensure its students are getting the
necessary education with technology.
In an article called Alternatives to the School Computer Lab, Tom Wolsey (2009)
stated that several schools are purchasing COWS. The positive that he saw in this is that
the space that was once needed for a computer lab is now gone. Although the laptop cart
alleviates space, he believed that it does not promote access to the laptops if teachers
must sign up for the cart. Availability becomes an issue.
According to Starr (2000), schools really need to do some research when
redesigning their technology within their school. They need to think about how and
where the computers should be set up, what equipment is needed, and if the teachers are
going to be able to access them easily. She believed that setting up a lab should be a
group effort and teachers should have some say in what their technology set up is going
to look like. They should get to voice their opinion as to whether they would prefer a
computer lab or a COW.
Teachers at Edgecumbe College were encouraged to use the COW as part of their
teaching. Researcher Andrew Collicott (2005) wanted to see if the COW would help
increase learning opportunities across the subjects. Collicott found that the COW was
quite successful for those teachers who were fortunate enough to access it. The positive
Cows vs. Computer Labs 6
feedback from the COW included students being able to work at their own pace and
learning becoming more student-centered.
Although there were some positives, there were several negatives to the COW.
Collicott's (2005) research showed that access was the main issue.
Some teachers
became frustrated because the COW was not always available when they wanted to use
it. The cart was also quite awkward to transport, and was extremely heavy that some
teachers were not strong enough to move it themselves. Teachers at this college also
struggled with the wireless reception in some parts of their rooms and the fact that the
batteries were often dead, making the laptops unusable.
Another research team, Grant, Ross, Wang, Potter, and Wilson (2005), wanted to
see the effects of the COW in four fifth grade classrooms. In total, the four classes were
given four wireless carts, each one containing 15 laptops. The objective was to integrate
technology across the curriculum. They were hoping to move to a more student-centered
approach by using the COW.
The struggles that they found were managing learning
issues, transitioning, and the kids being distracted with the Internet or gaming. They also
had technical problems with the systems crashing, programs freezing, and students losing
their work because of batteries not being charged.
Mckimmy (2003), wrote an article called Wireless Mobile Instructional Labs:
Issues and Opportunities. He saw the lack of network cables/cords and clean up as being
advantages to using wireless carts. In addition, students could work with their laptops
comfortably throughout the room without being confined to one specific space.
The disadvantages that Mckimmy (2003) observed seemed to outweigh the
advantages. The biggest issue he saw with mobile computers was price. They are more
Cows vs. Computer Labs 7
expensive than desktop countertops by 50% to 100%. Since schools are constantly
struggling with their budgets, price is something to be considered. Other issues that
Mckimmy (2003) saw were screen size being too small, track pads, power, battery power,
and security hazards.
Intel Corporation (2006) conducted a case study Embracing 21st Century
Learning to develop 21st century skills with Jordanian students using computers on
wheels. One of their biggest obstacles was that many of their buildings were multi-story,
and because they did not have elevators, some classrooms were simply not able to use the
COW. The Intel Corporation (2006) also saw that internet access posed a challenge.
They often had a weak signal that was unable to reach all classrooms. Lastly, the
students had a hard time using the small screens because they were dim and glary.
In his article called 12 Tips for Launching a Wireless Laptop Program Grignano
(2009) stressed the importance of storing and charging computers. He believed that
students must all be properly trained to be responsible for their own laptops and be able
to return them back to their correct locations. This placed a lot of pressure on the student
and teacher.
One of the major things to consider when purchasing a COW or computer lab is
the opinions of the teachers because they are the end-users, the ones who need to
incorporate technology into their daily structure. In Starr's (2000) article, one teacher
stated that if their school is going to be successful, they need to have both a computer lab
and wireless laptops within the classroom. Another teacher in Collicot's (2005) article
acknowledged the value of laptops, but preferred a computer lab. She believed the
computer lab was more convenient.
Cows vs. Computer Labs 8
Digital natives are indeed born in the age of technology. But, using digital
technology isn’t an innate behavior; it is learned. For that we rely on education, and
education relies on teachers. Teachers will use what is available and accessible, but do we
have the best resources to do so? This was the focus of the study-to determine which is
more beneficial to the “digital natives"- COWs or computer labs?
Design of the Study
Because technology is so crucial in our schools today, I researched what teachers
preferred to use, COWs or computer labs. Teachers are the ones that need to integrate
technology into their curriculum, and will only do so if technology is readily and easily
available.
Context.
My study was conducted in a variety of places throughout the Howard-Suamico
School District. Part of the research study was done using e-mail. The e-mail reached
five different schools in the district. Another part of the research was done specifically at
Howard Elementary School during scheduled computer times and conversations with
teachers.
Participants.
The subjects for my study were both male and female teachers in the HowardSuamico School District. All 115 of the teachers in the district were invited to
participate.
The grade levels taught by the teachers ranged from kindergarten to grade
Cows vs. Computer Labs 9
six. The amount of time that they have been teaching varied from brand new teachers to
those who have been in the teaching field for over 30 years. Observations took place
using several classrooms at Howard School.
All subjects who were asked to participate were adults, and were made aware that
there were no direct risks involved if they chose to partake in the research process. They
were told ahead of time that their involvement was completely voluntary, and they could
choose not to participate if they were not comfortable doing so. They were made aware
that their input would be kept completely confidential.
To ensure the protection of my human subjects, I took the CITI training, and
sought the approval from the Institutional Review Board (IRB) of Marian University
(Appendix A). My superintendent also gave me permission to conduct my research in
the district. He approved my research proposal and signed the site permission form
(Appendix B). Along with the CITI training, and signed site permission, the subjects
signed an adult consent form (Appendix C).
Instruments
Data sources were triangulated to get accurate results. The first method that I
used to collect my data was a focus study group (Appendix D). I developed and
organized the focus study and seven other teachers participated in it. This helped me to
formulate my next method of data, which was a survey (Appendix E). The ten question
survey was created by me using surveymonkey.com. There were some close-ended
questions where the teacher simply needed to use a drop down box and open-ended
questions where they wrote in a comment box. Lastly, I observed behaviors (Appendix
Cows vs. Computer Labs 10
F) in several elementary classrooms. Some specific things that I observed were how long
it took to set up and take down the COW, how often the cart was being used, and how
many computers were not available due to laptops not being charged or repairs being
done.
Procedure
The first step I took to start the action research procedure was to interview the
focus group. The questions that arose from the focus group helped me to develop my
survey questions.
I sent out the survey regarding COWs vs. computer labs to all teachers grades
kindergarten through sixth grade via e-mail on Monday, November 2, 2009. I gave the
teachers two weeks to complete the adult consent form and survey. I then closed the
survey on Monday, November 16, 2009. This gave me time to analyze the data. The
survey was done through e-mail using my desktop computer at Howard Elementary
School. All consent forms were printed out, and kept under lock and key in the school
building.
During the days of November 2, 2009-November 25, 2009, I observed (Appendix
F) my own students during their scheduled computer time, as well as other classrooms. I
took notes of the laptops that were not charged, the laptops that were broken, and how
long set up and take down was. I also observed how often other teachers are using the
COW, and general attitudes that teachers have towards it.
Cows vs. Computer Labs 11
I hoped that after collecting all the data, it would be clear whether teachers
preferred to use a COW or a computer lab. Knowing this information could make a big
difference in the technology education that our students will be receiving.
Findings
Based on the results of the data collected, teachers do indeed prefer computer labs
over the COW. Figure 1 shows that 84% of teachers said that they preferred the
computer lab.
Figure 1 : COW vs. Computer Lab
The survey that I used was sent out to all of the teachers in the Howard-Suamico
School District. Out of 115 asked to take the survey, 52 of them responded. Teachers
that took the survey ranged from new teachers to teachers who have been in the district
for over 30 years (Figure 2). I was surprised at how many teachers who took the survey
Cows vs. Computer Labs 12
were newer teachers, especially since the amount of minutes teachers used the computers
each week was so low. The younger the teacher is, the more digital they are, so I was
surprised they wouldn't be using computers more often.
Figure 2: Years in the Howard-Suamico School District
Some of the schools in the district have both a computer lab and a COW. Other
schools have one or the other (Figure 3). To be fair, I think that all of the schools in the
district should have the same technology available. Every child should get the same
opportunity to use the same technology within the curriculum.
Cows vs. Computer Labs 13
Figure 3: Availability of Technology: COW, Computer Lab, or Both
The amount of time that teachers used either the COW or computer lab really
varied and is shown in Figure 4. This is something that I looked at throughout the
survey, but also something that I observed in my own school (Figure 5). I did not
include kindergarten or first grade on my chart because they have not used the COW yet
this year. Therefore, they were unable to give me any data. My school is the only school
in the district that only has a COW, and no computer lab. The numbers are too low and
maybe the minutes that teachers use technology would rise if the school had more to offer
for technology.
Cows vs. Computer Labs 14
Figure 4: Amount of Time With Technology Per Day
As seen in Figure 5, as the grade level increases, so does the amount of
minutes that technology is used per week. I believe that some of the reasons the data
shows this is because students that are older usually do bigger projects on the computer.
They are also more mature, and are able to help teachers take out the laptops and put
them away. In our school, no other grade besides fourth grade can take out the laptops or
put them away. This saves a lot of time for the fourth grade teachers and makes the
COW more convenient to them than other teachers.
Cows vs. Computer Labs 15
Figure 5: Grade Level Use Per Day
As mentioned earlier in the literature review, the amount of time taken to set up
and take down the COW seemed to be a problem. Teachers were asked to give the
amount of time it took to set up and take down the laptops. Again, this survey was
district wide ( Figure 6), but I also made observations within my own school. (Figure 7)
I once again omitted kindergarten and first grade due to the fact that they have not used
the COW this year.
When teachers are expected to teach so much in one day, it's hard to justify
spending so much time setting up and taking down computers. Most of the teachers said
it took between 11-15 minutes to set up the COW. This does not even include the time it
takes to put them away. It is interesting to note that it takes the same amount of time to
set up and to actually use the laptops (Figure 4). Teachers are not going to use this
technology if the time factor is an issue.
Cows vs. Computer Labs 16
Figure 6: Set Up Time for the COW District Wide
Figure 7: Set up Time for the COW in One Elementary School (in Minutes)
The last thing I asked the survey participants was to share any challenges that they
faced with the COW. Of those who have used the COW, their difficulties were similar to
those I found in my literature review. They included schedule constraints, batteries not
Cows vs. Computer Labs 17
being charged, getting the COW to and from the classroom, only have one COW, getting
logged in, not having a mouse, inconvenience, set up and take down, weight, getting
online, slow speed, availability, no immediate assistance with troubleshooting, locating
the COW, difficulty with printing, students not shutting down the laptops properly, and
kids dropping the laptops. Many of these challenges faced by teachers would not exist in
a computer lab.
Other than looking at survey results, I made some other observations in my school
(Appendix G). I observed in second, third, and fourth grade classrooms. Besides the
data listed above that I observed, I also observed how many laptops were not working
during their computer time and how many laptops died because of a low battery. I also
talked with teachers about their general attitude toward the COW. Since the kindergarten
and first grade teachers do not use the COW at all, I was able to ask them why (Appendix
H).
Kindergarten and first grade gave me several reasons why they do not use the
COW. They shared that they seem to always be unavailable because of testing, charging,
or simply because they are being used by the upper grades. They also felt that by the
time they would set up the laptops and get all the kids logged in, it would be at least an
hour. Time was definitely their biggest issue. Although they would like to use
technology, they seemed to think that a computer lab would be much more convenient to
do so.
Laptops not working on the COW did not seem to be an issue for any of the grade
levels. Only one laptop was out for repair at all grade levels. Like other schools, battery
was definitely the biggest obstacle that I observed with teachers using the COW.
Cows vs. Computer Labs 18
During the times that I was observing, second grade had three laptops shutdown
during their 45 minute block because of the battery not being charged. Third grade also
had three laptops shut down, and fourth grade had four. Because the fourth grade
classroom that I observed had 27 students, and there are only 27 laptops. Four kids were
left without a computer after theirs shut down. They then had to look on with another
student. I could tell that they were frustrated that they could not use their own laptop.
This data definitely fit with what Collicott's (2005) showed, research also showed that
teachers became very annoyed with the battery life of laptops on the COW.
Conclusion
After all the time I spent doing research and collecting data, my opinion of the
COW has changed slightly. At first I was totally against the idea of COWs. Now, I don't
believe that schools have to do away with them completely, they just need to have more
than one set and have extra laptops, in addition to a computer lab. Once again, it all boils
down to what the teachers are going to use. At least if we give them an option, the
chances of them incorporating technology into their curriculum will be much greater.
With children being so digital, it is essential that we present them with the technology
skills that will enhance their learning.
Reflection and Action Plan for Educational Change
My entire research paper was conducted to see if teachers preferred to use
computer labs or COWS. I had a strong feeling that most teachers would prefer a
computer lab, but I must say that I didn't think the percentage would be high as what I
Cows vs. Computer Labs 19
found. I would say that my paradigm is a praxis because of the teacher initiation required
for this research.
Reflection
My biggest struggle was avoiding the stress that went into this research paper.
However, as time went on, I became less stressed and more confident in my ability to
perform the task at hand. I actually started to look forward to certain jobs, such as
collecting and analyzing the data. It was also a struggle creating my survey. There were
so many questions that I wanted to ask, but didn't want the survey to be too long. I had to
look at my survey several times and decide which questions were more important than
others.
I knew that teachers would be disinclined to participate if the survey was not
short. Juggling my job, family, and this paper was also stressful. Late nights became
part of my life. Now I am just proud of what I have accomplished.
I was disappointed that not more teachers participated in the survey. The more
data I could have collected, the more accurate my results would have been. I was also
disappointed in the amount of time that teachers actually use technology. I guess I
assumed that all teachers used the computer lab or laptops at least once in awhile. I came
to the realization that I find technology to be more important than other teachers do.
Although the process had some disappointments, there were also many successes.
I truly believe that the data I collected may help assist my school in getting a computer
lab. Another success is that I learned a great deal about technology and its use in our
district. I think my principal and superintendent will be as shocked as I was to see how
little teachers are incorporating technology into the curriculum. With the empirical data I
collected, I'm hoping that I can convince the district to set up both computer labs and
Cows vs. Computer Labs 20
COWS in all schools and mandate teachers to use technology for a certain amount of
time each week.
Limitations
I think one weakness of my study is the survey. I should have correlated gender
and age to the amount of time spent with technology. Looking at specific grade level
could have also been beneficial. I also think it would have been valuable for me to
observe in other schools within my district, especially to make some observations in the
computer lab. That way, I could have compared how long it took for a class to get into a
computer lab and get set up to the amount of time it took to get the COW set up.
I do think that the results of my action research are noteworthy. I am on the
technology team in my school. One of our tasks is to come up with items we need for
technology and reasons why we need them. This research will give me a concret starting
point to discuss how and why we should get a computer lab.
As I was conducting my research, I wondered why all the schools in my district
did not have the same opportunity for technology. I also wondered what students
preferred to use. Although teachers are the ones that put the technology into play, the
students are the end users. If I were to do this study again, I would include questions
about students' preference. COW or computer lab?
Future Plan of Action
My next step is to take the findings of my research to my principal. I would like
to discuss the results with her, and get her opinion on whether she thinks it would be of
value to share the data with our superintendent. At this time, I do not plan to publish this
Cows vs. Computer Labs 21
report. However, once I bring the data to the attention of my principal, that may change.
She is always looking for ways to improve our school, and is fully invested in
technology. She may want me to be proactive with my results.
I would also like to do some research about technology grants that are available. I
could use my action research paper to help me get some money towards a computer lab
for our school.
In conclusion, I have learned a great deal throughout the action research project.
My research question was definitely answered, and I know now that teachers do indeed
prefer computer labs over COWs. The tremendous amount of work has paid off in the
end, and I am so excited to share the data that I have collected with others. Technology
in the classroom is so essential, and researching what needs to be done in order for that to
happen is very important to the education of children. Children are the future, and the
future is technology. As educators, it is our job to bring the two together.
Cows vs. Computer Labs 22
References
Collicott, A. (2005) The use of computers on wheels (COWS) at Edgecumbe College,
The Eastern Bay of Plenty." "Doctoral Dissertation," Edgecumbe College.
Grant, M., Ross, S., Wang, W., Potter, A., Wilson, Y. (2005). Computers on wheels
(COWs): An alternative to 'each one has one.' Retrieved from
http://idt.memphis.edu:16080/~mgrant2/cows_aera2005.pdf
Grignano, D. (2009, October 12). 12 tips for launching a wireless laptop program.
Retrieved from http://www.schoolcio.com/ShowArticle.aspx
The Intel Corporation (2006). Embracing 21st century learning. Retrieved from
http://www.earthwalk.com/_EW_html/_downloads/1995_CS_COW111506.pdf
Mckimmy, P. (2003). Wireless mobile instructional labs: issues and opportunities.
Retrieved from
http://www.questia.com/googleScholar.qst;jsessionid=KTZX5Ln5rRsDLjPd4tNX
NwPql0QhcsGsZwLklWwPn9JLpk9v7ksl!1485017010!507429036?docId=5001
997361
Starr, L. (2000, May 19). Creating a dream lab: technology channels that work!
Retrieved from http:// www.education-world.com/a_tech/tech025.shtml
Cows vs. Computer Labs 23
Wolsey, T. (2009, February 27). Alternatives to the school computer lab. Retrieved
from
http://middlehighschool.suite101.com/article.cfm/alternatives_to_the_school_com
puter_lab
Cows vs. Computer Labs 24
APPENDIX A. IRB Approval
Researcher Name: Angela Sprangers
Your project titled "C.O.W.S. vs Computer Labs" has been reviewed by the Marian
University Institutional Review Board for the Protection of Human Subjects (IRB). It has
been determined that under rules governing protocol review, the project qualifies for
expedited review and is approved for one year without modification.
1. If you should make any future changes in the protocol involving 1) method, 2)
subjects, 3) informed consent, and/or 4) subject identification, you must submit a
protocol modification. Contact the Office of Research and Sponsored Programs for
instructions regarding protocol modification.
2. The case number assigned to this protocol is M091009034Q; please reference this
number in all future correspondence. You are responsible for maintaining all records
related to this project for at least three years after completion of the research project.
3. Your protocol approval is valid from 10/02/2009 to 10/01/2010. You will be required
to submit an Annual Progress Report (APR) to the IRB. Before your protocol approval
period ends, you will be sent an APR form, which must be completed and returned to the
Office of Research and Sponsored Programs to disclose the status of the research. You
are required to complete this form even if you have completed your research. You may
also use this form to request extension of IRB approval for another year.
Please do not hesitate to contact the ORSP
(orsp@marianuniversity.edu<mailto:orsp@marianuniversity.edu> or 920-923-8976) if
you have questions or require additional information.
MARC HEIMERL, IRB Secretary
Office of Research and Sponsored Programs
Marian University
45 S. National Avenue; Room R006
Fond du Lac, WI 54935
Cows vs. Computer Labs 25
Telephone: 920-923-8796
Fax: 920-926-2114
Cows vs. Computer Labs 26
APPENDIX B. Signed Site Permission
Cows vs. Computer Labs 27
APPENDIX C. Adult Consent Form
Study Title: C.O.W.S. vs. Computer Labs
Researchers: Principal Investigator: Angela Sprangers, angespra@hssd.k12.wi.us
Co-investigator: Dr. Aida Michlowski, Marian Professor,
amichlowski@marianuniversity.edu
You are being asked to take part in a research study carried out by Angela Sprangers and
Dr. Aida Michlowski. This form explains the research study and your part in it if you
decide to join the study. Please read the form carefully, taking as much time as you need.
Ask the researcher to explain anything you don’t understand. You can decide not to join
the study. If you join the study, you can change your mind later or quit at any time.
There will be no penalty or loss of services or benefits if you decide to not take part in the
study or quit later. This study has been approved for human subject participation by the
Marian University Institutional Review Board.
This research study is being done to see if teachers prefer using a C.O.W. or computer
lab. You are being asked to take part because you teach in the Howard-Suamico School
District. Taking part in the study will take about five minutes of your time.
If you take part in the study, you will be asked to complete a short survey. If you take
part, you are helping aid in the research of the benefits of having a computer lab in your
school. There are no risks.
The data for this study is being collected anonymously. Neither the researcher(s) nor
anyone else will be able to link data to you.
The results of this study may be presented at professional meetings, but the identities of
all research participants will remain anonymous. The data for this study will be kept for 3
years.
There will be no cost to you for taking part in this study. You will not receive money or
any other from of compensation for taking part in this study.
If you have questions about this study or the information in this form, please contact the
researcher:
Angela Sprangers
W5385 Cty. Rd. KK
Appleton, WI 54915
angespra@hssd.k12.wi.us
920-662-9701
If you have questions about your rights as a research participant, or would like to report a
concern or complaint about this study, please contact the Marian University IRB
Cows vs. Computer Labs 28
Administrator at (920) 923-8796, or e-mail orsp@marianuniversity.edu, or regular mail at
Marian University, ORSP, 45 S. National Avenue, Fond du Lac, WI 54935
Your participation in this research study is completely voluntary. You may choose not to
be a part of this study. There will be no penalty to you if you choose not to take part.
You may choose not to answer specific questions or to stop participating at any time.
Your signature on this form means that:
 You understand the information given to you in this form.
 You have been able to ask the researcher questions and state any concerns.
 The researcher has responded to your questions and concerns.
 You believe you understand the research study and the potential benefits and risks
that are involved.
By typing in my name and date, I give my voluntary consent to take part in this
study. I will keep a copy of this consent document for my records.
__________________________________
_____________________
Signature of Participant
Date
I have carefully explained to the person taking part in the study what he or she can
expect.
I certify that when this person signs this form, to the best of my knowledge, he or she
understands the purpose, procedures, potential benefits, and potential risks of
participation.
I also certify that he or she:
 Speaks the language used to explain this research
 Reads well enough to understand this form or, if not, this person is able to hear and
understand when the form is read to him or her
 Does not have any problems that could make it hard to understand what it means to
take part in this research.
__________________________________
_________________________
Signature of Person Obtaining Consent
Date
Cows vs. Computer Labs 29
__________________________________
_________________________
Printed Name of Person Obtaining Consent
Role in the Research Study
Cows vs. Computer Labs 30
APPENDIX D. Focus Study
Focus Group
Conducted by: Angela Sprangers
Date Conducted: September 21, 2009
Number of People in the Group: 7
Question: What are your concerns about technology in our school?
Concerns:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
We only have one C.O.W. and no computer lab.
There is not enough time set aside for technology.
The C.O.W. takes too long to set up and take down.
Older students should be able to set up the laptops and take them down.
Students from other schools within the district are more advanced.
We miss out on valuable computer time during MAPS testing.
The laptops don't stay charged long enough.
It takes so long to log all the kids on, that sometimes it doesn't seem worth it.
It would be nice if the little kids could still use a mouse.
We need a computer lab.
We need at least one more C.O.W.
Some teachers know a lot more about computers, so their students learn more. Is that
fair?
We need a technology teacher to team teach with.
The C.O.W. is really heavy and hard to push.
The cords from the C.O.W. are a safety issue.
There should be benchmarks for technology per grade level that teachers are required
to follow.
The C.O.W. is not worth setting up for kindergarten.
It seems that there are always laptops that are not charged or not working.
Sometimes this forces students to share laptops.
There needs to be more in-services for technology.
Cows vs. Computer Labs 31
APPENDIX E. Survey
1. Gender?
Gender? Male
Female
*
2. How many years have you been teaching in the Howard-Suamico School
District?
How many years have you been teaching in the Howard-Suamico School District?
*
3. What does your school have for technology use?
What does your school have for technology use? C.O.W. Only
Computer Lab Only
C.O.W. and Computer Lab
*
4. How many minutes a week do you use the C.O.W.? How many minutes
a week do you use the computer lab?
How many minutes a week do you use the C.O.W.? How many minutes a week do you
use the computer lab?
*
5. When using the C.O.W., how much class time is being used to set up and
take down the laptops?
Cows vs. Computer Labs 32
When using the C.O.W., how much class time is being used to set up and take down the
laptops?
*
6. What programs/projects have you used with your students?
What programs/projects have you used with your students?
*
7. What challenges do you face while using the C.O.W.?
What challenges do you face while using the C.O.W.?
*
8. If you have a computer lab and C.O.W. at your school, which one do
you prefer to use? Explain why.
If you have a computer lab and C.O.W. at your school, which one do you prefer to
use? Explain why. Computer Lab
C.O.W.
Explain:
9. What are you concerns about technology in the Howard-Suamico School
Distrct?
What are you concerns about technology in the Howard-Suamico School Distrct?
Cows vs. Computer Labs 33
10. Additional Comments
Cows vs. Computer Labs 34
APPENDIX F. Observations
List of Behaviors to be Observed






How long it takes to set up the C.O.W.
How often classroom teachers use the C.O.W.
How many laptops are not charged or ready for use.
How many laptops are not available because of repairs being done.
How long it takes before all students are logged on.
General attitude of teachers toward the C.O.W.
Cows vs. Computer Labs 35
APPENDIX G: Observations in First Through Fourth Grade
Second Grade
Date Observed: November 5, 2009
Set Up/Take Down Time: 18 Minutes
Only one laptop was down for repair. This particular classroom had 21 students the
day I was observing, so there were plenty of laptops for every child to have one.
However, three laptops did shut down during the 45 minutes block that I was in there,
causing those kids to fall behind on the project that they were doing. When I asked
the teacher how often they used the laptops, she told me that they typically use them
once a week for half an hour. She stated that it was just too time consuming to set
them up and take them down.
Third Grade
Date Observed: November 10, 2009
Set up/'Take Down Time: 14 Minutes
Only one laptop was down for repair. This particular classroom had 23 students the
day I was observing, so every child had a laptop. Three laptops shut down during
their 45 minute computer block. It was disruptive to the class, and one child sat there
for almost five minutes before the teacher realized that her computer had shut down
due to low battery. This third grade classroom uses the laptops once a week for 45
minutes. The teacher hopes to use them more in the future.
Cows vs. Computer Labs 36
Fourth Grade:
Date Observed: November 12, 2009
Set up/'Take Down Time: 13 Minutes
There was one laptop down for repair the day I was observing. This eventually
became a problem because four laptops shut down while I was in there. Since the
class size is quite a bit bigger than second and third grade, there were not laptops left
when the batteries died. There are 27 laptops and 27 fourth graders in this class.
They all started with one, but at the end, four people were sharing a laptop with a
friend. Since they were working on brochures about inventors, they instantly fell
behind the other students because they were unable to finish their work. The teacher
in the room was very frustrated with the situation. This particular class uses the
laptops 90 minutes a week. One day for an hour, and another day for half an hour.
The teacher commented that it was nice that the students could take out the laptops
and put them away themselves.
Cows vs. Computer Labs 37
Appendix H: Question and Answer Session
Question: Why haven't you used the COW yet this year?
Kindergarten:
-not a big enough time slot in my day
-too long to set up
-too long to take down
-in use for MAPS testing
First Grade:
-being used for testing
-charging
-being used in the uppers grades where they are more beneficial
-takes too long to set up and take down
-simply a hassle