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This is multi-site based case study of literary practices in the United States of America with particular focus on the one-to-one classroom laptop program. This paper establishes that the ten schools studied used computing programs that were one-to-one and allowed every student access to a laptop throughout their day at school. The paper notes that there were important changes in sources, processes and products - those that were rarely realized by schools but often propagated by reformers. During the study, authors observed that the laptop program allowed student writing to become more iterative, collaborative, purposeful and authentic; and, that through the program students gained technology-related literacy such as production using multimedia. The paper also observed that the laptop program did not necessarily improve scores or remove academic achievement gaps that existed alongside gaps in socioeconomic statuses. The paper discusses the benefits and limitations of the laptop program in detail and highlights that other types of literary could be associated with this program such as capacity to access, evaluate, gather, manage and utilize information or to understand and produce knowledge using multimedia. The paper concludes that the one-to-one laptop classroom program changed literacy processes by making learning more public, authentic, collaborative and iterative, and allowed the inclusion of online materials, data collected by students and digital archives.
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