In the context of education, one-to-one computing (sometimes abbreviated as "1:1") refers to academic institutions, such as schools or colleges, that allow each enrolled student to use an electronic device in order to access the Internet, digital course materials, and digital textbooks. The concept has been actively explored and sporadically implemented since the late 1990s. One-to-one computing used to be contrasted with a policy of "bring your own device" (BYOD), which encourages or requires students to use their own laptops, smartphones or other electronic devices in class. The distinction between BYOD and school-issued devices became blurred when many schools started recommending devices for parents to buy (examples for both iPads and Chromebooks being used 1:1 in schools, but being paid for by parents exist, there may be similar evidence for other devices). The term 1:1 computing in education is now redefined to a situation where students have access to a device per individual that is used in the teaching as a tool for learning. Historically, the programs have centered around the following devices: Laptops (Windows and Mac) 1990s-2010. iPads (with some competing Android and Windows devices) 2010-2014 Chromebooks (2015–present) (with iPad+keyboard and other laptop & tablet-computers competing).
Levels
The level of education will influence the type of adoption, through factors such as: user-readiness, budget, expected merits, and cost-benefits. For young students, iPads and competing devices remain very popular, but they are not always 1:1. Many more affluent schools provide each of their students with an iPad to use throughout the school year. For students that need to type more, Chromebooks are the most common. Middle and High Schools and, to some extent, colleges have been customers for Chromebooks. For mature/adult students in higher education, the BYOD approach is most employed. Institutions provide WiFi and web-based LMS access. However, chromebooks can be found in many libraries.
Benefits
There seems to be consensus that 1:1 availability of devices improves their usefulness. Having to share devices reduces their educational efficacy because of the reduced intensity & length of the experience and the additional time spent on file-management, configuration management, device management and distribution.
Before cloud-computing the main benefits referred to access to devices. As cloud-computing progressed collaboration, cost reduction, going paperless, 21st century skills became more of a focus. Red research included 1:1 and collaboration in its key research findings. One-to-one computing offers the benefits of equal access, standardization, easy upgrades, simple networking and the ability to monitor student progress and online behavior. For these reasons, one-to-one computing is a major part of education policy in many countries. These benefits also underlie the one-to-one model of One Laptop per Child (OLPC), a charity that aims to issue electronic devices to millions of children in the developing world. With the growth of the internet-connectivity the possibility to use cloud-computing to transfer the data and administration from the devices to cloud-computing has removed the necessity of much of the tech support from the teacher.
The ultimate academic benefits of one-to-one, if any, are unclear. They may not be the same for the different eras of 1:1.
In the Laptop Era the laptops were often used as add-ons to the established teaching. Their limited use reinforced the doubts about their educational value and whether the high maintenance costs were worth the investment. According to research published by Boston College, the educational value of 1:1 in the laptop era depended on the classroom teacher. Some schools have even phased out their one-to-one programs because there was no evidence of academic gains according to the 2007 article. (Though: Please note that the district noted in the article went for a 1:1 Chromebook initiative in April 2017 )
Other studies have shown some progress in specific subjects, especially in writing scores, that are correlated with the use of school-issued laptops. The wide range of results for 1:1 programs means there is no consensus on their benefits or drawbacks.
The iPad Era saw increased uptake of iPads (and comparable tablets) in schools and consequently increased 1:1 programs in schools. More and more education specific applications and tools became available as increasing research about educational value and implementation methodologies of 1:1 programs were published.