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This ethnographic study investigated how first grade students used handheld computers to learn in collaboration with others throughout the learning process. This research focused specifically on how the use of handheld computers impacts students' learning outcomes and relates to technology standards. A qualitative methodology was used to capture detailed descriptions of 23 first grade students' experiences, attitudes, beliefs, and interactions while they used handheld computing devices to learn. Data collection included observations, interviews, and student artifacts. The researcher observed students while they used handheld computers to learn. She also conducted informal small group interviews to capture the students' and teacher's perspectives. The researcher collected and analyzed student artifacts which included items from the students' handheld computers, items beamed from one handheld computer to another, and documents they created on paper as a result of work completed on the handheld computer. Documents were assessed according to content standards and technology standards. The results are that students achieved learning outcomes while using handheld computers. The students learned content through collaboration with others. The students also met technology standards through individual discovery and collaborating with peers. The researcher stated five conclusions. Handheld computers facilitated collaborative learning which in turn helped the students learn content and meet technology standards. The students themselves said that the handheld computers helped them learn content and technology. The teacher's role is critically important as a facilitator in providing support for helping students learn to use the handheld computers. The discovery approach of teaching students how to use the handheld computers leads to independent learning. This study is significant for several reasons. This study supports and extends various studies. The students learned how to use the handheld computers in a holistic nature. Students used reflective thinking about their use of technology. This study contributes to the expanding group of researchers who are looking at technology and learning using a qualitative approach. The following appended: (1) Technology Foundation Standards for Students; (2) ISTE Performance Indicators for Technology-Literate Students Grades PreK-2; (3) Writing Rubric (K-12); (4) Reading Response Rubric (K-12); (5) Mathematics Rubric (K-12); (6) Seven Goals for the Design of Constructivist Learning Environments; (7) Comparison of Handheld Computers, Laptops, and Desktops; (8) Contact Letter From the Principal; (9) Contact Letter; (10) Permission for Conducting the Study; (11) Signs of Spring Lesson Plan; (12) Signs of Spring Writing Rubric; (13) Field Notes; (14) Interview Guide; (15) Handheld Contract and Permission Form; (16) Handheld Contract Between Student and School; (17) Rubric Used to Assess Content and Conventions in First Grade Writing; and (18) Mathematics Task Specific Rubric--Grade 1--Second Quarter Task. (Contains 7 tables and 21 figures.) [Ph.D. Thesis, Drexel University, Philadelphia, PA.]

1Boy Crusoe

By Allan Eric

Also published as" A Yankee Crusoe" . A 15 year old hard working and studious farm boy finds the lure of adventure on the seas as a merchant seaman more than he can resist. This is his story. " I was born in a little town in the State of Maine, near the close of the Civil War. My boyhood life did not differ materially from that of the average farmer's son in the remote country districts of New England--except, perhaps, that I read more and thought more. Hard work on the rugged soil, two terms each year in the little yellow country schoolhouse, a day's fishing now and then filled the early years of my life full to over-flowing. " What he gets is enough excitement and adventure to overflow his wildest dreams. How he experiences disaster and uses his wits and knowledge to overcome every problem makes for a great read. - Summary by Phil Chenevert