Apple Classrooms of Tomorrow

“Apple Classrooms of Tomorrow (ACOT) is a research project that explores learning when children and teachers have immediate access to interactive technologies. To pursue this research focus, ACOT establishes technology-rich classroom sites and encourages teachers to develop new curriculums and methods of instruction that take advantage of the technology. Within these environments, university-based researchers examine the long-term effects of the technology on teaching and learning. The project also supports R&D projects that apply current learning theories in the development of curriculums, tools and environments that can be integrated into ACOT and other classrooms.”

Apple Classrooms of Tomorrow Research Summary Preface

The following are research summaries and other articles that document the efforts of ACOT.

ACOT Report #1. Fisher, C. W. (1989) The Influence of High Computer Access on Student Empowerment. Advanced Technology Group. Apple Computer, Inc., Cupertino, CA.
“ACOT teachers report that with high computer access, their studentrs are more enthusiastic and independent learners. Teachers also report that when students can control their assignments they are more highly motivated and more successful learners” (PDF) 

ACOT Report #2. Hiebert, E. H., Quellmalz, E.S. and Vogel, P. (1989). A Research-Based Writing Program for Students with High Access to Computers. Advanced Technology Group. Apple Computer, Inc., Cupertino, CA.
“ACOT teachers report that with daily use of computers, student writers do more revising at the structural as well as mechanical level. Teachers also note that their students are not only better writers, but they are more confident, motivated, and willing to collaborate than ever before” (PDF)

ACOT Report #3. Tierney, R.J. (1989). The Influence of Immediate Computer Access on Student’s Thinking. First and Second Year Findings. Advanced Technology Group. Apple Computer, Inc., Cupertino, CA.
” Many educators claim that computers help students develop critical thinking skills. This study explores whether computers provide more sophisticated thinking and examines how students’ thinking changes as they become experienced computer users.” (PDF)

ACOT Report #5. Knapp, Linda. (1989). Classroom Networks: Today and Tomorow. Apple Computer, Inc., Cupertino, CA.

“ACOT classroom networks currently support self-paced and project-based learning; however, the sites are moving toward using networks to promote knowledge construction in a collaborative environment.” (PDF)

ACOT Report #7. Baker, Eva L., Gearhart, Maryl, Herman, Joan. (1990). Apple Classrooms of Tomorrow (ACOT) Evaluation Study: First- and Second-Year Findings. UCLA Center for Technology Assessment.
“Second, and more importantly, informal observation suggests the experience of ACOT itself appears to be resulting in significant new learning experiences for students and greater attention to complex, higher level processing. ” (PDF)

ACOT Report #8.

ACOT Report #9.

ACOT Report #10.

ACOT Report #11.

ACOT Report #12.

ACOT Report #13.

ACOT Report #14.

ACOT Report #15.

ACOT Report #16.

ACOT Report #17.

ACOT Report #18.

ACOT Report #19.

ACOT Report #20.

ACOT Report #21.

ACOT Report #22.

Tierney, Robert. (1988). The Engagement of Thinking Processes: A Two Year Study of Selected Apple Classroom of Tomorrow Students. Ohio State University
“This study of the Apple Classroom of Tomorrow (ACOT) environment focused on the potential of a computer-saturated environment to facilitate students’ thinking proceses.” (PDF)