Interdisciplinary Journal of e-Skills and Lifelong Learning Volume 12, 2016 Cite as: Berger-Tikochinski, T., Zion, M., & Spektor-Levy, O. (2016). Up and down: Trends in students’ perceptions about learning in a 1:1 laptop model - A longitudinal study. Interdisciplinary Journal of e-Skills and Life Long Learn- ing, 12, 169-191. Retrieved from http://www.informingscience.org/Publications/3613 Editor: Janice Whatley An earlier, shorter version of this paper was presented at the Chais conference 2016, in Raanana, Israel, and included in Y. Eshet-Alkalai, I. Blau, A. Caspi, N. Geri, Y. Kalman, & V. Silber-Varod (Eds.), Proceedings of the 11th Chais Con- ference for the Study of Innovation and Learning Technologies 2016: Learning in the Technological Era. Raanana: The Open University of Israel. Up and Down: Trends in Students’ Perceptions about Learning in a 1:1 Laptop Model – A Longitudinal Study Tal Berger-Tikochinski, Michal Zion, and Ornit Spektor-Levy School of Education, Bar-Ilan University, Ramat Gan, Israel tal.bergertiko@gmail.com; michal.zion@biu.ac.il; ornit.spektor-levy@biu.ac.il Abstract This is a five-year study conducted with junior high school students studying in a 1:1-laptop pro- gram in order to test the effects of the program on various measures related to the students: their attitudes, motivation, perceived school norms, self-efficacy, and behavioral intention towards learning with laptops, according to the Theory of Planned Behavior (TPB). These variables were tested at two dimensions: ‘duration of learning’ – the effect of learning in the program on the same students; ‘duration of program in school’ – the effect of the program on different students in different school years. Participants (N=770) answered a questionnaire struc- tured according to motivational and TPB variables. Findings show that attitudes changed over time, but differently for each dimension. For the ‘dura- tion of learning’, attitudes declined between 7 th to 9 th grade. Structural equation modeling analysis showed that students’ attitudes and self-efficacy explain part of their intention to learn with lap- tops, therefore ways of maintaining positive attitudes, self-efficacy, and strengthening school norms should be considered. However, for the ‘duration of program in school’, students’ attitudes increased over the years: The attitudes of students who started the program at a later stage were more positive than those who began earlier. This may indicate that students who experience the program at an advanced stage are better pre- pared, with more realistic expectations. Findings can assist teacher trainers and policymakers with the implementation of similar programs. Keywords: one-to-one classrooms, personal laptops, motivation, self-efficacy, Theory of Planned Behavior Introduction Technology-rich learning environments are imple- mented in many countries, with increased invest- ment in technology aimed at reducing the student to computer ratio (Zheng, Arada, Niiya, & Warschau- er, 2014). The number of such programs has in- creased over the past decade, mostly due to the availability of the technology, its affordability, the (CC BY-NC 4.0) This article is licensed to you under a Creative Commons Attribution- NonCommercial 4.0 International License. When you copy and redistribute this paper in full or in part, you need to provide proper attribution to it to ensure that others can later locate this work (and to ensure that others do not accuse you of plagiarism). You may (and we encourage you to) adapt, remix, transform, and build upon the mate- rial for any non-commercial purposes. This li- cense does not permit you to use this material for commercial purposes.