Regarding the review of laptop-based programs, Zucker and Light (2009) believed that school programs integrating laptops into schools have a positive impact on student learning. However, they also believed that laptop use did not achieve
the goals of increasing higher-level thinking and transformation of classroom teaching methods. Penuel (2006) reviewed 30 studies that examined the usage of laptops with wireless connectivity in one-to-one computer programs. Those studies
found that students most often used the laptops to do homework, take notes, and finish assignments. General-purpose software such as word processors, web browsers, and presentation software were relatively common. Bebell and
O'Dwyer (2010) examined four different empirical studies of laptop programs in schools. They discovered that in most schools participating in one-to-one programs there were significant increases in grade-point averages or standardized tests
of student achievement, relative to schools that did not provide such programs. In addition, they found that most students used their laptops to write, browse the Internet, make presentations, do homework, or take tests. Furthermore, teachers
made more changes to their teaching methods when they had increased opportunities to use laptops. Students participating in one-to-one programs also had a deeper engagement with what they were learning when compared to control
groups.