Table 3.

Categories of advantages and disadvantages of one-to-one computing

Primary categories	Secondary categories	Examples of quotes
Advantages of one-to-one computing (n = 99)	Differential learning (N = 30)	“Everyone advances at his own pace. It allows me to move around the classroom and help those who I know are having difficulties. There are those who after a few minutes have already understood and can continue on their own” (Teacher 16).
	Engagement (N = 18)	“Students learned a lot more by looking for how the mechanism works. They watched videos until they found enough appropriate relevant information from several sources” (Teacher 38).
	Independent learners (N = 18)	“Some of the one-to-one lessons are noisier than others, but it’s the noise of work. In one-to-one classroom students walk around freely. I will not restrict them, they can change places, move around – this is a part of an open learning atmosphere. These lessons are usually more exciting, I really like them” (Teacher 4).
	Extending classroom activities (N = 16)	“I came across an interesting song in a newspaper or on the internet, I copy it and sent it to the class’s WhatsApp group. I told them that the first three to answer me what is the point of this song, will get a bonus.” (Teacher 3).
	Better understanding (N = 13)	“I gave the students an assignment to research the functions of a Parabola. They used their laptops. They understood it really well - using MathematiX [software] helped them reach understanding of the Parabola by themselves. I feel that in this case the laptops gave them added value.” (Teacher 11).
	Alternative assessment (N = 4)	“I used to carry cardboard, markers and other tools, now the students have all they need on their laptop. It allows me to do an alternative assessment in more creative ways than before.” (Teacher 17)
Disadvantages of one-to-one computing (n = 228)	Class management - discipline, time (N = 102)	“It takes time to develop rules of conduct in a one-to-one environment. For example, when the teacher addresses the classroom students need to automatically close the lid [of the laptop] and shift their attention to the teacher - not argue, not say ‘just a minute’, just close”. (Teacher 4)
	Learning management – technical issues (N = 55)	“... none of the laptops are charged, there are software problems, hardware problems, problems because of broken parts, a computer that has been sent to be repaired at least a month ago and didn’t return yet. So eventually you become the classrooms’ technician instead of teaching.” (Teacher 24)
	Learning management – education system requirements (N = 20)	“... on the day of the matriculation exam, they are required to write with pencil or pen on paper, so what is the logic of learning with laptops? ... The skills required for the matriculation are to know how to organize a page, how to write and how to phrase... I teach them how to write, starting with small skills and moving up to more complex ones, because I know they need to be tested in writing ... Once the exams will be computerized it will be different. The point is that it cannot be that we are asked to teach them one way and eventually the high-stake external assessment is completely different.” (Teacher 1)
	Learning management - students’ abilities (N = 19)	“There is potential to incorporate laptop in English [SL] classes, ask the students to research and explore, but it is not realized because students are not able to do it yet. You have to advance students step-by-step until they develop appropriate skills and are able to conduct complex tasks online.” (Teacher 16)
	Learning management - preparation time (N = 17)	“The preparation of a computer-enhanced lesson takes me four to five times longer than an ordinary lesson [without laptops].” (Teacher 7)
	Learning management – teachers’ abilities (N = 15)	“Apparently as far as I’m concerned, a change I have to make is not related to my students - it has to do with me.” (Teacher 23)