Literature ReviewIn an effort to provide a synthesis of current meta-analysis research, the literature review focused on two (2) broad research topics, student outcomes and professional development and implementation. Additionally, 1:1 and K-12 educational technology initiatives as well as research on the effectiveness of 1:1 implementation in improving student learning are discussed. Four (4) meta-analyses were examined, used, and synthesized to provide insights from hundreds of studies and systematic reviews specifically focused on 1:1 educational technology and K-12 technology initiatives. These studies identified consistent findings regarding the impact of 1:1 initiatives. Research on the effects of 1:1 computing has been too limited with respect to science or social studies outcomes to draw conclusions” (p. 21). Several studies conclusively suggest that writing has had the greatest impact on students' academic success. compared to other content areas. Results from Bebell (2010) and Penuel (2006) Student results showed modest results. The increases were seen more predominantly in English language arts than in mathematics. Results from Holcomb (2009) Student results compared to 1:1 show varying results. A study of personal computing in Maine, Michigan, and Virginia indicates that “evaluators found that mathematics teachers used laptops the least compared to other content areas” (p. 51). Despite this, the Maine study showed an increase in math scores...... middle of article ......ngs from Holcomb (2009) Many authors suggest that all parties involved in a 1:1 initiative must possess and maintain realistic expectations. Often a 1:1 initiative does not yield immediate results and, in some cases, the authors have even cited an initial negative impact on teaching and learning. A period of adjustment is to be expected, as it can often take “five to eight years for an innovation to be fully implemented and for the impacts of the innovation to be noticeable” (p. 51). Students in ubiquitous learning environments, where access to technology is available twenty-four hours a day, seven days a week, are seen as more engaged in their learning for longer periods of time. Similarly, students were reported to spend more time doing homework and learning outside of school than those who did not have access to it...