dc.contributor.author | Strother, Dana L. | |
dc.date.accessioned | 2013-11-22T14:51:21Z | |
dc.date.available | 2013-11-22T14:51:21Z | |
dc.date.issued | 2013-12 | |
dc.identifier.uri | http://hdl.handle.net/2092/2021 | |
dc.description | 113 pages | en_US |
dc.description.abstract | The educational system is changing to meet the needs of 21st century learners, technology
integration has become critical in meeting that need. One-to-one computing may close the digital
gap that exists and equips students with the skills necessary for success in the 21st century
workplace (Lemke & Martin, 2004). While much research exists on the implementation of oneto-
one initiatives, further research is needed to explain the teacher’s experiences and perspectives
in teaching in such environments in order to investigate effective and successful learning in the
classroom. Using a phenomenological methodology, I explored teachers’ lived experiences
(Moustakas, 1994) in teaching in a one-to-one computing environment. Analyses of the data
revealed six definitve key themes from the teachers’ perspectives of teaching in a one-to-one
environment. Those six themes were as follows: 1. Comfort Level with Technological
Knowledge. 2. Importance of the Internet. 3. Student Social Skills and Communication. 4.
Student Behavior and Classroom Management. 5. Student Accountability and Work Completion.
6. Assessment Practices. Teacher participants revealed that they lacked the knowledge and
experience to use technology effectively to enhance the learning process of students. Teachers
expressed appreciation for accessibility to information, student accountability, and customization
of assessments and grading practices. Classroom management and student communication and
social skills were deemed to be impacted negatively by some teacher participants. Further
research should look at the implications of differentiated professional development, gender
differences among teachers when implementing one-to-one computing, and research in
technology integration using the Puentedura’s (2012) SAMR Model would benefit educational
institutions as well as educators in setting the goal of attaining the “redefinition” phase of
technology integration. | en_US |
dc.language.iso | en_US | en_US |
dc.publisher | Drake University | en_US |
dc.relation.ispartofseries | Drake University, School of Education;2013 | |
dc.subject | Education, Secondary--Data processing--Analysis | en_US |
dc.subject | High school teachers--Data processing--Analysis | en_US |
dc.subject | Internet in education | en_US |
dc.title | Understanding The Lived Experiences Of Secondary Teachers Instructing In One-To-One Computing Classrooms | en_US |
dc.type | Thesis | en_US |