Date of Award
Fall 12-2016
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education
First Advisor
Dr. Sherry DeVore
Second Advisor
Dr. Rhonda Bishop
Third Advisor
Dr. Craig Carson
Abstract
The influence of technology on society shows little sign of diminishing (Puybaraud, 2012). Increased capabilities and the affordability of technology devices have brought a resurgence of one-to-one device implementation in schools (Dawson, 2016). This qualitative study was designed to elicit the perceptions of administrators and teachers on one-to-one device implementation. Marc Prensky’s (2001) premise that students are digital natives embedded in media and digital device-rich environments provided the conceptual framework for this study. Furthermore, Prensky (2001) proposed modern students learn, conceptualize, and respond differently than previous generations. The participants in this study represented six southwest Missouri school districts with student populations of 300-2,500 in grades 6-12 which underwent one-to-one device implementation within the last five years. Data were gathered from responses of eight teachers, 11 principals, and five superintendents. Perceptions of principals and teachers in school districts implementing one-to-one devices were gathered during the first phase of data collection. These data were transcribed and analyzed for key words and phrases, as well as common themes. Then, during the second phase of data collection, an electronic questionnaire instrument was used to gain feedback of participating superintendents. The following findings emerged from this study: appropriate time, importance of key personnel, shifts in teaching, and shifts in learning through the one-to one implementation process.
Recommended Citation
Pratt, Stewart F., "Teacher and Administrator Perceptions of One-to-One Technology Device Implementation" (2016). Dissertations. 295.
https://digitalcommons.lindenwood.edu/dissertations/295
Rights
Copyright 2016