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Teacher Perceptions of the Impact of a One-to-One Laptop Initiative on Their Individual Instructional Effectiveness
Abstract
School technology initiatives have become commonplace in today's educational institutions. Many diverse stakeholder groups support the rise of technology in schools, touting the many perceived benefits, but the true impact of increased technology utilization has been inconsistent. Several variables have been associated with successful school technology initiatives, including teachers' attitudes, competency, and perceptions, as well as the incidence of quality professional development opportunities. This study sought to examine teachers' perceptions of the impact of a one-to-one technology initiative on their individual instructional effectiveness. Results indicated that many teachers perceived that the technology initiative had a positive impact on their instructional effectiveness related to a variety of instructional tasks. Furthermore, through interviews, teachers were given the opportunity to explain their views, identifying three main areas of positive impact, related to instructional resources, communication, and assessment/feedback.
Subject Area
Educational administration|Education|Educational technology
Recommended Citation
Pomeroy, Cole A, "Teacher Perceptions of the Impact of a One-to-One Laptop Initiative on Their Individual Instructional Effectiveness" (2018). ETD collection for University of Nebraska-Lincoln. AAI10980142.
https://digitalcommons.unl.edu/dissertations/AAI10980142