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One-to-one laptop initiative: Perceptions of teachers and administrators
Abstract
The purpose of this explanatory mixed methods study was to explore the perceptions of teachers and administrators about the one to one laptop initiative in Nebraska schools Parallel studies from the five largest and five smallest school districts were identified by the Nebraska Department of Education School Finance Formula and Organization Services. High schools in each district were chosen that have had one-to-one laptop initiatives for four or more years. The study examined teachers and administrator perceptions regarding: (a) the one-to-one implementation, (b) student engagement, (c) student grades, (d) benefits of one-to-one technology, and (e) continued success of one-to-one initiatives. The major findings of the study for both administrators and teachers were generally positive about the implementation of the one to one laptop initiative. They also felt the initiative helped with student engagement as a tool for learning. The teachers and administrators didn't think the initiative increased students' grades however once the laptop was implemented correctly it reinforced students' interest in their specific content area. Differences of opinion from the teachers and administration were found in the implementation of the laptop initiative. Teachers wanted to be part of the implementation process and felt it was a top down process instead of a group decision. Teachers and administrators were positive about the added value of a technology initiative to their school system. A successful implementation process fostered more commitment from teachers to use the device in the classrooms, which increased student engagement and the potential for more student centered lesson plans. However, these same educators did not come to a consensus regarding whether the one-to-one laptop initiative improved student grades.
Subject Area
School administration
Recommended Citation
Maschmann, Brian, "One-to-one laptop initiative: Perceptions of teachers and administrators" (2015). ETD collection for University of Nebraska-Lincoln. AAI3687590.
https://digitalcommons.unl.edu/dissertations/AAI3687590