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Islandora
Dissertations, Theses, and Projects
Dissertations and Doctoral Projects
Education and Administration Leadership (Ed.D.)
2022 Doctoral Capstone Projects
Analysis of a 1:1 Technology Initiative : Examining Implementation at the Elementary and Secondary Levels
Analysis of a 1:1 Technology Initiative : Examining Implementation at the Elementary and Secondary Levels
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Title
Analysis of a 1:1 Technology Initiative : Examining Implementation at the Elementary and Secondary Levels: A Doctoral Capstone Project
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This mixed-methods study examined the efficacy of a one-to-one (1:1) technology initiative designed to provide every student in Grades K-12 with a PC device in the Wattsburg Area School District. The study also assessed the effectiveness of the related technology professional development. The purpose of this study is to improve the 1:1 technology initiative and ensure that the significant investment of time and resources is producing meaningful results. The research questions for this study focused on the teachers' perception of the effectiveness of instruction with 1:1 technology, how often and to what extent technology is used, the strengths and weaknesses of 1:1 technology, and what professional development is needed to support technology integrated instruction. Quantitative Likert data and qualitative open-ended response data were collected via an online staff survey. The survey design incorporates key findings of the literature review such as the SAMR and TPACK frameworks for technology-integrated instruction. The Quan + qual, convergent parallel study design allows for triangulation of the quantitative and qualitative survey data. Inferential statistics were used to determine if significant differences exist between 1:1 technology use at the K-6 and K-12 levels. The primary finding of the study is that the 1:1 technology initiative has been effective overall at enhancing the learning environments, but that the related professional development was inadequate to yield more effective results. To improve the program, frequent technology professional development must be provided that is differentiated, allows for collaboration time, and focuses on content specific pedagogy., Faculty Advisor: Dr. Todd E. Keruskin.
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Berlin, Kenneth A. (Author)
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cali:2178
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