Teachers’ Voices in One-to-one Technology Integration Professional Development Programs

Teachers’ Voices in One-to-one Technology Integration Professional Development Programs Download Book


ISBN: 978-1-952092-11-4

Teachers’ Voices in One-to-one Technology Integration Professional Development Programs

By Dr. Stephanie Melody Williams-Britton

Edited by Dr. Ismail Sahin, Dr. Wilfried Admiraal


School district administrators implement 1:1 programs into classrooms with the expectation to enhance students’ academic abilities and promote 21st-century skills. The problem was pre-K-12 teachers’ perceptions, practices, and professional development with the newly implemented 1:1 laptop device remained a fertile area of study. Utilizing teachers’ voices in the implementation process of a 1:1 program was vital, as teachers are leading educational stakeholders integrating the devices into classroom instructions. A profusion of literature emphasized the positive impact of 1:1 technology usage in classrooms and educational stakeholders' views, but a gap in the literature concerning the paucity of research remained about teachers’ voices in 1:1 programs. The theory of planned behavior (TPB) was the applied theoretical framework for this study. Using the TPB, administrators may obtain answers about teachers’ perspectives, practices, professional training, and how 1:1 laptops are integrated into classroom instructions to promote students’ success. The purpose of this qualitative instrumental case study was to explore pre-K-12 teachers' perceptions, practices, and professional development with newly implemented 1:1 laptop devices. A need for an exploration of how teachers’ voices in a newly implemented 1:1 program can promote 1:1 program success prompted the study. A purposeful sampling of 14 certified teachers aided in data collection through an open-ended questionnaire, focus group, and individual face-to-face interviews. Data analysis utilized the content analysis approach to understand the data through coding and recognizing themes. Results from the study revealed teachers accepted 1:1 technologies in classrooms as necessary tools for enhancing students’ academic abilities. Teachers utilized 1:1 laptop devices in different ways and expressed a need for teachers’ voices, ongoing professional development, quality devices, and experienced technology support personals for the success of the implementation.


Citation

Williams-Britton, S. M. (2021).  Teachers’ voices in one-to-one technology integration professional development programs. I. Sahin & W. Admiraal (Eds.). ISTES Organization.


Copyright

The "Teachers’ Voices in One-to-one Technology Integration Professional Development Programs" is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, permitting all non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

© 2021, ISTES Organization



Table of Contents


Cover Page & Contents

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The Context of Teacher Professional Development and Technology Integration

Stephanie Melody Williams-Britton

More Info DownloadPages: 1-8


The Literature Review of Teacher Professional Development and Technology Integration

Stephanie Melody Williams-Britton

More Info DownloadPages: 9-32


Measuring Teachers’ Professional Development in Technology Integration: A Qualitative Instrumental Case Study

Stephanie Melody Williams-Britton

More Info DownloadPages: 33-58


Findings for Teachers’ Professional Development in Technology Integration

Stephanie Melody Williams-Britton

More Info DownloadPages: 59-82


Implications for Teachers’ Professional Development in Technology Integration

Stephanie Melody Williams-Britton

More Info DownloadPages: 83-94


References

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Appendixes

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