In order for teachers to fully adopt the innovation of 1:1 laptop initiatives, it is essential to address the barriers that most closely affect teachers, since they are most responsible for the curricular and instruction implementation of the project. If computers in classrooms are not properly adopted and utilized by teachers, in turn they will not be fully adopted by students. The purpose of this study is to further the body of research on effective 1:1 programs by examining what the relationship is between the amount of time a teacher has engaged in peer coaching and their ratings on the Rogers scales of adoption and intrinsic characteristics.
This study used quantitative and qualitative data in a mixed methods design with a convergence model of data interpretation. Derived from a survey methodology using a retrospective pretest and posttest design that used teacher ratings and open-ended questions, the quantitative and qualitative data were used to answer the research questions. The quantitative and qualitative data were analyzed separately and then combined at the end of the study as part of the convergence model.
While it was not statically clear that peer coaching affected the adoption levels and intrinsic characteristics with teacher who already perceived themselves as innovators, early adopters or early majority prior to the 1:1 initiative, teachers did positively perceive that peer coaching offer benefits to their comfort levels and they valued peer coaching over other methods of professional development.
|Advisor:||Hirth, Marilyn A.|
|Commitee:||Frampton, Pamela, Freeland, Jim, McInerney, William D.|
|School Location:||United States -- Indiana|
|Source:||DAI-A 76/02(E), Dissertation Abstracts International|
|Keywords:||Diffusion, Laptop initiatives, Peer coaching|
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