The purpose of this dissertation is to describe and understand how teachers describe the changes in their practices as a result of ten years participation in a one-to-one environment. This research study focuses on one successful middle school’s adoption of laptops to support teaching and learning. A qualitative study using interviews of key participants was undertaken with teachers and administrators. The Technological, Pedagogical and Content Knowledge (TPACK) framework was used in conjunction with Rogers’ Diffusion of Innovation framework to understand from the participants’ perspective changes to their practice. The results indicate teachers underwent changes in their use of technology to support teaching and learning, showing increasing overlap between the domains of technological and pedagogical knowledge. The changes resulted in an increase in the transparency of the teaching and learning process for other teachers, students, administrators, and parent. These changes were supported by four school-wide factors; the adoption of a common software suite, robust social networks, modeling by leadership and the professional development model used. The findings were discussed in relation to participants’ position on the adoption spectrum of Rogers’ Diffusion of Innovation theory.
|Commitee:||Muir, Michael, Silvernail, David|
|School:||University of Southern Maine|
|Department:||Muskie School of Public Service|
|School Location:||United States -- Maine|
|Source:||DAI-A 77/11(E), Dissertation Abstracts International|
|Subjects:||Pedagogy, Teacher education, Educational technology|
|Keywords:||Educational technology, Instructional technology, MLTI, Pedagogy, TPACK, Technology integration|
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