The use of 1:1 technology in schools is becoming commonplace. There is a growing need for school systems to find the most effective ways to use technology as a tool for learning. It is important to prepare students for a 21 st century global future. The aims of this study were to identify the roles of educators by asking, “When examining the roles played by administration, technology coordinators, teachers, and students in using 1:1 technology; what emerges as important to truly useful implementation?” It is a growing concern that technology is being used as a gimmick without considering its implications toward student learning. Without direction and defined roles for stakeholders in technology implementation, the program becomes a trend to be able to identify as a 1:1 technology school. In this study, existing roles of administration, technology coordinators, teachers, and students in a school were examined through interviews and compared against recommendations from other studies. It was discovered the school needed to create clear goals for all stakeholders in the program to institute sound classroom uses which will develop students with 21st century skills. Strengths in the program were identified, along with recommendations for improvements. The findings suggest the school is implementing technology effectively and provides recommendations for improvements toward truly useful implementation. Recommendations included the creation of 1:1 technology goals for the school, professional development for sound technology teaching methods, implementation of a digital citizenship curriculum, and updated classroom management techniques.
|Advisor:||Jensen, Debra, Gamas, Warren|
|Commitee:||Gamas, Warren, Jensen, Debra, Morris, Timothy|
|School:||Minot State University|
|School Location:||United States -- North Dakota|
|Source:||MAI 56/06M(E), Masters Abstracts International|
|Subjects:||Information Technology, Educational technology|
|Keywords:||1:1 technology, Computers, Educators, Implementation, Integration, Teaching|
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