The concept of integrating a one-to-one (1:1) technology program has generated considerable interest amongst educational institutions. The conversion to 1:1 technology is a substantial commitment for school districts and the communities that support them. As a result, the impact of 1:1 technology integration has become an intensely debated topic in education. The purpose of this phenomenological study was to focus on the voices of students living in poverty conditions (SLPC). More specifically, the study examined how having the 1:1 technology impacted on their perceptions of the high school experience. Four one-on-one interviews were conducted. The participants were graduates from the class of 2017, from a low socioeconomic background as determined by the federal free and reduced lunch guidelines, and were immersed in a 1:1 technology program for all four years of high school. The dominate themes of hope, pride, opportunities, collaboration and communication, and overcoming obstacles emerged from the research. The study both supported findings of previous studies and revealed additional perspectives by giving students a voice in the debate. The data gained from the participants’ experiences may further inform school districts on the impact that 1:1 technology may have on students. It also suggests how implementation of a 1:1 technology program may enable educators to lessen the digital divide that exists between socioeconomic classes.
|Advisor:||Fowler, Gerald L.|
|Commitee:||Bergstresser, Elaine, Powers-Costello, Elizabeth|
|Department:||Educational Leadership and Special Education|
|School Location:||United States -- Pennsylvania|
|Source:||DAI-A 80/02(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Education, Secondary education, Educational technology|
|Keywords:||Diffusion, Digital divide, One-to-one (1:1) technology, Students living in poverty conditions (SLPC), Technology integration|
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