At the time of this writing, one-to-one technology programs at the secondary level were increasingly common in public schools in the United States. The debate over the value and benefit technological devices provided continues. The researcher compared observational data from a school prior to one-to-one computer implementation and post one-to-one computer implementation, collecting the Depth of Knowledge associated with the classroom learning activity. Using a rigor and engagement technology tool for data collection, classrooms were observed the year prior to a one-to-one program and then the following year, during the implementation.
This quantitative study revealed the overall rigor levels did not significantly change when comparing total observations for the pre-to-post implementation years. The researcher found a significant difference when comparing the Depth of Knowledge level in classrooms using technology devices from the pre-to-post implementation years. Students’ engagement with technology increased 62% on average from pre- to post-year data. The researcher evaluated the Substitution, Augmentation, Modification, and Redefinition (SAMR) levels of the learning activities to determine if the technology use included simple substitution, augmentation, modification, or redefinition (Puentedura, 2009). The significant difference in learning activity types, combined with the difference in rigor levels for the pre- and post-year corresponded to a difference in SAMR transformational steps.
Findings in this study also revealed teachers generally perceived universally available access to technology devices and internet to students was beneficial to the learning environment.
|Commitee:||Leavitt, Lynda, Elder, Robyn|
|School Location:||United States -- Missouri|
|Source:||DAI-A 81/11(E), Dissertation Abstracts International|
|Subjects:||Educational technology, Secondary education|
|Keywords:||Classroom Learning, Classroom Technology|
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