This qualitative study examined the access to, and use of, online resources, such as primary sources, lesson plans linked to standards, and participation in professional organizations and communities. The goal of this study was to examine how teachers have taken up the task of designing curriculum for delivery in classes where students have their own computers 24/7. It queried teachers about their theory of change linked to the implementation of one to one computing, the methods used to create and apply their own curriculum, and their orientation in general towards the use of technology in learning. It examined teachers' views on student achievement in the use of teacher-made curriculum, and teachers' impressions about the effectiveness of teacher-created curriculum as opposed to textbook centered curriculum.
The primary focus was to examine the process and the effectiveness of teachers making their own curriculum for use in a one-to-one computing environment. While replacing textbooks with computers provided the context of this study, the goal was to examine how distributed learning and cognition affected the pedagogy of teachers in a technology-rich environment.
The study revealed that teachers in a one-to-one environment are taking advantage of the technology to enhance their teaching, and thereby their students' learning. It also showed that, even though this school is immersed in technology, the technology was not finally the point. Teachers did not feel the need to use the computers constantly, with a few teachers opting to use them very little. Teachers at the school combined traditional lesson planning and curriculum design techniques with state of the art digital tools. Teachers generally found that the formula was working, that students' achievement was going up, and that the school was a more effective learning environment.
Teachers were able to create their own curriculum, using Internet resources, receiving critical support from the school, plan in collaborative groups, believe that use of Internet resources is as good or better than that provided by state-approved textbooks. Technology was generally viewed as a positive influence on students, and student outcomes were positively influenced by the use of technology.
|Commitee:||Ito, Mizuko, Polin, Linda|
|School Location:||United States -- California|
|Source:||DAI-A 70/03, Dissertation Abstracts International|
|Subjects:||Secondary education, Educational technology, Curriculum development|
|Keywords:||Computers, Computers in high school, Curriculum design, Distributed learning, High school, Learning, One-to-one computing|
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