One-to-One Initiative Implementation from Insiders' Perspectives

Autor/inn/en	Vu, Phu; Fredrickson, Scott; Gaskill, Martonia
Titel	One-to-One Initiative Implementation from Insiders' Perspectives
Quelle	In: TechTrends: Linking Research and Practice to Improve Learning, 63 (2019) 1, S.62-67 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vu, Phu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-3894
DOI	10.1007/s11528-018-0359-5
Schlagwörter	Elementary Secondary Education; Rural Schools; Public Schools; Access to Computers; Educational Technology; Technology Uses in Education; Decision Making; Costs; Committees; Technological Literacy; Teacher Competencies; Administrators; Competence; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Public school; Öffentliche Schule; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Decision-making; Entscheidungsfindung; Cost; Kosten; Committee; Ausschuss; Technisches Wissen; Lehrkunst; Kompetenz; Unterrichtserfolg
Abstract	This study examined how one-to-one initiatives were conducted in rural public K-12 educational settings in a mid-western US state. Research data were gathered from interview responses from 15 school personnel who were either educational technology directors or school principals at 15 rural public K-12 schools. The study found that when schools decided to embrace one-to-one initiatives, decisions were often made by committees with limited membership and cost was frequently and/or primarily the committees' major consideration. In addition to cost, device management, durability, and ease of use were factors that school committees were interested in, when selecting devices. Two notable discrepancies cited that should be addressed by committees considering implementing one-to-one initiative are: 1. Not preparing teachers and administrators to effectively use those devices prior to the implementation of the initiative. 2. Not evaluating the instructional effectiveness and learning gains after the implementation of the initiative. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01