1:1 Laptop Implications and District Policy Considerations

Autor/in	Sauers, Nicholas J.
Titel	1:1 Laptop Implications and District Policy Considerations
Quelle	(2012), (172 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Iowa State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2673-9614-3
Schlagwörter	Hochschulschrift; Dissertation; Teacher Competencies; Computer Uses in Education; Laptop Computers; School Districts; Educational Policy; State Policy; Technology Integration; Program Effectiveness; High Schools; Teacher Surveys; School Surveys; Comparative Analysis; Matched Groups; Data Analysis; Iowa + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrkunst; Computernutzung; Laptop computer; Laptop; Computer; Digitalrechner; School district; Schulbezirk; Politics of education; Bildungspolitik; High school; Oberschule; Auswertung
Abstract	Background. The state of Iowa has seen a drastic increase in the number of schools that provide one laptop for each student. These 1:1 schools have invested large amounts of time and money into becoming a 1:1 school. The current research on 1:1 schools is sparse, and policy makers are actively trying to evaluate those programs. Purpose. To assess the effects of 1:1 laptop programs across the state of Iowa on time students use technology, integration of technology, and teacher competency with technology. Setting: There were 110 public high schools across the state of Iowa that were included in this study, and 37 of those were 1:1 schools. Subjects. Data were collected for both the school and teachers. A total of 922 teachers at 110 schools filled out the survey completely and were included in the study. Research design. Schools were initially identified for the study using propensity score matching. A propensity score was generated for each school, and treatment and control schools were matched based on their propensity score. Once schools had been identified multi-level models were created for the three separate dependent variables of interest in this study. Data collection and analysis. Data on schools were collected from the Iowa Department of Education and the Common Core of Data. Teacher level data were collected using a survey that was based off of a survey created by Hutchison and Reinking (2011). Each of the three research questions in the study was analyzed with four separate multi-level models. Findings. Significant differences were identified between 1:1 educators and their non-1:1 peers. Teachers in 1:1 schools reported that their students used technology more frequently, and 1:1 educators also reported higher integration scores. The remaining finding indicated that 1:1 educators reported that they had higher competency levels with technology than other educators. Conclusions. This study demonstrates that a 1:1 program is one way for schools to increase students' access and exposure to technology. It also indicates that 1:1 schools appear to develop their teachers' skill set with technology better than other schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10