Document Type


Date of Degree

Fall 2016

Access Restrictions

Access restricted until 02/23/2019

Degree Name

PhD (Doctor of Philosophy)

Degree In

Psychological and Quantitative Foundations

First Advisor

Stephen Alessi

Second Advisor

Benjamin DeVane


Using a qualitative multiple case study design, this study investigated the ways that teachers’ pedagogical beliefs about learning: 1) affect students’ access to and use of one-to-one technologies and 2) shape one-to-one learning environments. Results indicate that teachers’ pedagogical beliefs are not a predictor of student access to computing devices, but do impact how students use the devices in the classroom. Also, teachers’ use of technology resources reflects their pedagogical beliefs. Teachers in the study reported that the increased access to technology via a one-to-one program positively impacted the learning environment by: facilitating better communication with students; empowering students; providing better feedback to students; making the teachers’ job easier; providing teachers and students with better access to resources; allowing more ways to differentiate student learning; developing 21st century technology skills; providing variety; and helping motivate students to learn. Teachers’ perceived negative impacts of the one-to-one program centered on the difficulties of shifting to new classroom management methods that accommodate technology devices and the distractions associated with the computing devices. Teachers also reported that they need better professional development to successfully integrate technology into their classrooms. Future professional development for one-to-one programs should be directed towards developing student-centered pedagogies with a focus on collaboration and integration of technology into the educational curriculum.


1:1, pedagogy, technology


xiii, 171 pages


Includes bibliographical references (pages 149-159).


Copyright © 2016 Gary Steffensmeier

Available for download on Saturday, February 23, 2019

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