Date of Degree
Access restricted until 02/23/2019
PhD (Doctor of Philosophy)
Psychological and Quantitative Foundations
First Committee Member
Second Committee Member
Third Committee Member
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.
This study investigated classroom teachers in schools that gave each of their students a computing device to use both at school and at home. The results of the study suggest that teachers who were more focused on working with students individually and tailoring their instruction to fit individual students’ needs than on their own content delivery, tended to use technology resources more productively and also allowed their students to utilize the computing devices for educational purposes. Teachers in the study reported that computing devices in the classroom can positively impact the learning environment, give students power to choose, allow teachers to give better feedback, provide students with better access to resources, facilitate better communication with students, develop skills necessary for the job market and in college, increase students’ motivation, and direct teachers’ instruction to individual students. However, computing devices could also negatively affect the learning environment by distracting some students, increasing disciplinary issues related to inappropriate use of the computing device, and forcing teachers to venture into a new learning ecology. There is a definite need for better teacher professional development focusing on technology integration. Results suggest that future teacher professional development should focus on developing student-centered approaches to teaching technology and creating spaces for students to work together.
1:1, pedagogy, technology
xiii, 171 pages
Includes bibliographical references (pages 149-159).
Copyright © 2016 Gary Steffensmeier
Steffensmeier, Gary. "Teachers’ pedagogical beliefs about using computing devices in one-to-one technology initiative schools." PhD (Doctor of Philosophy) thesis, University of Iowa, 2016.