Document Type


Date of Degree

Fall 2016

Access Restrictions


Degree Name

PhD (Doctor of Philosophy)

Degree In

Psychological and Quantitative Foundations

First Advisor

Alessi, Stephen

Second Advisor

DeVane, Benjamin

First Committee Member

Schuh, Kathy

Second Committee Member

Schmidt, Renita

Third Committee Member

Yarbrough, Donald


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.

Public Abstract

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

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