A qualitative study of administrator and teacher perceptions of changing instructional practices with 1:1 technology

Field of study: Educational leadership and policy analysis.Dr. Carole A. Edmonds, Dissertation Supervisor.Includes vita."May 2018."[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Reports on changing instructional practices with one-to-one (1:1) technology suggest positive increases in academic engagement, test scores, and preparing for 21st century careers. Multiple models of technology integration have been used to describe the level of 1:1 integration. The RAT model describes three levels of integration: replacement, amplification, and transformation. One-to-one technology implementation can be described in terms of Michael Fullan's change theory. Change theory has been used in educational research to describe changes and new initiatives. The purpose of this study was to identify changes with instructional practices as a result of implementing 1:1 technology, specifically at the middle school level. Qualitative data suggests participants viewed 1:1 technology integration favorably as participants discussed changes in instructional practices with utilizing digital platforms for communication, increased collaboration between students, more immediate feedback, increase in the availability of resources for student use, and the increased ability to integrate project-based learning into classroom instruction. Generally, the participants reported using 1:1 technology at all levels of the RAT model of technology integration dependent upon the lesson. Participants indicated that middle school students are more engaged with 1:1 technology. Furthermore, participants described the middle school years as exploratory in nature, providing a foundation for building digital citizenship. (Key words: one-to-one, 1:1 technology, RAT model (replacement-amplification-transformation), instructional practices, change theory, technology integration, middle school).Includes bibliographical references (pages 101-109)