One-to-one laptop initiative: Perceptions of teachers and administrators

The purpose of this explanatory mixed methods study was to explore the perceptions of teachers and administrators about the one to one laptop initiative in Nebraska schools. Parallel studies from the five largest and five smallest school districts were identified by the Nebraska Department of Education School Finance Formula and Organization Services. High schools in each district were chosen that have had one-to-one laptop initiatives for four or more years. The study examined teachers and administrator perceptions regarding: (a) the one-to-one implementation, (b) student engagement, (c) student grades, (d) benefits of one-to-one technology, and (e) the continued success of one-to-one initiatives. The major findings of the study for both administrators and teachers were generally positive about the implementation of the one to one laptop initiative. They also believed the initiative helped with student engagement as a tool for learning. The teachers and administrators didn\u27t think the initiative increased students\u27 grades, however once the laptop was implemented correctly it reinforced students\u27 interest in their specific content areas. Differences of opinion from the teachers and administration were found in the implementation of the laptop initiative. Teachers and administrators were positive about the added value of a technology initiative in their school system. A successful implementation process fostered more commitment from teachers to use the device in the classrooms, which increased student engagement and the potential for more student centered lesson plans. However, these same educators did not come to a consensus regarding whether the one-to-one laptop initiative improved student grades. The teachers that were a part of the original implementation process believed it was a more collaborative effort and wanted to use the technology for content engagement. It was a smoother and quicker transition compared to school districts with a top down implementation approach