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ERIC Number: ED565559
Record Type: Non-Journal
Publication Date: 2013
Pages: 124
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3036-7779-3
ISSN: N/A
The Impact of the One-to-One Laptop Initiative on Teacher Perceptions of Instructional Delivery and Student Engagement in Middle School Mathematics
Whiteside, La'Ronda Long
ProQuest LLC, Ed.D. Dissertation, Gardner-Webb University
This study examined the impact of the one-to-one laptop initiative on teacher perceptions of instructional delivery and student engagement in middle school mathematics. Teacher perceptions of the initiative vary. Several school districts in North Carolina have implemented the initiative and are examining the impact it has on teaching and learning. The one-to-one initiative has been an essential paradigm shift for several national and international schools. The learning environment of the one-to-one initiative immerses students in a curriculum that integrates technology in all subject areas. Mathematics instruction in the 21st century has changed from subject specific to a more authentic integrated mathematics. Technology literacy is a vital part of this change. Data for this study were gathered through the use of qualitative measures via an online survey. The survey was sent to middle school mathematics teachers in three rural school districts in North Carolina. The three school districts were in different phases of the implementation ranging from 1 year to 5 years. Analysis of the data indicated a moderate impact of the one-to-one initiative on teacher perceptions of instructional delivery and student engagement. Teachers were most satisfied with the variety of online resources and programs available for instruction. The concern with regards to student engagement was inappropriate Internet use of the laptop by students. However, if implemented effectively, the one-to-one laptop initiative has the potential to enhance student collaboration, exploration, and inquiry and provide more opportunities for students to engage in a variety of higher-order thinking skills and activities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina