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ERIC Number: EJ1141481
Record Type: Journal
Publication Date: 2017
Pages: 19
Abstractor: As Provided
ISSN: ISSN-0738-0569
Teacher-Initiated One-to-One Technology Initiatives: How Teacher Self-Efficacy and Beliefs Help Overcome Barrier Thresholds to Implementation
Heath, Marie K.
Computers in the Schools, v34 n1-2 p88-106 2017
School districts increasingly implement one-to-one initiatives with the stated goal of reforming education. While an emerging body of research exists that studies the barriers and supports to these top-down attempts at educational change, little research exists that examines the lived experience of teachers who demonstrate a strong sense of self-efficacy and who take action to work toward successful implementation of initiatives. This two-year case study uses phenomenology to explore teacher beliefs when teachers self-initiate a one-to-one program in their classrooms. It frames findings within Ertmer, Ottenbreit-Leftwich, Sadik, Sendurur, and Sendurur's (2012) suggestion that "barrier thresholds" to technology integration exist that cannot be crossed, despite positive teacher beliefs about technology. The study concludes that effective implementation of one-to-one technology occurs at a confluence of complex factors, that positive teacher beliefs about technology and teacher beliefs about professional agency can help teachers cross the barrier thresholds, and that teacher voice is critical to one-to-one research.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A