Exploring teachers' perceptions and lived experiences in the one-to-one laptop computer environment: a phenomenological study

Steve M. Dissinger

doi:10.17918/00000127

In 2017, more than 50% of teachers across the United States reported having a one-to-one, student-to-device ratio in their classrooms. This increase was more than 10 percentage points higher than in 2016. While research shows positive benefits to schools that have implemented one-to-one laptop computer initiatives, we lack a clear understanding of the influence a one-to-one laptop computer environment has on pedagogy. This phenomenological research study explored teachers' perceptions and lived experiences with integrating one-to-one laptop computer technology into middle school pedagogy and lessons to understand the influence on pedagogy and learning in a middle school classroom. This study explored the lived experiences and perceptions of 16 middle school teachers representing one middle school in southeastern Chester County, Pennsylvania to understand their teaching perceptions in a one-to-one laptop computer environment. Data were gathered through a series of in-depth, semi-structured interviews, including individual interviews, focus group interviews, and observations during the interviews. Data were analyzed for emergent themes and trends. The study's results indicated increased flexibility for students and teachers and enhanced communication with families as perceived benefits of the one-to-one laptop computer program. Adequate training and professional development programs offered at flexible times for teachers and a reliable infrastructure were significant to the development of teachers' sense of efficacy in the one-to-one laptop computer environment. Additionally, the significance of the transition from elementary school to middle school, further complicated by the addition of one-to-one devices and a learning management system for incoming sixth graders, presents substantial implications for adequate training for students, especially new students, and incoming sixth-grade students. Challenges related primarily to students being distracted by social media, online chats, and websites unrelated to lesson goals and objectives and the disruptions to instruction caused when students arrive to class with un-charged or inoperable devices. The complexities of the learning management system and inconsistent use of the learning management system by teachers were also perceived as challenges in the one-to-one laptop computer environment. Significant recommendations from the study include implementing an in-school charging system for students, developing an age-appropriate digital citizenship course implemented in each grade level; adding a robust technology component to the sixth-grade transition program; and providing ongoing professional development for teachers specific to the learning management system and other best practice, inspired uses of technology in teaching and learning.

Exploring teachers' perceptions and lived experiences in the one-to-one laptop computer environment: a phenomenological study

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Exploring teachers' perceptions and lived experiences in the one-to-one laptop computer environment: a phenomenological study

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