Ubiquitous computing: systemic transformation to 21st century teaching and learning

Leah M. Christman

doi:10.17918/etd-4534

This mixed methods study explored the relationship between ubiquitous computing and the systemic transformation of a high school focused on 21st century teaching and learning. Previous research studies focused on the benefits of 1:1 laptop environments: however, many schools implemented ubiquitous computing without a systems approach. Many 1:1 laptop studies have focused on gains in student academic performance on standardized exams, a metric that some suggest is the wrong focus. This study was conducted at a suburban high school in eastern Pennsylvania with over one thousand students in grades nine through twelve and about 66 high school teachers. The study explored changes in teacher and student technology use, the relationship between teachers' technology use and the acquisition of 21st century skills, and factors that influenced teachers' decisions to plan lessons that integrate student-centered technology use in a ubiquitous computing environment. An investigation of 21st century skills, the need for school reform, and the value of ubiquitous computing to teaching and learning themes are shared. In March 2012, the administration presented a plan to the School Board of Directors for a 1:1 laptop deployment. The presentation focused on the need for 21st century learning in order to prepare students for their future. Opposition from some stakeholders questioned the value of technology and the costs to the local taxpayers. However, the School Board supported the proposal with an expectation that the administration would measure results to demonstrate the educational value of this expenditure. The district purchased the additional laptops and created a ubiquitous computing environment during the fall of 2012. In order to meet the expectation of the School Board, quantitative historical data collected through surveying teachers and students during the first year of implementation was analyzed. Historical walkthrough observation data was also analyzed to triangulate the data; comparing self reported technology use from the questionnaires to observed use. Personal interviews were conducted during the study, the second year of implementation. Interviews collected explanatory qualitative data, to better understand questions that emerge from the analysis of quantitative data, any perceived barriers to implementation of classroom instructional technology, and factors that contributed to teacher decisions for lesson planning designed to utilize technology for teaching and learning. Utilizing a pragmatic approach that explored the shared experiences of teachers for the phenomenon of ubiquitous computing, the results may inform others planning to use systemic approaches to transform schools to 21st century teaching and learning.

Ubiquitous computing: systemic transformation to 21st century teaching and learning

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Ubiquitous computing: systemic transformation to 21st century teaching and learning

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